1. Welcome, volunteers!
Our Children – Our Future
Academy Tutoring Project

2. Our Purpose:
• Improve student achievement
• Build student confidence and pride in
accomplishment
• Improve student’s attitude toward school
• Provide a positive role model
• Broaden the experience of tutor & student

3. Team of Support
Principal
Teacher Site Coordinator
Tutor
Program Staff
Reading & Math Specialists

4. Who are our students?
• Children “on the brink
of success”
• Living in poverty or
single-parent homes
• Caregivers with
limited education
• Limited exposure to
people or experiences
outside the neighborhood

5. Building trust is important
• Be reliable.
• Be sincere.
• Expect the best.
• Don’t be judgmental.
• Don’t be easily offended.

6. Getting to Know Your Student
1. Learn the student’s name.
2. Make sure the student knows your name.
3. Go over student orientation checklist.
4. Talk about interests, but don’t get too
personal.

7. Setting Expectations
• Establish expectations at
the beginning of the
tutoring relationship
• Ask for
– Respect
– Participation
– Effort and Integrity
At the end of each session, ask the student to grade the
experience. Was it boring? Exciting? Productive?

8. Getting the most out of your
tutoring session
• Each school is different.
• Establish a routine for meeting your student.
• Tutor in designated areas
• Limit distractions.
• Clear the desk.
• Sit next to your student.
• Break tasks into manageable pieces.

9. Individual Learning Styles
• “Learning Style” is the way a person takes in,
stores, and retrieves information
• Three main types of learners
Auditory: learns by listening and discussing
Visual: learns by visualizing and looking at text,
charts, and pictures
Tactile: learns by doing and being physically
involved in a task

10. Putting Learning Styles to Work
• The more sensory pathways students use,
the more likely they will retain the
information.
• Once you’ve identified your student’s
learning style preference, try to use that
technique as often as possible in your
sessions.

11. Making Connections
Students reinforce learning by making connections
to other experiences:
• Text to Text-relate to another story
• Text to World-relate to something they’ve seen
or heard about
• Text to Self-relate to events in their own lives
• Math students can connect problems to things
they know (money, objects, scores)

12. Coaching Techniques
• Converse with your student.
• Encourage your student to try.
• Practice active listening.
• Vary format and pace of session.
• Feel free to be creative. Make it fun.

13. Correcting Mistakes
• It’s OK to make mistakes.
• Help the child self-correct mistakes.
• Prompt child without giving the answer. Things
to say: Try again, Did that make sense? What else could
it be? What if you…?
• Give continuous reinforcement.
• Be encouraging. Let student throw out ideas
freely.

14. Offering Encouragement,
Support, and Praise
• SMILE!
• Listen with interest.
• Be honest. Praise the effort, even if the
result falls short.

15. Closing the Tutoring Session
• Summarize successes.
• Let student know what you will report
to the teacher.
• Let student know when you will return.
• End on a positive note.

16. Elementary Tutoring Schedule
Mon Tues Wed Thur Fri
Tutor Tutor
1 2
Tutor Tutor
1 2
Tutor Tutor
1 2
Tutor Tutor
1 2

17. Some “Dos …”
o DO take your volunteer commitment seriously.
o DO maintain confidentiality regarding student information.
o DO follow all school regulations.
o DO use tutoring time appropriately.
o Do tutor only in areas designated by the school. Rooms must be
located in highly trafficked areas visible to faculty and staff at all
times.
o DO wear volunteer badge at all times.
o DO maintain a neat and appropriate appearance.
o DO call the school site coordinator if you can’t keep your scheduled
tutoring session.
o DO notify the program manager if you choose to leave your tutoring
position.

18. “…and Don’ts”
o DON’T meet or take children off school grounds for any
reason.
o DON’T contact students outside the tutoring session (no
phone calls, emails, or visits off campus).
o DON’T question children about personal issues;
however, contact school officials if you suspect your
student might be in an unsafe environment.
o DON’T bring food or gifts to students.
o DON’T provide religious materials or seek to impose
religious views on the student.
o DON’T discipline students. Refer behavior problems to
the site coordinator.

19. and remember…
• Tutoring isn’t a “quick fix.” Don’t expect instant
success or major improvement right away.
• Older students might display “attitude” as a
coping mechanism.
• Each school is different. Be patient with school
staff and facilities.
• What you are doing is very important!

20. Volunteer Procedures
And Forms

21. Tutor Agreement
Please take your
commitment seriously.
If at any time you find you
can no longer keep the terms
of this agreement, contact the
Program Manager.

23. Keeping in Touch
•Review School Calendar
•Keep phone number and email address of school
coordinator and front office staff with you.
•Exchange email address with teacher.
•Check email for updates.
•“Friend” Facebook page
• Check text messages for updates as well.

24. What’s Next?
• Complete fingerprinted background check
• Tutoring assignment
• Confirmation letter with maps and
information sheet-or email
• Meet your student

25. Reach her
mind.
She’ll
touch your
heart.

26. Training developed by