• Familiarize yourself with the course syllabus, textbooks, and key learning objectives to ensure your tutoring aligns with what students are learning in class.

• Foster a welcoming and non-judgmental atmosphere where students feel comfortable making mistakes and asking questions.

• Incorporate different techniques such as conversation practice, flashcards, role-playing, and multimedia resources to cater to various learning styles.

• Emphasize real-life applications of the language, such as conversational practice, situational dialogues, and cultural context, to make learning relevant and engaging.

• Get students actively involved in sessions through interactive activities, discussions, and collaborative exercises.

• Help students set specific, achievable goals for each tutoring session and for their overall language learning progress.

• Offer positive reinforcement and constructive feedback, focusing on specific areas for improvement while celebrating progress.

• Use authentic resources such as news articles, music, films, and literature from the target language to enhance learning and cultural understanding.

• Understand that language learning is a gradual process and be prepared to adapt your methods to meet the diverse needs and paces of different students.

• Encourage students to practice outside of tutoring sessions by suggesting useful resources, study techniques, and language practice opportunities such as language exchange programs.

• Always be kind.

• Ask if they have been to CLAS before, then set appropriate expectations

• Begin by going over the assignment and due date, and by asking what the student’s concerns and feelings are. 

• Have the student read out loud, or read it out loud to them.

• If you want to read or skim, give the student a task to complete while you do so.

• Asking questions is better than making statements. (If a student asks, “What should I do?” you can return the question: “What do you want to do?”)

• Have the student write down important ideas they verbalize in the session, or write them down for the student, using their language.

• Focus on big issues first – argument, evidence, development, organization.

• Express what is clear and what is not clear to you, and point out what is interesting or compelling to you.

• If the thesis is too vague, have the student walk you through the paper. What is the main point of each paragraph? See if they can bring those points into the intro/thesis.

• Use the resources in the Writing Lab or on the website – handouts, worksheets, etc.

• For students who feel their paper is disorganized, have them write a reverse outline.

• If you have time, note patterns of error – comma splices, tense issues, etc.

• Use the last few minutes to reflect on progress and talk about next steps.

The role of a peer tutor is multifaceted and essential in supporting the academic success and development of their fellow students. Here are the key responsibilities and functions of a peer tutor:

1. Facilitate Learning:

   • Encourage active learning techniques and critical thinking.  DO NOT JUST GIVE ANSWERS.

   • Guide students to develop effective study habits and strategies.

   • Promote independent learning by helping students identify resources and tools.

   • Direct students to additional academic resources, such as writing centers, libraries, and online tools.

2. Confidence and Motivation:

   • Offer encouragement and support to boost students' confidence.

   • Act as a role model by demonstrating effective academic and study skills.

   • Provide constructive feedback to help students improve their work.

3. Communication and Collaboration:

   • Maintain open and respectful communication with students.

   • Adapt tutoring methods to meet the diverse needs and learning styles of students.

   • Assess students’ learning by asking about their next steps and give guidance as needed.

   • Inform students about campus services that can aid in their academic and personal development.

4. Creating a Positive Learning Environment:

   • Foster an inclusive and supportive atmosphere during tutoring sessions.

   • Encourage questions and active participation from students.

   • Respect confidentiality and maintain professional boundaries.

   • Adjust tutoring methods based on student feedback and needs.

5. Professional Development:

   • Participate in training sessions and workshops to enhance tutoring skills.

Teaching involves delivering structured curriculum content to a larger group of students over a defined period.  Teachers use standardized methods and materials to educate and evaluate a whole class, aiming to meet broader educational objectives.  In other words, given the constraints of the classroom, teachers  most often do not have the freedom to tailor individual instruction for every student in their class.

Peer tutors, in contrast, have a responsibility to instill and encourage others to grow and become independent learners by focusing on providing individualized support and assistance to help students understand specific concepts or assignments.  This is done by one-on-one sessions tailored to the student's specific needs to build their skills and confidence.

• Develops skills in areas such as Critical Thinking, Interpersonal Skills, and Mentoring/Teaching Skills that can be beneficial for either grad school or a career

• Increases ability to manage own learning and study strategies  

• Increases subject-specific knowledge  

• Increases understanding of the subject area  

• Improves attitude toward the subject area  

• Provides more empathy among students 

• Provides exposure and deep interaction with diverse perspectives and improves cross-cultural communication

• Communication is KEY!

• Check-in on time using the check-in form. If you are late, or forget completely, contact your Supervisor(s) to let them know that you are okay.

• While working remote shifts, keep your Zoom app open with notifications on and monitor your email in case we reach out to you. You are being paid to be accessible, regardless of whether or not you have appointments scheduled, in case we have an emergency or issue and need to reassign a student.

• Review the appointment list at the beginning of your shift and throughout.

• Notify your Supervisor(s) immediately if a student joins your Zoom and they are not on the appointment list.

• Know, understand, and use the rules, regulations, and procedures in this handbook.

• Check your email and respond in a timely manner.

• Attend mandatory training sessions.

• Be interactive during the tutoring process.

• Complete and submit all required payroll and absence forms promptly and accurately.

It is policy that tutors do not write on student papers for any reason (including digital comments). This is to help ensure that any language inspired by a tutoring session is generated by the student, and to help reinforce that we are not a copy editing service. Editing is not our jam. We are all about asking questions to gently guide students to better understand and express their own ideas in their own voice; we are not about feeding students our own ideas and marking up their pages with red ink. Be mindful of this mission while working with students. The student should feel in complete control of the writing process during a session. 

We are not able to work with students on take-home midterms, assessments, and final exams. Professor/TAs must contact the Writing & Languages Program Director directly to request an exception to this policy. Helping a student on a take-home exam without permission may constitute academic dishonesty.

Make sure you are actually looking at the assignment sheet, and stop the session if you see the word “exam”. Let them know their professor needs to contact the Program Director directly, and give them their email address.

We do not provide proof of attendance to students. This means we do not give students “receipts” for their sessions, we do not email or send notes to professors to confirm a student’s attendance, and we do not sign anything to provide proof of attendance. Students’ use of CLAS services is protected by FERPA, and we cannot participate in a situation that has any bearing on a student’s grade because we are not instructors of record.

If a student asks you to sign or provide something, tell them you are not permitted to do so, and give them the Writing Coordinator’s contact information so that they can email the Coordinator directly to confirm this policy if they wish.

As a tutor, you will encounter many types of students, and some may be experiencing challenges in their personal life that affect their academic work. If you suspect they need help, please see your Supervisor(s), reference the Distressed Students Response Protocol, and/or offer to take the student to CARE, CAPS, the Women’s Center, etc. 

To clarify what is stated in the handbook and what we covered in training, during your remote shifts you are responsible for all of the following:

• Check in on time using the check-in form. If you are late or forget completely, contact Kristen to let her know that you are okay.

• Keep your Zoom app open and monitor your email in case we contact you. You are being paid to be accessible, regardless of whether or not you have appointments scheduled, in case we have an emergency or issue and need to reassign a student.

• Review the appointment list at the beginning of your shift and throughout.  It is important to check the list at the beginning of your shift, but you also are responsible for referring back to it throughout your shift.

• Notify Kristen immediately if a student joins your Zoom and they are not on the appointment list.

If ever a situation arises where you feel confused or upset about an issue that comes up, it is vital that you communicate with your supervisor to clarify and reinforce accurate information about policy. 

In-Person/Hybrid Tutor Check-In Process

1. Use the QR Code to check in once you are in the lab. Please do not check in more than 15 minutes before your scheduled start time. 

2. Silence your cell phone while you are in the lab.

3. Remove personal or other potentially distracting items while tutoring.

4. NEVER USE BOTH EARBUDS while in the lab, UNLESS you are conducting a Zoom appointment.

5. Once you are seated, open the Drop-In Sign-In Sheet and, if you have a Hybrid shift, the Appointment Sheet.

   1. Drop-In Procedure:

      1. A front desk assistant will let you know when there is a student for Drop-In

   2. Appointments Procedure:

      1. When you arrive, check in with the front desk assistant to see if you have any appointments. 

6. Once your shift is over, don’t forget to complete your hours for the day on Kronos. (Use a google calendar notification with the link to help you remember!)  Please leave your desk space clean with the chair pushed in at the end of your shift.

Evening Online Tutor Check-In Process(5PM-10PM)

1. Use the Online Tutor Check-In. Please do not check in more than 15 minutes before your scheduled start time. 

2. Silence your cell phone and remove personal or other potentially distracting items from view.

3. Check the Evening Appointment Sheet to see if you have any appointments.

4. Make sure your ZOOM room is open before your scheduled appointments and for the duration of your appointment times. (If a student is late, you do not need to go over the scheduled time to make up missed minutes.  If you choose to, please explain that this is an exception as you do not have another appointment.)

5. At the end of your appointment, ask the student to complete the Check Out Survey by sharing the link in the chat.

6. Once you have completed your shift, return to the Appointment Sheet and mark if the student was seen or if they were a no show. 

7. Once your shift is over, don’t forget to complete your hours for the day on Kronos. (Use a google calendar notification with the link to help you remember!)

1. Fill out the Time Off Request Form as early as possible. 

2. If your time off request is approved, it will be added to the Shift Coverage Form. If it is not, you will receive an email.

3. You can let other Tutors know about your open shift if you would like to ONCE it is approved and on the Shift Coverage Form, but it is not expected nor required.

Please keep in mind that the expectation for this position is that we will continue to serve students through exam seasons when they need us the most. This means that you are managing your time well and not requesting shifts off so that you can study for your exams during midterms & finals.

If you are ill, please let us know and STAY HOME.

1. To view open shifts that need to be filled, open the Shift Coverage Form. 

2. If you would like to cover an open shift, submit a Shift Sub Request Form. Requests are granted on a first-come first served basis. 

3. If your request is granted, your name will be filled in on the Shift Coverage Form. 

4. When you list this shift on KRONOS, include a comment! (example: "Other: Filled in for _________")

If you are generally interested in working more hours on a regular basis, let your supervisor know!  

You can also set up notifications for the Shift Coverage Form.

If you are sick or otherwise experiencing an emergency and will be late or need to call out of a same-day shift, email your supervisor as early as possible. If the shift begins in less than an hour, or if you do not get an email response within one hour, send the Writing Coordinator a text or Zoom message as well. If you still do not get a response, call the front desk to report your absence.

You are expected to make every effort to alert CLAS if you will be late or absent. You are also expected to still fill out the Time Off Request Form, even after making contact with CLAS about your same-day absence 

Rule #1 PLEASE DO NOT PUNCH IN!

In general, to enter your time you will need the following. 

• You will use the "Assignment" column to choose CLAS and the code is "CLSR" 

• You will use hours worked, and enter the total for the day at the end of your shift daily.

• You will need to make comments by right clicking "other" and "apply"  

• When you have entered your hours for the day, you will need to save in the top right corner

• When it is time to approve your card, you will click the approve button on the top left

Here are two resources:

Basic Navigation

Entering Time

Use your UCSB Net ID and password to log in here: timekeeping.ucsb.edu

When Do I Need to Add Comments?

• Subbing for someone else’s shift (Comment: Sub for [tutor name] in [service]).

• Training (Comment: [insert topic] training).

• Meetings with CLAS staff (Comment: Met with [staff member name]).

• Providing extra help as needed in the lab (Comment: Extra drop-in support).

You do not need to add comments for your regular weekly hours that happen at the same time every week (in other words, the schedule set by your supervisor). You DO need to add comments for anything that happens outside your standard weekly schedule.

BE AWARE

• If you forget to approve your timecard until the Sunday or Monday after the pay period ends, you will need to select “Previous pay period” from the drop-down menu in the top right corner before you approve your hours. (Please remember to check the dates!!!)

• If you are out for a shift, you don’t need to enter anything for that day (no zero values or sick time).