TRAINING GUIDE
FOR MATH BOOT CAMP
TUTORS
Purpose:
This purpose of this training guide is to serve as a template for Math Boot Camp faculty to provide training for the Math Boot Camp student tutors. Each faculty member is encouraged to incorporate his/her own methodologies and philosophies while supervising and training the tutors that they will be working with in the Math Boot Camp.
Position Description:
Math Boot Camp tutors serve as peer tutors during the course of the Math Boot Camp. They are a very integral and essential component of the Math Boot Camp in that they provide prompt individual support and guidance to students. To ensure that the students receive the very best and most comprehensive assistance in filling in mathematical knowledge gaps, it is recommended that each Math Boot Camp class have no more than an 8 to 1 student-to-tutor ratio.
Minimum Qualifications:
- Have completed at least Math 120 (or a comparable Intermediate Algebra level) with a grade of B or better
- Recommendation from a math faculty or MESA faculty
- Be able to work comfortably with people from diverse backgrounds
- Be reliable
- Demonstrate a good work ethic
Responsibilities:
- Be available to work the entire Math Boot Camp session (4-weeks)
- Work with students one on one and in small groups
- Exhibit patience and a positive attitude in establishing an encouraging learning environment
- Contribute to a friendly and productive learning environment
- Attend all training sessions
To Math Boot Camp Instructor:
The “pool” of Math Boot Camp tutors generally comes from the current pool of tutors in the Learning Community, Math Center, and MESA. Referrals from other math faculty are also helpful, as well as students from your own classes. As a past practice, we have not required any previous tutoring experience, which is why selecting students from your own classes is a good option since you will be familiar with their work ethic as well as their ability to communicate.
The instructor is strongly encouraged to designate at least one tutor who is willing to be the main computer support. Using Accelerated Math program necessitates that all tutors be trained in using the program, however, it is best that one of the tutors be available to monitor student progress and print out assignments as needed at all times.
The instructor is strongly encouraged to choose tutors that are self-motivated and dependable for this position, as it can turn into a real chore if you have to be handling problematic tutors.
Training Session(s):
Typically, the instructor will meet with all of his/her student tutors a week or two prior to the Math Boot Camp starting. It generally takes 1 – 1.5 hours for a training session. Student tutors are paid for training. Items that should be covered during that training include:
1)Preparation for the first day of class. Have the tutors introduce themselves to the class on the first day of class. Also, give them an overview of how the Math Boot Camp will “run” on a daily basis. The tutors are expected to be at the classroom ½ hour prior to the start of class to help with student sign-in and managing registration into Accelerated Math.
2)Daily classroom expectations. It is expected that tutors be on time and present for the entire time each day. There may be days in which the instructor will request that tutors remain after class for 10 – 15 minutes to talk about any issues that have come up, or to get feed back on the class/students. Tutors are expected to make good use of any “down” time by walking around and being ready to help students as needed. It is expected that tutors NOT be accessing any electronic devices, and not talking amongst themselves too much. Tutors are expected to wear their name tags at all times.
3)Timesheets. Timesheets will collected around the 24th of the month. It is expected that the students fill in their hours and submit their timesheet to the instructor to verify and initial. The instructor then submits the timesheets to the appropriate department. It is expected that tutors notify the instructor of any anticipated absences, and follow the established policy for unexpected absences.
4)Helping students. Tutors serve as another pair of “eyes” and “ears” for the instructor. Tutors are encouraged to help students stay on task and/or notify the instructor of students that are not utilizing their time well, being disruptive, etc. Tutors are encouraged to make suggestions to the instructor with regard to topics students are having difficulty with, topics that need more lecture time, and commonly seen errors.
5)Role Models. Tutors are expected to always have their “game face” on while at work. Tutors are expected to model commitment and dedication as vital contributors to the students’ potential for academic progress.
6)Tutoring Skills. Tutors are expected to use standard tutoring techniques and skills, such as guiding the student to a result (not simply offering an answer), finding out what a student already knows, confirm methods and/or thinking that a student is using, etc. Tutors are expected to ask the instructor for clarification and/or accuracy rather than give out incorrect answers or use “short cuts”.
7)Overview of Accelerated Math online program. There are 4 different types of assignments that the students will be working on at any given time. A brief explanation of each of the assignments should be covered at this point (Types ofAccelerated Math Assignments is attached). Additionally, a few samples of typical math problems that the students will encounter early on can be presented to the tutors.