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Training Modules
Mentoring and Tutoring Training Module SummaryThe following is a summary of the Volunteer and Service Learning Center tutoring and mentoring training module. The official training module is listed under the Office of Institutional Compliance listings on UT Direct. Please remember that, while this training covered some of the important topics related to tutoring, mentoring, and risk management, there is still much more to know. Any additional questions can be forwarded to the Volunteer and Service Learning at 471-6161. Go to the Official Tutoring and Mentoring Training Module --> (UT EID Required) This summary includes information on the following topics:
Mentoring and Tutoring Defined
First Steps to Beginning Work in a Mentoring or Tutoring Program
Always check-in with the office upon arrival; they will want to know that you are there, and may have specific instructions or rules to relate to you. It is very important that you do this every day that you tutor or mentor. It is also recommended that you try to arrive early on the first day. The teacher or administrators may want some time to meet with you before you get started, and planning to arrive early will give you a cushion if you are lost or delayed. Keep your UT ID with you at all times. This will serve as your ID badge when you are on-site. Maintaining a reliable routine is very important for students. Make sure that you set a consistent schedule for your tutoring or mentoring, and always notify your student in advance if you will be late or cannot attend a session. Now that we have discussed some preliminary steps to beginning a tutoring or mentoring role, we will look specifically at some important things to keep in mind as a tutor. Remember: You Have an Important Influence Upon the Child
This point is extremely important. You will have a lot of influence upon the child you mentor or tutor, and your actions, demeanor, and words will all be studied. If you seem interested in the success of the child, and demonstrate patience and perseverance, there is a good chance that over time they will emulate those characteristics. The child, however, is also likely to mirror any frustration, impatience, or disinterest you demonstrate, so it is very important to be aware of not only your actions, but also your tone and the way you carry yourself. Tutoring Technique
When tutoring, do not get into a habit of answering questions for the student; instead, guide them toward the correct conclusion with hints and pointed questions. Let them get the answer themselves. Asking questions about why a student came to a conclusion, or what makes an individual question difficult, is very important. It will help you get a feel for how the student learns and check for understanding. Try to identify broad concepts that will allow the student to answer new questions independently. Try to see things from the students perspective. This will help you understand what is challenging and why. Find out what works for your student in terms of learning style; this concept will be elaborated upon in the next slide. Tutoring - Learning Styles
Identifying the way your student learns can help you develop a successful tutoring approach. Most learners benefit from a combination of these approaches, but may be strongest in one area. Kinesthetic learning takes place through hands-on types of activities. A student with a preference for kinesthetic learning may benefit from games and interactive projects. Visual learning takes place through sight. A student with a preference for visual learning may benefit from the chance to read instructions or watch demonstrations. Auditory learning takes place through sound. A student with a preference for auditory learning may benefit from lectures and vocalized explanations of material. Be careful not to attempt to pigeon-hole your student's learning style; it is simply recommended that you recognize that students learn in different ways, and that it is important to try and understand where the student is coming from. This will help you find a tutoring approach that best meets their personal needs. Mentoring - What a Mentor Is
As a mentor, you will be a role model for the mentee. You will have the opportunity to occupy a special position of respect and responsibility in the mentee's life. When working with your mentee, remember that adolescents and children can struggle with self-confidence, uncertainty, social anxiety and myriad other issues. You will have an opportunity to guide the mentee through various challenges, some of which you will have faced yourself, and some which will be unique to the individual. Remember that you are there to offer the mentee encouragement and support, and to encourage them to develop and grow, both academically and as an individual. You will be in a position to offer knowledge and advice on a wide range of issues, and will be a valuable resource to the mentee in many ways. The needs of each mentee will vary; some may need assistance with their schoolwork, some will need help developing confidence and others may just need a guide and a friend. Many will need some combination of all these things; it will be up to you to identify what role it is best for you to take in the child's life. Mentoring - What a Mentor Is Not
Being a mentor is a lot of responsibility. The lines in the mentor-mentee relationship can become blurry if the mentor is not careful. Remember that you are not there to make a new friend. For the mentor relationship to work, the mentee must not view you as a peer or best buddy. Feelings of friendship are positive to the mentor relationship, but your role must remain that of a guide and source of knowledge and experience. It is also very important that as a mentor you do not stray into the role of parent, teacher, or counselor. This can create confusion and lead to a multitude of problems for all parties involved. Mentoring and Tutoring - Concluding the Relationship
Tutoring and mentoring experiences lead many students to develop strong emotional bonds, and sometimes the tutor or mentor is unaware that these emotional ties exist. You should be aware of the potential for these types of feelings even in short-term tutoring or mentoring situations, but they are especially important to anticipate when the student is very young, or you have been working with a student for an extended period of time. Keep in mind that, while you may be excited about the approach of finals, spring break, or summer, the student may be feeling a sense of loss or pressure at the prospect of you leaving. It is important that, a few weeks before your last tutoring or mentoring session, you make the student aware of the approaching termination of your role as a tutor or mentor, and continue to remind the student of this until the conclusion of the relationship. You will have a choice to make regarding future contact with the student. While you will not be in the role of a professional mentor or tutor anymore, you may choose to remain in touch with the student and act as a resource and source of support. If this is the case, make sure you clearly outline, to both the student and their family, the boundaries that will define any future interaction between yourself and the student. Risk Management
For both mentoring and tutoring, following appropriate risk management principals is absolutely essential. These rules are for the benefit of both yourself and your student/mentee. They also are important in protecting you from legal liability. Remember that you are in a professional role, and you have legal responsibilities to uphold. Failing to do so could result in serious legal and financial consequences or unintended harm. The following three slides will give a brief overview of basic risk management principals. Please keep in mind that the information given in these slides should not be viewed as the total representation of relevant risk management principals. Always use common sense, and anytime you have doubts about a situation check with your program coordinator and/or school officials. Risk Management - Basic Rules Part I
The first basic step in risk management involves being aware of the check-in process, and following it carefully. This involves not just the initial check-in with the front office, but also any paperwork, trainings or other actions that the school expects you to complete before starting. Once you have started your mentoring or tutoring role, make sure that you are careful about what you give to the child or their family. Do not purchase any gifts, give the child or their family any money, or use your own money for activity related costs. It is very important that you follow this rule to protect yourself from liability and maintain the integrity of your role in the child's life. Risk Management - Basic Rules Part II
Avoid touching the student. This doesn't mean that you cannot shake their hand or give them a quick hug in an appropriate situation, but such contact should be very limited. Physical contact creates the risk of accidental harm, or could be viewed as inappropriate. Even contact you perceive to be innocent, such as resting your hand on a child's shoulder while they are working, may be viewed very differently by the child, their parents or authorities. Tied into this is the need to respect boundaries, both physical and personal. Remember, you are the child's mentor or tutor; you do not have a right to get overly involved in their personal life. Use common sense. Finally, never take a student or mentee in your car, unless it is specifically a part of your program and you have cleared it with all the parties involved. This is crucial as in the event of any type of accident or incident you are likely to be held liable. If you have any questions about this, make sure you check with your supervisor or program coordinator. Risk Management - Student/Mentee Welfare
Anything that the student/mentee shares with you should be considered confidential. Do not share this information with anyone who does not have a right to know, or make attempts to intercede in their private life. There is one very important exception to this rule. If the student/mentee tells you about a situation where they or someone else has been harmed, or if the threat of such harm exists, you are legally obligated to report it. If a student/mentee discloses this type of information to you while at the school, do not leave the school without first discussing the disclosure with the counselor or principle. If it is found that you knew about the existence of such a situation and failed to report it, you could face legal repercussions. Go to the Official Tutoring and Mentoring Training Module --> (UT EID Required) |
