Frequently Asked Questions
What resources are available to help students with their comprehension skills in Math
How many hours can tutors work?
Establishing trust is achieved over time and through consistent practice. As a tutor, you can create a secure environment for the student. This can be done by being sincere, honest, caring, sensitive, nonjudgmental and encouraging. The use of good communication skills that include listening, body language, clarification of understanding and use of appropriate responses will contribute towards creating an environment conducive for learning. Ultimately these strategies boost the confidence of students and enable them to focus on improving through learning.
Tutors have a responsibility to conduct themselves professionally at all times and to serve as good role models for their students. This includes modeling appropriate dress, speech, and actions and showing respect for others, including students.
Use the allocated time to focus on the student and task relevant activities. This sets a good example for the student to focus on their work. Refrain from attending to personal matters during tutoring sessions e.g. texting, using cell phones or other electronic equipment or carrying out non-tutoring related tasks.
Tutors can help students to help themselves by helping the students learn critical thinking skills and confidence. Tutors may ask students questions that lead to problem solving. Help the students to find the answers themselves. Tutors should not give the students the answers to the problems or do the work for them. Tutors can also encourage students to ask more questions of their teachers if students are having difficulty grasping a concept. If students succeed on their own, tutors can reinforce students’ confidence in their abilities by giving genuine praise when it is earned.
Be firm and consistent. Continually explain and reinforce expected behavior and the task that is to be completed. Focus on bringing the students back to the task at hand. Explain the effect of such behavior on the goals of the class and the consequences of noncompliance. Never enter into a confrontational situation with the student. If a student you are working with becomes too difficult to manage, seek help from the teacher or a supervising staff member. Stay in control at all times even when seeking back-up. Solicit the assistance of any students who are non-disruptive in maintaining order. Do not take any negative student actions personally.
The important thing is to understand the math content and to be able to assist the student. Sometimes there is more than one way to get the same answer. However, it is important to ascertain whether the method being taught is a compulsory principle that the student is required to learn. Tutors should take time to learn the teacher’s method, but they can also ask permission to try another method of explaining a concept if they are tutoring a student that is not grasping the material. Tutors should never use any outside methods or materials without checking with the teacher first. Alternatively, you could sit in on the teacher’s class to understand the concept being taught.
As much as possible, dedicate time on an individual basis to cater for the individual needs. Visit with the teacher about your concerns and ask if it would be possible for students being tutored to be grouped according to their academic abilities in order to help you tutor more effectively.
Speak with your supervisor or the teacher to see if an appropriate location can be found. Tutors must always be supervised by professional staff and cannot be placed in an area where a supervising adult is not present at all times. This is for the safety of both the students and the tutor. If a suitable tutoring venue cannot be found, contact the Engaged Student Programming coordinator or director.
It is difficult to assess a student as non-caring if the tutor does not have specialist knowledge. Sometimes students have different learning styles or they have difficulty seeing the value of the course in their future education or career. It may be that there are challenging situations that the student has to deal with in their personal life which subsequently is affecting their attitude at school. Tutors are not advised to deal with such situations directly. What a tutor can do is to make an effort to establish a friendly, respectful relationship with students and show them that the tutor has a genuine interest in their success. If this strategy does not work, refer the matter to a more experienced member of staff. However, continue to treat all students with respect and include them in activities as much as possible. Tutors may be able to increase students’ engagement in the learning process by encouraging them take a leading or participatory role.
This depends on the individual. People have different styles and senses of humor. Let the students see you laugh at yourself and at other people’s jokes. Relax a little and be observant. Note the things that students find humorous. Weave appropriate humorous activities into the learning process. Above all, maintain balance.
Explain to students that the purpose of the exercise is to measure their understanding of the subject matter and that cheating defeats the purpose and makes it difficult or impossible to gauge their understanding. Ask students if they need help in understanding the subject content or concept. Give the students another question to solve to ensure understanding. Be polite and respectful during such an exchange. Your intent is to encourage appropriate behavior and a willingness to learn, not to humiliate or embarrass students even though they may feel embarrassed. As the tutor, you may need to report the incident to the teacher.
Use different means of communication. Sometimes information can be conveyed in story form, through the use of images, objects, reading, writing, role play or using technology. You can use a combination of these elements. Become knowledgeable about each student’s learning style and implement the available resources in order to provide meaningful learning for the student. Also, engage students in the learning process by getting them to participate in a learning activity.
Keep focusing students on the task at hand. Depending on age, have students engaged in short duration tasks. Younger children often have shorter attention spans. Engage students in stimulating and challenging exercises. Use classroom management techniques if the class is becoming disorderly. Seek support from a member of staff if necessary. Be firm, fair, and consistent.
Keeping students focused can be accomplished through the use of various strategies. Tutors can design learning around interesting activities that will foster student participation. Keep students focused by engaging them in dialogue to gauge understanding of subject matter. Use resources that can aid student learning. Understand each student’s learning style and use techniques that support the learning style to explain subject matter.
If work is defined as the student’s homework, assignments, coursework or class work, then the student should do all the work. The role of the tutor is to provide guidance with examples if necessary to aid understanding and to help the student to understand the concepts behind a problem or the process of solving the problem.
Teaching students the fundamentals or underlying principles of any concept aids understanding and should minimize the need to memorize.
Encourage students to plan ahead since the need to memorize sometimes stems from time pressures. Students can also learn by reviewing subject matter regularly and through practicing, applying and discussing subject matter in study groups. However, some research suggests that memorization can also be useful.
Tutors can contact their ARAC supervisor or the student's teacher to find out answers to questions related to the student's ability to help in working with the student.
Some useful information can be found in our section on resources for deaf and hard of hearing students in the menu on the left of this page. The page contains resources such as a sign language dictionary and alphabet chart. There is also an information website on useful strategies for tutoring.
Speak to your site supervisor who will speak to the appropriate person as necessary so that the matter will be dealt with appropriately.
Permission to journal about a student’s successes and struggles should be sought from your supervisor. Names should never be used .Typically any recorded information should be purely factual and professional. Refrain from personal opinions especially those that are defamatory or derogatory.
Tutors are paid every two weeks. The pay schedule can be found on the TTC website. The link is provided below
Tutors get paid $9.11 per hour
Tutors only get paid for hours worked.
Tutors provide tutoring sessions to the students at the schools during school times.
In the first instance, seek to resolve the matter with your supervisor. If the matter is not resolved, then the matter should be reported to the Engaged Student Programming coordinator.
Any complaints will be passed on to the Engaged Student Programming coordinator who will respond to the matter accordingly.
Timesheets should be submitted through Web Time entry. Signed timesheets should also be submitted by fax by no later than 12.00 noon on the Monday after the applicable working week. Due dates can be found in the Tutor handbook and on the TCC payroll schedule section of the website.