As you know, the Learning Center (AD 232) provides GCC students with access to tutoring in most subjects – both in person (M-S, 8-7:30 most days) and online (24/7). However, if you’re an English instructor who would like a tutor to assist you in class on writing intensive days, we may be able to have a tutor visit your class, schedules permitting. If our brightly lit lab is available, you could book that space as well.
We ask that you contact us at least two weeks before you plan to employ one of our tutors in your classroom. We realize that your own course doesn’t necessarily run on a perfectly planned schedule, but our tutors, who are students first, have hectic personal and work schedules. We need time to find the best candidate for your class – and to ensure that we still have plenty of coverage in the Learning Center.
Email us at firstname.lastname@example.org using the following template:
Name: Dr. Chewbacca von Kashyyyk
GCC Email: email@example.com
Date of visit: 09/30/19
Class: ENG 101
Time of class: 8:00-10:00 a.m.
Tutoring Span: 9:00-10:00 a.m.
Location: CR 225
Length of class(es): 120 minutes
Number of students enrolled: 30
Tutoring and Mobile Tutoring
A tutor’s primary objective is to engage in a genuine dialog in which each party contributes meaningfully and equally to a mutually enriching conversation that challenges both the tutor and tutee to negotiate – on a regular basis – their understanding of each other’s expectations and goals and the outcomes of their collaboration. In this process, the tutor empowers the tutee to become an independent learner. This requires flexibility, creativity, and an appreciation for the benefits and potential outcomes of conflicting opinions. In short, tutors do not grade, proofread, or edit papers; they enable maturing writers to make informed decisions about their own work.
A mobile tutor’s primary role should be to engage in the same genuine dialog of a traditional tutor, with all of its dimensions and commitments, but to do so in any instructor’s classroom. The embedded tutor will be an occasional and visible presence at peak times in class, a collaborator with faculty and enrolled students who stimulates academic discourse by encouraging budding writers, expressing genuine curiosity, and nourishing both trust and agency.
How can I responsibly implement a mobile tutor?
You’ll have an opportunity to contact the tutor ahead of time and make specific requests. Usually, a mobile tutor will provide roaming, individual tutoring, but they can also provide extended one-on-one sessions, group tutoring, classroom presentations (providing a peer perspective), or engage in classroom exercises.
Are there any restrictions?
Of course, common sense prevails here. The tutors may not do work for which you are being compensated (i.e. lecture, grading, etc.). They are not permitted to run errands for you; keep or access confidential student records, such as gradebooks, attendance rosters, or personal emails; and they cannot conduct formal evaluative or administrative functions not sanctioned by the college, such as student evaluation oversight. Contact Shant Shahoian (firstname.lastname@example.org) with any specific questions or concerns you may have here.
What can mobile tutors do in their down time?
You’ll book a mobile tutor in half-hour increments, so if you know you’re lecturing for the first half of class, simply arrange for the tutor to visit during the second half of class. In some instances, however, your mobile tutor may have “down time,” when they are not actively involved in tutoring your students. How can they help you?
• Social Media: A tutor can take pics in class and post them to your class social media account
• Notetaker – Cornell Notes or any other method to model good notetaking
• Campus Resource Ambassador –Informs students of relevant resources and events
• Prepare mini-presentation on an aspect of your assignment from student’s perspective
• Ask for input (from your tutor) for ideas for downtime!
One possible disadvantage of the mobile tutoring model is that you won’t have as much time to build a relationship with your tutor, as you would with a traditional embedded tutor who is in your class every day. But here are some tips to make sure your tutor is effective:
1) Communicate – even before the day of the tutor’s visit – how much you value the tutor. Make it clear the tutor is a trusted resource.
2) Let the tutor introduce themselves and remind the class of their availability in the Learning Center.
3) Provide the tutor with any relevant handouts or materials, so they are on the same page.
4) Encourage the tutor to attend to the students as much as possible by walking around the classroom, sitting near them, passing out handouts and being involved in the class.
5) Remember that your students may be disinclined or too shy to ask for clarification about a lesson or an assignment you give. You could ask the tutor if your instruction is clear, which might encourage the students to ask questions they may have.
6) The tutor might be open to giving a mini-presentation on some aspect of your instruction. Encourage him/her to be involved this way. A peer’s perspective may be invaluable.
7) Ask the tutor if he/she has any suggestions for other ways to utilize his/her presence in the classroom.
8) Encourage your students to visit your tutor – or any other tutor – in the Learning Center for one-on-one sessions.
9) Be experimental—think about novel ways to work with your tutor.
10) Communicate with the tutor. Ask for feedback about the class and how students are doing. Often, students will tell tutors things they may not tell you. The tutor may disclose general and even specific information, but because of the confidential nature of tutoring, may be uncomfortable disclosing students’ names. Please honor this confidentiality.
11) Tutors only get paid for time they are in the classroom; please do not ask them to do things outside of the class time.
12) Ask Shant if there is anything he can do to help.