Peer Tutoring Course Syllabus

Course Overview:
Students selected to be Peer Tutors will be assigned to a specific class period in which
they will work with students who want/need academic support. Students will use their
content knowledge, questioning techniques, study skills, and listening skills to assist
students in understanding specific concepts and project assignments.

Course Goal:
The goal of the Peer Tutor program is to provide support to students who would like or
who need additional academic support. Tutors will work with a wide variety of students
in an effort to model problem-solving strategies and explain course-specific concepts.
Peer Tutors involved in the program will develop an understanding and critical insight
into the learning and teaching process.

Expectations:
You were selected to be a peer tutor based on your academic reputation, your people
skills and your communication, organizational and time management abilities. Peer
Tutoring is a class where you will need to be self-directed as you will be working on your
own most of the time. Peer Tutors will need to be on time to class each day and have
excellent attendance. When problems arise, Peer Tutors are expected to contact Mrs.
Buxton or the study hall teacher for support.

Student Assessment:
Peer Tutors will be assessed on the following:
Professionalism/Reliability/Confidentiality
Data Collection (quarterly logs)
Journal Reflections (1 page each quarter)
Final Reflection/Reaction paper (1-2 pages)

Grading:
Peer Tutoring is a pass/fail class. The grading system will be based on performance,
tracker logs, journal entries and the final reflection paper.

Peer Tutoring Responsibilities:

Each Peer Tutor will keep a Log form that lists each student contact, what
subject the student and tutor work on, and the teacher for the subject. Peer Tutors will
submit their Log Forms at the end of every quarter to Mrs. Buxton.
Peer Tutors will submit written or emailed journal entries to Mrs. Buxton at the
end of every quarter (buxtonj@loswego.k12.or.us). The journal entries need not be
lengthy. They are simply a chance for you to let us know about any successes or
difficulties you experienced. They may include information like:
1) The name of the student who came for help
2) What the student requested help with
3) Any difficulties you might have encountered in working with a student, and/or
4) Something that really worked well for you.
As your final, you will be required to write a more formal reflective 1-2 paper on
your experiences from your Peer Tutoring.
As progress reports and teacher recommendations come in, you will be sent
referrals to help specific students who are failing or in danger of failing two or more
subjects. These students are your responsibility. It is especially important that you note
any problems you have in working with them in your log: (Example: I approached John
on Monday. He said he didnt have any work to do. I emailed Mr. W. and he said John
needed to complete page 23, problems 1-5. I talked to John but he said hed already done
the assignment. I asked to see it, to see how he was doing and he said it was at home.)
We are working with these students and their parents to help the students be more
successful. This type of documentation allows us to see what the problems are so we can
find ways to help the student.

Behavioral Expectations:

Keep the atmosphere professional at all timesyour actions will determine if
Peer Tutoring is an effective resource for students needing support, which in turn
determines whether or not the program will continue.
Arrive to class on time; do not leave the library; do not refuse to help a student
who requests it. Your need to complete your homework does not relieve you of your
duties as a peer tutor.

Additional Information:

Should you have difficulties working with a student you have been assigned, feel
free to request assistance from other Peer Tutors or let me know.
If a student shares information with you that you feel is important for an adult to
know, please contact the students counselor immediately.
Confidentiality is very important in your role as a Peer Tutor. You should never
share information with other students or your family regarding your working relationship
with the students who come to you for tutoring.
Remember, your goal is to help students feel comfortable requesting help from
the Peer Tutor program. Spend some time with each student getting to know him/her
prior to tutoring. It is not easy for students to admit that they are having difficulty.
If students are not coming to you for help, be proactive: circulate around your
assigned study hall tables, introducing yourself to the students. If you see students not
working, stop by and ask how theyre doing and if you can help them with something. If
you are assigned a student, dont take no for an answer find a way to work with
him/her.





FINAL REFLECTION PAPER

Your final reflection paper should be 1-2 pages, double-spaced. Please address the
following points:

Why did you decide to be a peer tutor?

What was the most rewarding aspect of being a peer tutor?

What was the most frustrating aspect of the job?

Regarding any referrals you received, describe your work with students referred to you,
including the following questions:

Who referred the student? (teacher, counselor, parent.)
For what subject(s)?
In what ways did you think your work with these students was helpful to them?
What roadblocks did you encounter in attempting to help referred students?
Any suggestions for overcoming obstacles to helping these students be more successful?

Regarding your work with other students in the study hall:

Describe the demographics of the other students you assisted as a peer tutor: mostly
freshmen or upperclassmen? Male, female, or an even mix?
In what subject(s) did you generally tutor?
Did you tend to work with the same students repeatedly?

What suggestions do you have for improving our peer tutoring program?

Thanks so much for your good work as a peer tutor!





Peer Tutor Code
We do .....
Explain concepts that students have difficulty
understanding.
Use alternate methods of explaining content and give
examples that may help students better understand.
Share successful study strategies based on experience
and training.
Believe a student's work should reflect their own ability.
Give positive reinforcement to help students become
more confident in their abilities.
Keep careful records of each student-tutor contact.
Honor the privacy of the student

We do NOT .....
Do assignments for students - including leading them
through assignments.
Assist in take-home exams.
Discuss assigned grades.
Attempt to judge the acceptability of completed
assignments from the instructor's point of view.
Comment on an instructor's grading policy, teaching style,
or personality.
Proof read drafts of papers, although we do read for logic
and clarity.
Discuss a student's progress, achievements or abilities
with others.

THINGS I CAN DO TODAY


Check Edline with my students to look over recent grades
and assignments.

Assist my students in becoming more organized.
Ex: Planner checks, binder checks, handing out copies of
the Homework Sheet, etc.

Model positive study habits.
Ex: Meet with teachers who have prep periods during
study hall to ask questions or get extra help.

Ask open-ended, directive questions.
Ex: You have Spanish today right? Lets take out your
workbook and go over your homework together.
Ex: Tell me about the book you are reading in English.
Who is the main character?

Show my students study techniques that have made me
successful
Ex: Making flashcards, creating outlines, brainstorming
ideas out loud.

Ask each of my students if they need help with their
schoolwork before starting on my own.








PEER TUTOR BACK-TO-SCHOOL NIGHT PRESENTATION

Intro:
Peer tutors are a resource for students; available in almost
every study hall. Juniors and seniors only; complete
application; selected by counselors.

Purpose:
To provide academic support to students in study hall
Assist with general study skill tips (time management,
organization)
Explain course-specific concepts

Process:
Peer tutors ask students if they need help
Students may request help from the peer tutors
Students are referred for peer tutoring
o By teachers
o By counselors
o Through the athletic program
o By parents (look for a listserve message about how
to do this/email Cindy Reese)
Referrals are commonly made after the first progress
report (around Oct. 8
th
)