1. Math Center
Orientation
Manual
Document Version Date:
October 9, 2012

2. 1
Table of Contents
Acknowledgement Form...................................................................................................................................2
Part I: What is Tutoring? ...................................................................................................................................4
Purpose of a Tutor .........................................................................................................................................4
A Guide for Math Tutors ................................................................................................................................ 5
Reflections on Tutoring..................................................................................................................................9
The Tutorial Creed .......................................................................................................................................11
10 Benefits of Tutoring ................................................................................................................................ 11
Expectation Management............................................................................................................................ 12
Part II: Math Center Procedures .....................................................................................................................13
The Tutoring Session....................................................................................................................................13
Entering the Realm of NKU TutorTrac ..........................................................................................................14
Math Center Policies....................................................................................................................................15
Pay Rates and Training Requirements..........................................................................................................16
Professional Practices and Ethics for Tutors .................................................................................................17
Part III: Math Anxiety......................................................................................................................................19
Some Causes of Math Anxiety...................................................................................................................... 19
Mathematics Anxiety Bill of Rights............................................................................................................... 20
Overcoming Anxiety.....................................................................................................................................21
Test Anxiety Reduction Checklist ................................................................................................................. 22
Part IV: Tutoring Tips and Techniques ............................................................................................................23
Tips for Tutors.............................................................................................................................................. 23
Questioning as an Effective Tutoring Technique........................................................................................... 24
How to Promote Active Learning ................................................................................................................. 25
Tutoring Tips based on Learning Style..........................................................................................................26
What to Do When You Get Stuck!................................................................................................................ 27
Steps for Solving a Word Problem................................................................................................................ 28

3. 2
Acknowledgement Form
Please read and follow the directions below carefully. If you have any questions or concerns, please contact
the Coordinator as soon as possible.
1. Read through the entire Orientation Manual thoroughly. If you have questions or concerns about
anything contained in the Manual, please contact the Coordinator as soon as possible.
2. Detach this page only from your Manual.
3. Sign the portion below and return it to the Coordinator. Please complete this step within one week of
receipt of this Manual.
By my signature below, I affirm that I have read and understood the NKU Math Center Tutor Training Manual
(document version date: October 9, 2012). Any questions or concerns have been addressed with the
Coordinator. I understand that my employment with the Math Center is contingent upon my following the
policies and procedures outlined in this Manual, and that I am to keep this Manual for future reference and
periodic review.
TUTOR NAME (Printed): ______________________________________________________________________
TUTOR SIGNATURE: _________________________________________________________________________
DATE: ____________________________________________________________________________________
Received in office on date: ____________________________________________________________________

4. 3

5. 4
Part I: What is Tutoring?
Purpose of a Tutor
The purpose of a tutor is different from the purpose of a teacher. Being a tutor requires special skills. A tutor
needs four essential elements to be successful. They are as follows:
1. The tutor must be competent in the subject material.
2. The tutor must address and be sensitive to the needs and attitudes of the students.
3. The tutor needs to listen to the student. They must be able to determine what the students think
they know and what they think the problems and solutions are. A tutor should ask questions and guide
the students’ learning. They must show students ways to discover answers to their own questions.
4. The tutor needs to help make students accept responsibility for their own learning.
Tutoring is not teaching. It is a method for assisting students in reaching their educational goals set for them
by their instructors.
Tutoring is not counseling. If students begin discussing personal problems as opposed to working on
academics, it is the responsibility of the tutor to refocus the students.
Tutoring takes dedication and understanding. It is not an easy job, but extremely rewarding.
The ultimate purpose of a tutor is to encourage the student in his/her own mastery of the subject so that
tutoring is no longer necessary.

6. 5
A Guide for Math Tutors
Center Goals
The Math Center is designed to aid students in developmental mathematics, general studies math courses (i.e.
109, 110, 114, 115, 119), and statistics courses (primarily 205, 212, and 213). The goal is to help the student
develop the learning and study skills necessary to prepare for homework and tests as well as develop the
academic skills that will allow the student to work efficiently, confidently, and effectively not only in
mathematics but throughout life.
Tutor Role
The tutor assists students as they practice, review, or prepare material for class. This role includes helping
students identify errors, reminding them of mathematical concepts, and finding additional practice problems.
We always instruct students that are extremely behind to see their instructors. As a tutor, you should:
 Help students set up appointments and login/out of TutorTrac.
 Show the student that you are interested.
 Start where the student is.
 Encourage the student to be an active learner.
 Model and promote effective study skills and support classroom instruction. Use the student’s notes,
course textbooks, and solution methods used by student’s instructor during tutoring session.
 WORK YOURSELF OUT OF A JOB
Helpful Hints
There are many common trouble areas that the tutor will begin to recognize when working with the tutees.
Here are some hints for dealing with those problems before they become a major hindrance to learning.
 Try to determine exactly what kind of difficulties your student is having:
 Is your student able to remember basic skills?
 Does your student understand the text?
 Are the instructor’s lectures causing problems?
 Does your student lack basic study skills?
 Does your student suffer from test anxiety?
 Negative self-talk (i.e. “I’m stupid”, “I can’t learn”, “I’m too old”) is to be considered obscene and
unacceptable.
 There is to be no waste of time in allowing students to qualify the question they are about to ask you with
phrases such as “Can I ask you something?” or “This may sound stupid.” You are a tutor and are thus

7. 6
present to answer any question of the tutee relating to math. The tutee should be aware of this and feel
comfortable in asking any question.
 The tutee should keep his/her hand off the pencil until he/she has read the problem and understands the
problem. If the tutor is working example problems, the tutee should follow along by listening, not by
writing.
 If you are working problems on the board, try to color-code your work.
 Concepts need to be understood; rote memorization should be discouraged.
 Always work on the opposite side of the hand the student uses (i.e. if the student is left-handed, work on
his/her right side).
 Don’t tell the student if he/she is right or wrong. Instead, let the student finish the entire problem, then if
a question arises, ask, “What do you think?” “Is it reasonable?” “How did you arrive at that answer?”
 Use a sequential approach to problems to help the student build on what he/she already knows.
 Some students have trouble communicating with their instructors. Encourage the student to ask questions
in class and to go see his/her professor during their office hours. Also, some courses have pooled office
hours where a student can go to the office hours of another professor who is teaching (or has taught) the
same course.
The Textbook as a Learning Tool
Students sometimes forget that the text is very important to their total understanding of the math problems
they are working. Encourage the use of the Text.
 Many textbooks (including the MAHD texts) are color coded to aid the student in reaching a better
understanding of each section of material covered. The following is a breakdown of those color codes for
the Bittinger/Beecher textbooks.
PINK - Section Objectives
TAN - Margin Exercises
ORANGE (arrow in box) - Rules
GRAY - Calculator Spotlight
 Most textbooks use a similar scheme to aid the student. Help the student identify the scheme in his/her
specific Text and learn to use it.
 Make certain that the student carefully reads the introduction of each section, carefully studies the
example problems present, works the practice exercises contained in the section, and understands the
concepts that are presented. Reading along with the student can often be helpful, especially if the tutor
asks pertinent questions throughout the reading.
 Have the student read the next day’s material the night before. This way, the student will have a better
understanding of the material covered in the lecture and the material will not be completely new to them.
 Some students have a better understanding of new concepts if they get a “Birdseye view” of the material
before they begin. Encourage these students to read the chapter summary, present at the end of each

8. 7
chapter, before starting a new chapter. This will allow them to get the big picture by observing the
structure of the chapter before entering it in greater detail.
 Encourage students to try to work the margin exercises as they read the chapter. Each solution for the
margin exercises is given in the back of the book. Margin exercises are similar to the examples that are
worked out step by step in the chapter. This enables the students to have a more active involvement
while they read.
Word Problems
Word problems are one of the biggest causes of distress for most students. Here are some tips to pass along
to the tutee for working word problems.
 Use a highlighter to highlight keywords in the problem itself.
 Write out the equations in words then fill in the numbers.
 Make certain the student identifies the variable in the problem.
 Put the solution to the problem in the form of a sentence.
 Help the student develop a word problem solving routine.
[See also: “Steps for Solving a Word Problem” handout, attached]
Organizational Skills
The tutor should convey the importance of organizational skills to the tutee. Here are some skills that can be
passed along.
 Line up the equal signs in the work and use one equal sign per line.
 Use a #2 pencil or dark pencil and always have a good eraser.
 Straight-edges (rulers) should be used to draw lines. (If a straight edge isn’t present, use your driver’s
license or student I.D. card.)
 Flash cards can be stored in small sandwich bags for safe keeping.
 The tutor should look at a student’s notes to give suggestions for better organization. Encourage the
student to actively take organized notes during the lecture.
 Remind the tutee to date his/her notes.
 Encourage the student to use a binder with separators to keep notes and work. Use separate sections for
class notes, homework, extra practice and test/quizzes. Discourage the use of spiral notebooks.
 Encourage the use of a scientific calculator, especially a graphing calculator (when the professor allows it)
if he/she can afford it. A graphing calculator can be checked out from the Learning Resource Center.

9. 8
Tests
The one subject that causes the most anxiety of almost any math student is tests. Share the following ideas to
help students fight test-taking anxiety.
Before the test: (Instruct the tutee to)
 Know the difference between a ‘test’ and a ‘quiz’.
 Go to class--Do NOT skip the class right before the test.
 Eat breakfast, but avoid acidic foods such as orange juice.
 Close the book and put away the notes about 30 minutes before bed and do something enjoyable.
 Use breathing exercises to calm down before the test.
 Review old tests and quizzes.
 Have the student choose problems from the text to make up their own test. Notecards work nicely for
this, see “proven study method.”
 Have the tutees say, “I’m going to do my best”, discourage them from saying, “I’m going to fail”.
During the Test: (Instruct the tutee to)
 Read through the whole test. Pay close attention to the directions.
 Do the easy problems first.
 Don’t spend any enormous amount of time on any one problem.
 Don’t leave anything blank.
 Sit back for a moment and take a deep breath should you find yourself tensing up.
 Go back and check their work, if there is time.
After the Test: (Instruct the tutee to)
 Don’t be discouraged if you didn’t get the grade you wanted.
 Work all problems you got wrong.
 Save the tests and quizzes to study from later.
 Use your text to review concepts missed on the test.

10. 9
Reflections on Tutoring
What is tutoring all about?
Obviously tutoring is about facilitating students’ learning of specific content. It is different from teaching in
that as tutors we do not control the scope or sequence of topics, nor do we have primary responsibility for
communicating the content. We also are not responsible for evaluating or grading students, and thus enjoy a
different relationship with them than instructors do.
In sum, we as tutors have a fundamentally different position and responsibility than do (most) instructors with
respect to control over information and authority over learning. The instructor typically is responsible for
selecting and communicating to students relevant factual, conceptual, and procedural knowledge: what a
“differentiable function” is, why one source of reference is “better” than another, how to balance a chemical
equation. Certainly as tutors we can reinforce this information, but we are—or should be—outside the line of
direct control.
Not only do we tutors lie outside the traditional authority structure; in a sense, it is our job to subvert it! Our
primary goal is to change dependent learners to independent learners—in other words, to make students who
rely on others for validation into ones who can monitor their own learning. This is what we mean when we say
that we should “work ourselves out of a job”: we should give to students who feel that they need extra help
the skills to be successful on their own. We cannot accomplish this if we are viewed by the students as
controlling the content; instead, we have to teach them to take ownership, if not of the content itself, then at
least of the means to acquire it.
To put it another way, our real job is to teach students how to learn!
Communicating Authority
Unfortunately, there are many things we might do or say that act counter to our goal of helping students to
become independent. Collectively, we can think of these as ways of communicating our authority. Of course,
we cannot entirely eliminate this subtle communication of authority—after all, we are paid tutors, and they
are (generally) struggling students—but we can, if we are careful, work to minimize it.

11. 10
Consider the different messages (sometimes subtle, sometimes more overt) communicated by the following
pairs of actions:
writing on the tutee’s paper vs. encouraging the tutee to write something
writing and equation on the whiteboard vs. handing the tutee the dry-erase marker
sitting opposite the tutee vs. sitting next to the tutee
(add more?)
We might call the left-hand column “higher-authority” actions, and the right-hand column “lower-authority”
actions.
Even more than our non-verbal cues, however, the way we speak to tutees communicates as much about
authority as it does about content. There are four basic sentence types in English: interrogative, declarative,
conditional, and imperative. Again, compare these different ways of addressing the same content over which a
student might have questions:
 “Put all of your terms on the left-hand side of the equal sign, with the x-squared term first, then the x-
term, then the constant term. Then use the quadratic formula.”
 “Whenever I see an ‘x-squared’ in the equation, I’m thinking I’m probably going to need the quadratic
formula.”
 “What type of equation is this? Do you know of any techniques for solving this type of equation?”
Of course, as a practical matter, students might be upset if we answer every question with a question. And,
there are certain times when we really want to assert authority, such as with procedures for tutoring itself.
The point isn’t, then, that we necessarily need to use the lowest-authority communication possible at all
times, but rather that we need to make ourselves conscious of the authority we communicate.
Content Knowledge
It might occur to you to wonder why, if tutoring is mainly about teaching study skills rather than content, we
need to have tutors who are qualified in the content matter at all! To a certain extent, this is actually
justified—a skilled tutor often can help a student find the answer to a question entirely outside of his/her
domain of knowledge because s/he knows how to navigate the textbook or to use productive keyword
searches on the internet. However, a strong content background will help you ask better, more pertinent
questions. More importantly, it will help you understand the tutees’ competencies and deficiencies, so that
you can focus their attention on the study (and content) skills of greatest importance for them.

12. 11
The Tutorial Creed
By Paul Ellis
1. I will try to help you make sense of what you do not understand, but I will not be your instructor.
2. I will try to show you how to find the right answer, but I will not just give you the answer.
3. I will review with you the homework that you have completed so that you can see your successes and
failures, but I will not do your homework for you.
4. I will help you learn how to read your textbook for understanding, but I will not explain to you something
that you have not read.
5. I can meet with you [two hours] per week … and help you achieve learning goals that we have set
together,
6. I will always expect your best effort, and you should too!
10 Benefits of Tutoring
By Paul Ellis
1. Successful work with others is a necessary skill for most careers.
2. Students learn strategies and habits for success by working with a peer role model.
3. Working as part of a team or community enhances students' motivation and confidence.
4. Students working with a tutor are free to ask questions as they come up, which they may be inhibited to
ask in the classroom.
5. Ideally, the tutoring session allows students enough time to master an idea or concept. A tutor is in a good
position to identify what the student still needs work on and when it's time to move on.
6. A tutor can guide a student to other available and appropriate resources (Supplemental Instruction (SI) /
Structured Learning Assistance (SLA), Steely Library, Academic Advising Resources Center (AARC), Student
Support Services (SSS), Financial Aid, Career Development Center (CDC), Health, Counseling, and
Prevention Services, etc.
7. For students from non-academic backgrounds, the tutor functions as a bridge between the student's
community and the academic community.
8. In a diverse setting like NKU, tutoring allows us to learn about each other's cultures, experiences, and
languages in an accepting and supportive environment.
9. The tutor and the instructor have the same goals for the student, but the tutor can approach things from a
different, often more individualized way.
10. Working with a tutor can provide a bridge into a learning community for students who have been used to
working on their own. The environment in a tutoring center encourages collaborative work and support of
fellow students.

13. 12
Expectation Management
Jered Wasburn-Moses
Math Center and Success Skills Center Coordinator
Northern Kentucky University
Take a moment to think of the last time you were disappointed. It needn’t be anything dramatic; perhaps you
ate a mediocre meal at an expensive restaurant, or maybe the grocery store was out of your favorite brand of
peanut butter. Whatever happened, think carefully about exactly why it triggered your feeling of
disappointment. What had you expected beforehand? How did the experience compare to that expectation?
Most of the time, disappointment is the result of a mismatch between our expectations and reality. This is
true of many other emotional reactions as well, both negative and positive: surprise, anger, indignation, relief,
mirth, delight. Sociologists (and pop-spiritualists) observe that events have no inherent meaning; instead, we
attach meaning to events based on our perceptions and preconceptions. Our emotional reactions are a
natural consequence of this process.
Now, let us turn the question a bit: what might have changed your attitude about the situation you thought
about a moment ago–even if the event itself (the bad dinner, the missing peanut butter) was exactly the
same? What if a friend had told you, “The food isn’t great, but the service is outstanding, and you should get a
window seat–the view is amazing!”–would you still have gone? If you had, do you think you still would have
been disappointed? Most importantly, what does any of this have to do with tutoring?!
Okay, what does this have to do with tutoring? Take a moment to list all of the expectations you expect
students might have about their first tutoring session, or even about making an appointment. Based on what
you have learned about tutoring so far, are all of those expectations likely to be met? If not, how can we work
toward a positive outcome for the student in spite of this?
This is what I call expectation management: helping to meet (or exceed!) students’ expectations when
possible, and helping to adjust them with minimal trauma when necessary. You might think of it as a fancy
name for customer service. In most customer situations, the salesperson receives fairly immediate feedback: if
the customer bought the product, or left a generous tip, they probably were satisfied. How as a tutor will you
know how a student perceives a tutoring session to have gone?
Exercise: List at least ten expectations a student might have about tutoring; make sure your list includes some
that you hope to meet and some that you do not. For those you hope to meet, describe briefly how you will
know if you have met the expectation; for those you will not meet, describe briefly how you can help to
change that expectation to one that is more reasonable or appropriate.

14. 13
Part II: Math Center Procedures
The Tutoring Session
How to begin a tutoring session:
 Have the student sign in to TutorTrac.
 Begin filling out the tutoring session form and ask the student what they would like to work on.
 Take the time to ask the student what they have been going over in class and what specifically the
student has had problem with.
 Decide, with the student, the best plan of action.
In the Middle:
 If at all possible, have the student work the problem.
 Only work a problem if necessary and then work one and allow the student to work a similar
problem.
 Have the student tell you what they are doing, as they do it.
 Ask the student questions.
 Have the student think about what makes the problem different then other problems they have
worked.
 Have the student think about what makes the problem the same as other problems they have worked.
 Once the student has mastered a topic, move on to the next. It is not necessary for the student to do
all their homework with you watching.
How to end a tutoring session:
 About 5 minutes before the end of the appointment, finish working the problem you are currently
working on.
 Finish filling out the tutoring session form.
 Have the student log out of TutorTrac.
 Help the student with scheduling another appointment (if necessary).
In case of emergency:
If you feel that a tutoring session is getting “out of hand,” or that things might get out of hand, please
immediately tell someone that you are “expecting a call from Victor,” “have an appointment with Victor,” “got
a message from Victor,” or something similar. “Victor” is our codeword to call the Department of Public
Safety. If another tutor mentions Victor to you, please (discretely) notify Michele Halley or me immediately.

15. 14
Entering the Realm of NKU TutorTrac
https://tutortrac.nku.edu
Making an Appointment (as a student)
1. Go to tutortrac.nku.edu.
2. Login using your NKU username and password. [If you do not know your username you can go to
https://webapps.nku.edu/secureapps/phonebook/ to search for it. If you have never logged into your NKU email or need
to reset your password you need to go to https://www.nku.edu/password/index.php.]
3. In the “Student Options” box on the left of your screen, click on the “Search Availability” link.
4. On the left of the Center box, click the button and select the appropriate center from the drop down menu.
5. On the left of the Section box, click the button and select the appropriate course from the drop down menu.
6. You can limit the days and the times that come up on your search.
7. Click the “Search” button.
8. Select a green time frame that works with your schedule. Click on it.
9. If desired, change “Appointment Duration” to 55 minutes.
10. Click “Save”.
11. Sign off by clicking the “Log Off” button in the upper left of the screen.
Canceling an Appointment
1. Go to tutortrac.nku.edu.
2. Login using your NKU username and password
3. All your upcoming appointments are listed on your main menu in the “Upcoming Appointments” box in the middle of the
screen. To get to the main menu if you are not there, click on “main menu” in the upper left hand corner of the screen.
4. Click on the icon next to the appointment that you want to cancel.
5. Click the “confirm cancellation” button.
6. Sign off by clicking the “Log Off” button in the upper left of the screen.
Logging a Student In and Out: Log In/Out Computers
To Log a student in:
1. In the box labeled “Log Student” in the middle of the screen at the top. You can either
a. Enter the student’s NKU username and hit enter.
b. Enter the student’s last name, first initial (space after comma) and hit enter. In this case, if the student’s name and
initial is unique in our system it will work the same as option a. If the student is not unique, a listing of all students
will show and you will want to select the specific student.
2. Select a center (ACADEMIC, MATH, WRITING, or SUCCESS SKILLS) and hit login.
3. Select the course which the student is here for and then select the visit reason. Hit Continue. Then Continue again.
To Log a student out:
1. Click on the icon which can be found after the student’s name before the student’s time in.
2. Answer the question “What tutor did you see” using the drop down menu and then hit “Continue”.
To Login as a tutor:
Login in as a student, then in the upper left hand corner click on “Switch to Consultant Profile.” From there you can see your
upcoming appointments.

16. 15
Math Center Policies
 Cell phone ringers should be turned off as to not disturb other students. Cell phones should not be
answered in the Math Center. If a call must be taken, please take it outside the center. (This policy is
for both students and tutors, if a student is not abiding by this policy let me know.)
 The computers directly next to the door should only be used for TutorTrac purposes such as logging
students in or out and making appointments.
 If the lab is not busy, you may work on your own homework. However, students using the lab must
not get the impression that you are “busy” and not available to assist them if they need you. Students
must always be helped first.
 The computer near the entryway to the back half of the room (the “Math Center area”) and the two
computers clustered with the printer may be used by tutors for personal business if and only if there is
not a student who needs help or who needs to use StatCrunch or MyMathLab. Please use the entryway
computer first; only if it is already occupied should you use the computers near the printer for personal
use.
 Tutors who are not working with a student should always be aware of students coming into the center.
The tutor should welcome the student and then assist them (log them in, help them make an
appointment, tutor them).
 If all tutors are working with students, greet the student and either refer them to the receptionist or
ask them to wait for a moment and help them when you come to a stopping point in the tutoring
session.
 If a student comes in looking for help but does not have an appointment and a tutor is available, a
tutor should help them until the tutor’s next appointment shows up or the tutor is scheduled to leave.
 If you have an appointment, please check in the sitting area to see if they are waiting for you there.
 Please let us know of an absence as soon as possible. When a tutor calls off, it is possible that I will
need to cancel a student’s appointment, so please make every attempt to come in.
 Please check your official NKU email daily.
 In case of emergency: If you feel that a tutoring session is getting “out of hand,” or that things might
get out of hand, please immediately tell someone that you are “expecting a call from Victor,” “have an
appointment with Victor,” “got a message from Victor,” or something similar. “Victor” is our codeword
to call the Department of Public Safety. If another tutor mentions Victor to you, please (discretely)
notify Michele Halley or me immediately.

17. 16
Pay Rates and Training Requirements
2011-2012 Pay rates:
Training Level Untrained Trained but
Uncertified
Certified
Level 1/Basic
Certified
Level 2/
Intermediate
Certified
Level 3/
Advanced
Requirements  Meet mimimum
qualifications
 Less than 5
units formal
training
 Meet minimum
qualifications
 5-10 units
formal training
 At least 10 units
training
-OR-
Earn NTA
“Basic” Certifi-
cation
 At least 25
contact hours
experience
 Coordinator
observation +
evaluation
 Held Level 1/
Basic certifi-
cation to start
semester
 At least 10
additional units
training
-OR-
Earn NTA
“Intermediate”
Certification
 Coordinator
observation +
evaluation
Graduate student
-OR-
 Held Level 2/
Intermediate
certification to
start semester
 At least 10
additional units
training
-OR-
Earn NTA
“Advanced”
Certification
 Coordinator
observation +
evaluation
Hourly Pay Rate $7.25 $8.25 $8.75 $9.75 $10
NOTE: With the exception of “Trained but Uncertified,” level advancements will be applied only at the
beginning of the semester after which they were completed.
Training Requirements:
It is expected that all tutors will complete a minimum of five training units per semester in order to remain in
“good standing1
.” Acceptable activities to satisfy one unit of this requirement include:
 Prepare for and participate in (not merely “attend”!) one weekly session of LAP 201-003 (when
offered), either in person or online. [Note that you do not need to be enrolled in LAP 201-003 to utilize
this option!]
 Prepare for and participate in a special content-specific refresher/update session. (We hope to offer
these periodically for STA 205, MAT 115, MAHD 095/099, and other courses upon request.)
 Complete a thorough and thoughtful Tutoring Session Self-Assessment (to be found online at
http://lap.nku.edu/docs/MC_Tutoring_Session_Self-Evaluation.pdf), and review with the Coordinator.
[These may constitute no more than two of the five required hours per semester, nor more than three
of the ten required hours for any level advancement.]
 Complete another training activity of approximately one hour in duration, with prior approval from the
Coordinator.
1
You are exempt from this requirement for any semester in which you either (a) already held NTA “Advanced” Certification, or (b)
attended fewer than 10 scheduled tutoring hours during which you saw no client.

18. 17
Professional Practices and Ethics for Tutors
From time to time, situations will arise during your tutoring sessions where you may be asked, encouraged, or tempted
to behave unprofessionally or even unethically. Some examples of these are detailed below (all drawn, unfortunately,
from actual tutors’ experiences!). What is important to remember in any such situation is that while you are tutoring,
you are a representative of the Math Center, of Learning Assistance Programs, and of Northern Kentucky University.
As long as you keep this in mind, your common-sense will guide you through most of these situations. If you ever have
any questions about a situation, please do not hesitate to ask me!
Tutoring is not a social networking site
A tutoring session is not an opportunity to find a date, either for you or your tutee. Obviously you should keep things
professional on your end of the tutoring relationship. However, you very well might have to deal with a situation where
your tutee does not view the arrangement quite so professionally. If you receive “unwelcome advances” from a tutee,
you should firmly inform him/her that this is inappropriate; if the behavior continues, you should end the tutoring
session and either send the student to see me, or come to see me yourself.
If you should receive “not-so-unwelcome” advances from a tutee, you should still, of course, remain professional during
your tutoring session. It may happen that you find yourself in a social relationship with a tutee; in this case, you should
not continue tutoring this student (at least while you are “on the clock”—see below). Instead, recommend them to
another tutor. If you have any questions about the situation, you should feel free to discuss it with me or other
department staff.
Incidentally, this goes the other way around, too. If your significant other, sibling, “bff,” or other person with whom you
have a close personal relationship should enroll in a course for which you tutor, you should not take tutoring sessions
with this person while at work. Instead, refer them to one of your colleagues, or tutor them on your own time (see
below).
Tutoring is not a professional networking site
This one may require a bit more explanation and qualification. Of course it goes without saying that if you are offered
payment for illegal or academically dishonest activities (e.g., taking an exam or an entire online course for a student),
you should decline. (If it helps, my typical line in this situation is that “If I take a bribe, I have to be able to retire on it,
because I won’t be able to work ever again!”) Less obvious, but also important, is that you are not schedule private
(paid) tutoring sessions with NKU students you meet through the Math Center.
There are three reasons for this policy:
 Legal: If something were to happen either to you or the tutee during such a session, NKU or LAP could be held
at least partially liable, and we are not insured for such an eventuality.
 Ethical: Offering outside paid tutoring would represent a conflict of interest for you, or at least the appearance
of a conflict; you would be promoting your own private business (tutoring) while working for the Center.
 Philosophical: It is a premise of the Center that two hours of tutoring per course per week should be enough for
most students; if they regularly need more than two hours, they probably really need to be receiving some
different kind of assistance. Since you are acting as a representative of the Center when you tutor, you would
be undermining this premise by offering additional outside tutoring.
We may be willing to “bend” this policy in extraordinary circumstances, but please talk to me about it!

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NTA (National Tutoring Association) Code of Ethics
The National Tutoring Association is dedicated to providing its members with opportunities to achieve and
maintain high professional standards for tutors and administrators of tutoring programs and services.
 I understand that my role as a tutor is to enable students to do their own work using the best learning
approach possible.
 I will provide honest feedback in the form of positive praise and/or constructive suggestions to the
student I serve in a manner that will be beneficial to their overall learning.
 I will demonstrate faith in my student's learning abilities.
 I understand that my relationship to the student is professional and not personal.
 I will show respect for my student's cultural background and personal value system.
 I recognize that I may not have all the answers to student questions. In this event, I will seek assistance
in finding answers to the student's questions and/or direct the student to an appropriate resource for
the information.
 I will maintain accurate records of tutoring sessions as expected and required.
 I will respect my student's personal dignity at all times.
 I will be on time for tutoring appointments, not only out of courtesy, but to be a good example for my
student to follow.
 I will keep information about the student whom I am assigned confidential.
 I understand that my ultimate goal is to assist my student in discovering how he or she best learns and
to help my student develop the skills to achieve his or her best educational outcome.
 I will share any concerns I have with my supervisor.
 I expect to learn along with my student.
 I will keep current in both my subject area(s) and learning methodologies.
 I will remain flexible to my approach to student learning, respectful of the various learning styles and
preferences.
 I will share techniques for improved study skills with my students.

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Part III: Math Anxiety
Some Causes of Math Anxiety
Inability to handle frustration
Poor self-concept
Excessive school absence
Parental attitudes toward mathematics
Teacher attitudes toward mathematics
Emphasis on learning mathematics through drill without understanding
Lack of mathematical experiences
Negative Math Experiences:
Singled out/embarrassed
Overwhelming pressure
Forced to stay at board
Physical punishment
Verbal messages
Competition with siblings/friends
Moved to new school/teacher

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Mathematics Anxiety Bill of Rights
By Sandra L. Davis
I HAVE THE RIGHT:
1. to learn at my own pace and not feel put down or stupid if I’m slower than someone else.
2. to ask whatever questions I have.
3. to need extra help.
4. to ask a teacher or a tutor for help.
5. to say “I don’t know” or “I don’t understand.”
6. to not understand.
7. to feel good about myself regardless of my abilities in math.
8. not to base my self-worth on my math skills
9. to view myself as capable of learning mathematics.
10. to seek help in learning math.
11. to be listened to and taken seriously when I ask for math help.
12. to assess my math instructors and how they teach.
13. to seek out the best math instruction possible.
14. to relax.
15. to be treated as a competent adult.
16. to dislike math.
17. to like math.
18. to define success in my own terms.
19. to demand explanations I can understand.
20. to explain what I’m thinking and receive clarification.
21. to ask “Why?”
22. to make mistakes in math and to learn from those mistakes.
23. to protest unfair treatment or criticism when I’m doing math.
24. to remain calm and confident when doing math.
25. to work hard toward achieving success in math.

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Overcoming Anxiety
 Acknowledge your feelings. Admit that you are anxious.
 Stop yourself from thinking irrelevant thoughts or putting yourself down.
 Rework your negative statements into neutral statements and think in positive terms.
 Learn that even failure has a bright side: you can learn from your mistakes. Remember, if you do not
take risks, you are not growing. And taking risks means allowing yourself the freedom to fail.
 Don’t worry about what others may be doing or thinking. It’s what we say to ourselves that counts the
most. Think, “I can” or “I want” instead of “what if.”
 Don’t worry about everything at once. Set goals that you can accomplish one step at a time. If you
occasionally stray from your goal, don’t give up on yourself. It’s okay to feel guilty for a little while, but
resolve to get back on track.
 Practice the situation that makes you anxious. Set up a “dress rehearsal” as closely to the real life
situation as you can. Practice the situation over and over in your mind picturing how you will succeed.
 Picture a time when you felt confident about an accomplishment. Focus on all the details of how you
felt. Now picture the situation that causes you anxiety. Replay the picture with you feeling confident
and succeeding.
 And finally, focus your attention away from yourself and toward the task.

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Test Anxiety Reduction Checklist
_____ 1. I know where and when all of my exams are held.
_____ 2. I have made arrangements with the appropriate people (e.g. boss, co-workers, parents, family
members, babysitter) so that I can have ample time to study for my tests.
_____ 3. I have made arrangements with the appropriate people (e.g. boss, co-workers, parents, family
members, babysitter) so that I can be on time and have ample time to take my tests.
_____ 4. I have organized my schedule to be able to get regular, sufficient sleep (7-8 hours per night).
_____ 5. I have attended every class session.
_____ 6. I have taken notes in class and used them in my studying.
_____ 7. I have read all of the relevant material in my textbooks and other assigned readings.
_____ 8. I have completed all assigned coursework (e.g. homework, papers, quizzes, projects).
_____ 9. I have access to study guides or have created my own.
_____ 10. I have created and answered practice tests.
_____ 11. I understand the meaning of all relevant vocabulary and notation.
_____ 12. My study techniques help me to make connections and distinctions among key concepts.
_____ 13. I know what will be covered on my exams.
_____ 14. I know the material on my exams well enough to explain it to someone else.
_____ 15. I have kept up well enough with my classes that if an exam were given today, I could pass.
_____ 16. I have resources to get answers to any questions I have in preparing for my exams.
_____ 17. I know what I need to score on the exams for each of my classes in order to get the grade I
need/want in the course.
_____ 18. I know what to do if I have too many tests on one day or need to take my exam(s) at a different
time than scheduled.
_____ 19. I eat properly before every test.
_____ 20. When I take tests, I manage my time well, read directions thoroughly, answer questions in the
order I want to, and use other appropriate strategies to “take ownership” of the test.
Adapted from materials produced by:
Laura Simmons, Coordinator of the Learning Center
Piedmont Virginia Community College
Charlottesville, VA

24. 23
Part IV: Tutoring Tips and Techniques
Tips for Tutors
1. Use simple language. Remember, there is a difference between understanding a topic and teaching it.
2. Paraphrase what the student says.
3. Provide information that the student needs, rather than what you know.
4. Ask one question at a time.
5. Use "wait time."
6. Avoid asking "yes" and "no" questions.
7. Check to see if you have been understood.
8. Ask a student to explain back to you the steps that were needed to solve a problem.
9. Admit when you don't know the answer.
10. Avoid being condescending.
11. [Be careful about] commenting on how easy a problem or concept is to understand.
12. Provide realistic feedback about learning from high school vs. university perspective.
13. Listen actively.
14. Keep a positive attitude about the person you are assisting.
15. Be conscious of your body language.
16. Show enthusiasm for learning.
17. Look for opportunities to encourage and affirm the student’s work
18. Actively teach study skills.
From Cornell University’s Learning Strategies Center

25. 24
Questioning as an Effective Tutoring Technique
*********************************************
Beth Kupper-Herr <bethkh@hawaii.edu>
Writing Specialist / Tutor Supervisor
Learning Resource Center
Leeward Community College
Pearly City, Hawaii
*********************************************
Asking questions is one of the best and most important ways to help others learn. Socrates, the ancient Greek
philosopher, was perhaps the first teach to sue this method. He didn’t TELL his students what to think; by
skillful questioning, he guided them along their own path to the truth. This means of teaching is known as the
Socratic Method.
QUESTIONING AT THE BEGINNING OF A TUTORING SESSIONS: Use questions for the diagnosis and focus – to
find out what your tutee needs to work on and to determine what to cover during the session.
QUESTIONING DURING THE SESSION: Questions can be used in many ways during a tutoring session. Below
are three question types. Discuss the effectiveness of these types. Is one type more useful than another?
When should each type be used? Give reasons for your conclusions.
 Closed questions – including yes/no and short answer questions:
 Do you understand?
 In what state is the Yukon River?
 Who was the first Prime Minister of India?
 Rhetorical questions (no response needed):
 Didn’t the Chinese reject Western culture for a long time?
 Should your introductions include a thesis statement?
 Open questions – asking for broadly inclusive statements, assertions, explanations, or opinions:
 What’s the most important thing you want to tell your reader?
 What’s the difference between moncotyledons and dicotyledons?
 What do historians mean by the Colombian Exchange?
 Why do you think that labor issues have been omitted from most history textbooks?
QUESTIONING AT THE END OF A TUTORING SESSION: Use questions for summary, review and to establish
directions for further study.

26. 25
How to Promote Active Learning
(Adapted from Beverly Black and Elizabeth Axelson, University of Michigan)
The goal of the tutor is NOT to solve problems, provide answers, or write papers for students. The primary
goal is to show students how to solve problems, how to think through questions, how to work through the
writing process. Tutors should get the students to do the thinking and talking as much as possible. Sometimes
it is important to slow things down so that students can become more aware of what they are doing – more
aware of their thinking processes. This awareness can lead to intellectual change, development, and growth.
Some ways to get students to slow down and reflect on their thinking processes:
 Have students read the problem/question/assignment aloud and tell you what is needed before
they start work.
 Get students to “think out-loud” as they respond to a problem/question/assignment. Encourage
students to constantly talk about what they are doing and why. This will slow down the thinking
process and make it more explicit – and perhaps more accurate. It will at least allow you to help
students check their own reasoning and find their own mistakes by having them express exactly
what they know about the problem/question/assignment.
 Ask questions or make comments that can help students clarify their thinking:
o What are some possible ways you might go about solving this problem/question/assignment?
o Tell me what you know about the problem/question/assignment.
o How might you break the problem/question/assignment into small steps?
o What are you thinking right now?
o I don’t understand. Will you please explain?
Sometimes you may find it appropriate to model good problem solving techniques. You may need to
demonstrate how you would go about reading and understanding a question before responding to it. Make
sure that your model or demonstrations is clear (e.g., work step-by-step, back up if necessary when things
don’t work out, break a complex task into parts, move from simpler to more complex, construct visual
representations on paper, etc.). After modeling or demonstrating, require that students work through a
similar task to make sure they understand the process.

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Tutoring Tips based on Learning Style
AUDITORY LEARNERS TACTILE/KINESTHETIC LEARNERS VISUAL LEARNERS
Encourage them to explain the material
to you.
Encourage them to pick up the book as they are
reading or talking.
Let them take notes during the
tutoring session.
Ask them to read explanations out loud. Have them write while they are reading or
talking.
Use a blackboard or notepaper for
both of you to write questions and
answers.
Ask the student to make up a song using
the subject material. The 'crazier' the
better.
Encourage them to walk around the room for
appropriate books and other resources.
Encourage the use of color-coded
highlighting.
Tell the students they can review audio
tapes while they drive.
Advise them to sit near the front of their
classroom and to take notes. This will keep the
student focused.
Use graph paper to help them create
charts and diagrams
that demonstrate key points.
Advise them that when they are
learning new information, state the
problem out loud. Reason through
solutions out loud.
Advise them to spend extra time in any labs
offered.
Have them use mnemonics,
acronyms, visual chains, and
mind maps.
Ask the student to say words in
syllables.
Encourage them to use the computer to reinforce
learning using their sense of touch.
Advise them to use the computer to
organize materials and to create
graphs, tables, charts, and
spreadsheets.
Encourage them to make up and repeat
rhymes to remember facts, dates,
names, etc.
Advise them to write with their fingers in sand. Ask the student to organize the
material.
Advise the student to join or create a
study group, or to get a study partner.
Have them write lists repeatedly. Use visual analogies. Use
photographs.
To learn a sequence of steps, write them
out in sentence form, then read them
out loud.
Advise them to exaggerate lip movements in
front of a mirror.
Use visual metaphors.
Ask the student to use mnemonics and
word links.
Ask them to stand while they explain something
to you.
When you ask them to explain
something, suggest they do so
by writing the explanation down.
Involve the student in a discussion of
the material.
Ask them to use rhythm (beats) to memorize or
explain something.
Ask them to make flashcards, then
use them during the session/s.
Make sure they go over all important
facts aloud.
As the student is explaining something, have the
student point to the subject matter in the book,
on the board, etc., while reading it out loud.
The act of writing (the cards) and
viewing them doubles their
comprehension.
Ask them to use gestures when giving
explanations.
Encourage them to visualize the
scene, formula, words, charts, etc.
Advise them to make models that demonstrate
the key concept. (The purpose here is the act of
making the model.)
Refer them to the Book’s or other
computer software.
Advise students to use hands-on experience
when possible.
Use illustrations.
Make flashcards for each step in the procedure.
Put the cards in order until the sequence
becomes automatic.
Use audio tapes from classes. Play them while
they walk or
exercise.
Ask them to stretch and move in the chairs.
Adapted from Three Rivers Community College’s Tutoring and Academic Success Centers’ Website
http://www.trcc.commnet.edu/ed_resources/tasc/Training/Learning_Styles.htm

28. 27
What to Do When You Get Stuck!
Math Lab & Tutor Training
Bethel University
3/16/07
It’s bound to happen – you are working with students and you get stuck on a problem…
Two Important Ideas:
1. Use the opportunity to model good problem solving skills (do what you do when you get stuck!).
2. Be honest and don’t give incorrect answers: giving incorrect answers leads students astray and often
spreads like a disease (they tell someone else, the incorrect material ends up on an exam, etc.). It is much
better to say “I don’t know the answer, but let’s work to find a solution” than to lead someone down the
wrong path.
Some Strategies:
1. Have the student state the problem in their own words.
- Define any unknown terms (use index or current section in book if necessary)
- Write the problem in the form: Given:
Find:
2. Use the student's resources, ask lots of leading questions.
- Find out which pieces of the problem the student understands
- Write out any formulas or theorems that may apply
- See if there is a similar example in the book
- Use their class notes
- Ask them if they have done a similar problem before
3. Other Strategies
- Draw a picture or graph, make a model, or act it out
- Break the problem into smaller parts, solve an easier problem
- Make a numerical example that fits the problem, and solve it first (this is
especially helpful if the problem is full of parameters)
- If possible, estimate a solution, then check with this estimate
- Look for patterns
- Brainstorm - throw out all kinds of ideas
- Incubate! (let it sit for awhile)
4. If you still have not found a solution...
- Ask another student from the same class or another tutor to help.
- Check the answer key (if available)
- Refer the student to their instructor and follow up when you see them again!

29. 28
Steps for Solving a Word Problem
1. Read the problem through quickly.
2. Pick out the question.
3. Read the problem until you have a complete understanding.
4. Define variables. Don’t be afraid to stray from the popular “x”.
5. Write out the important information.
6. Organize the information. Draw a picture if relevant.
7. Collect any formulas that may be useful.
8. Write out the equation.
9. Solve the equation.
10. Check your solution. Is it realistic?