Adult Tutor Roles and Responsibilities for Individual Tutoring  and classroom tutors will wrk under the supervision of paid Instructors

A. Remote? Flexible 

B. Time Commitment: 2-4 hrs/week 

C. Dates Flexible 

D. Major Objective: To provide learning support to students 

E. Requirements: a) Empathetic b) Understanding c) Basic understanding of reading and writing, math and numeracy, and basic digital skills d) Respectful e) Patient 

F. Responsibilities (General) 

a) Get in touch with students to arrange meeting times OR schedule times to come into classes, b) Plan the course of study with your student and fill out the student learning plan, c) Keep observational notes during every meeting, d) Keep track of hours,  e) Participate in evaluation of the program,  f) Report to the Volunteer Coordinator with student progress and needs,  g) Attend orientation, in-service education and tutoring meetings whenever possible and  h) Maintain confidentiality of the student. 

G. Before each session: Email or call your student(s) to pick a time and place to meet. You can either set up a regular schedule or schedule meetings for whenever the two of you are available to meet. Choose whether you will be meeting online or in-person. If you are meeting in-person, you can either use a classroom at The Learning Centre or meet at a public place like the library or a coffee shop. Avoid meeting in homes for privacy and safety.

H. During each session: a) If this is the first time you are meeting, fill out the student learning plan together to (1) set the focus for your meeting(s) and (2) get to know the student a little better. b) Ask the student if there is anything that they are currently working on in class that they would like to work on during the session. c) Ask the student where they are comfortable starting and start looking at resources together. d) If you need extra resources, you can either come to The Learning Centre to access the resource room or find your own resources online. e) If you have not already established your next meeting date, make sure to do so at the end of your meeting. f) Be sure to compliment the student and focus on their strengths. Look for the following in your student to gauge progress: 

o Requests or accepts help (confidence) 

o Takes risks or willing to try (confidence) 

o Perseveres in learning despite obstacles (commitment to learning, confidence) 

o Acknowledges their achievements (confidence, learner progress) 

o Will help others in class (confidence) o Contributes to class or personal discussions verbally, in writing or online (confidence, skills use)

 o Indicates they want to do more (confidence, commitment to learning) o Willing to try something new (confidence) 

o Describes positive change in attitude to learning (confidence, commitment to learning) 

o Applies what is learned in a new situation (confidence, skills use) 

o Shares and compares learning experiences with others (confidence, commitment to learning) 

o Asks others for support in learning (commitment to learning, confidence) 

o Helps others with learning tasks (confidence)

I. After each session: a) Write brief (point form or a few sentences) observation notes to be included in the student learning plan.