Chat with the Rasmussen Library
Submit a Question
Answered By: Kristie Keuntjes Last Updated: Sep 14, 2016 Views: 195
The Learning Services Coordinators have put together the information below to help you be the best tutor you can be!
Prior to Shift
- Arrive punctually and professionally dressed. Arrive with enough time to prepare for the start of your shift, typically 10 minutes prior.
- Be prepared – be sure to have everything you will need for tutoring including a computer, access to a telephone, and headset.
Beginning of Shift
- Log into Brainfuse to check for any appointments. Be sure to confirm any pending appointments.
- Send confirmation emails to upcoming appointments.
- Reply to any emails from your Learning Services Coordinator or from students pertaining to tutoring.
Note – Email templates and call scripts can be found on the Tutor Excellence Guide under the resources tab.
- Be ready to meet with the student at the beginning of the appointment time.
- If the appointment is online, login early to ensure your technology is ready to go.
- Troubleshoot any issues that arise.
- If the student doesn’t show within 15 minutes of the scheduled appointment time, call the student. You can locate the telephone number in Brainfuse.
- If you are unable to reach the student, send the missed appointment email.
- If the student does show for the appointment, be sure to follow these steps:
- Welcome the student and greet him or her by name (you may need to ask for their full name). You want students to feel like they are in a safe environment, and this is the first step. Take some time to get to know the student. Ask about their program and campus or how things are going so far. Avoid overly personal questions.
- Ask how you can help the student today. This may take time, patience, and different questioning techniques. Do not assume you know what the student needs – take the time to listen. This will help you set the objectives for the session.
- Expect the student to come prepared. Students should have specific questions or problem areas. Students must complete the required readings before meeting with a tutor.
- If a student is unprepared, you may direct them to do their readings or attempt the assignment prior to making another appointment.
- If the student is completing a writing assignment, point them to resources they can use like the Writing Guide or the English Composition Guide.
- Do not complete the student’s work for them.
- If the student has attempted the assignment on his or her own and needs assistance, walk him or her through a sample assignment.
- Be sure to work at the student’s pace, ask plenty of questions, and give positive and constructive feedback. Be honest with the student about his or her work.
- If the student is working on content help or is preparing for an exam, take the time to share study strategies.
- Readjust your strategies while working with the student to adapt to different learning styles – flexibility is key!
- Refer students to any of Rasmussen’s resources that may be beneficial to them. Do not promote resources like a Google search or Wikipedia when it comes to researching and locating information.
- Review what you have covered at the end of the session. Be sure to send a follow-up email with resource reminders.
- Do not forget to log the appointment in RasTrack!
- Students book appointments to ensure one-on-one support. Do not let interruptions take away from the student. This includes other students, phone calls, eating during the session, or anything else that will disrupt your session.
- Be mindful of time limits – appointments are an hour long, and most problems can be solved in that time frame. Do not spend more than two hours with students. Spending more than two hours with students will keep other students from accessing tutoring and encourage dependence upon the tutor.
- It’s OK if you don’t know something – be honest with the student. Do not help a student with content outside of your subject area. Do not refer to yourself as not that good in a subject you have selected for tutoring.
- Remain positive – positivity is contagious! Be sure not to feed into any negative talk about an assignment, instructor, staff, or the College.
- Be supportive even if you’re working with a difficult student. Reach out to your Learning Services Coordinator for ideas for working with challenging students – do not avoid working with them to avoid the challenge.
- Remember to abide by FERPA.
- Be respectful of students and expect them to respect you – do not tolerate rudeness.
- Communicate with your Learning Services Coordinator - do not leave him or her in the dark about student concerns.
- As a tutor, you are a role model on campus both inside and outside of the classroom. Set a good example for your classmates and tutees.
- Do not wear/do/say anything that could be considered offensive.
- Incorporate feedback from your Learning Services Coordinator daily.
- Utilize and promote Rasmussen resources.
- Avoid speaking negatively about courses, instructors, assignments, staff, the College, or other students when working with students on campus – vent your concerns and frustrations to your Learning Services Coordinator. Your opinions weigh a bit more heavily as a tutor, and you want to work on creating positive environments.