Tutor Manual
Welcome to the Tutor Manual!
Our Mission
To train and empower youth across Canada to reach their academic potential through tutoring, mentorship, and leadership.
Our Vision
We hope to see Canadian students supported in their learning and develop the skills needed to thrive in school and in their careers.
Our Values
Education is the passport to the future, for tomorrow belongs to those who prepare for it today."
-Malala Yousafzai
Table of Contents
Introduction
Peer tutoring is a proven approach to learning in which tutors work with their fellow students to help them overcome challenges they may face in and outside the classroom. Tutors play an important role and have an important impact on their peers’ lives. Tutoring is hard work that is fun and fulfilling!
While tutoring, you develop leadership skills, build relationships, and help others. You make a difference!
Earn volunteer hours that count towards your high school diploma
Register
Complete the tutor registration survey to volunteer as an L2L tutor under the Program Forms tab.
Program Completion
Complete the post-program survey under the Program Forms tab to let us know you have completed your 10 hours of volunteering.
Complete Hours
Complete your 10 hours of volunteering by tutoring peers at your school. Don’t forget to support your peers with their registration and post-program surveys!
Celebrate!
Celebrate with your fellow peers and trainer with a certificate ceremony
Section 1: Getting Started
The L2L Tutor
- Know the habits of an effective L2L tutor
- Understand and learn the structure of an effective tutoring session
- Explore solutions to common challenges and how to answer questions
- I know what is expected of me, and I know what makes an effective L2L tutor
- I feel prepared to facilitate tutoring sessions
- I am confident that when faced with a challenge during tutoring, I will know what to do
- My peer’s grades, confidence, attitude, or mindset improves
Check out Freddy’s speech on his time as an L2L tutor! He highlights the impact he made on his peers, the opportunities that he unlocked, and the moment he first got to meet his peer in person after COVID-19.
Section 1: Getting Started
Tutor “Don’ts”
Please DO NOT...
...Complete their homework for them
Resist the temptation to give away all the answers as it hinders their learning and understanding of the material.
...Rush the students
Take care not to rush students during a session. Learning takes time and that’s okay!
...Socialize with your friends
Your friends may also be tutoring in the same room. Remember that this time is dedicated to your peer! Show respect by being attentive to them.
...Discourage a student
Avoid discouraging students with negative comments or lack of support. It can hinder their progress and confidence.
...Be judgemental
Refrain from being judgmental towards fellow students. It can negatively impact their confidence and motivation.
...Ignore your peer’s needs
Strive to genuinely show your peer you care by providing encouragement, support, and empathy during their learning journey.
Section 1: Getting Started
Session Cheat Sheet
Break the ice and learn about your peer
First session: use the next page to guide your first session with a new peer.
All other sessions: check in on your peer: How is their day going? What’s been hard for them since the last session? What’s been easy?
Set goals
Consider both short-term (for this session), and long-term (for their course). For example: practice factoring (short term) to do better on the next test and understand math better (long term).
Establish an outline and expectations
Check in frequently
Give positive reinforcement
Let your peer know when they are doing something right. You will help them build self-confidence, and reinforce good habits and behaviours.
Give constructive feedback
Summarize
Review the progress you’ve made together.
Go over any key concepts learned.
Assign
Discuss what your peer should do for the next L2L tutoring session.
Plan
Discuss when you will meet next. Reassess your plans to meet your peer’s needs. Do you need longer or more sessions?
Section 1: Getting Started
Overcoming Common Challenges in Tutoring
Academic Challenges
Behavioural Challenges
- Mention what they did correctly first
- Give them a chance to identify and correct their mistake or behavior
- State why their behavior could hurt their learning
- Offer suggestions on how they can avoid making the same mistake or do better next time
Here are some common challenges in L2L tutoring. What would you do or say in each situation?
Your peer arrives late or unprepared to work (no books, pencils, calculator, etc.)
Your peer has completed a problem incorrectly and wants to give up
Your peer is not sticking to the plan you’ve created together
Your peer arrives late or unprepared to work (no books, pencils, calculator, etc.)
When tutoring online, your peer's connection drops
Your peer is always on their cell phone
Your peer is easily distracted, and/or is distracting others
Your peer needs more help on an old question
Remember you are not alone - if you ever need support with anything, ask other tutors, your Coordinator, or your L2L Trainer for help. For some sample solutions, check out the Answer Key.
Section 1: Getting Started
Checking for Understanding:
Using Different Types of Questions
Sometimes, when you ask your peers if they understand something, they will just say ‘Yes’ or ‘No’. Keep in mind that some students who struggle with a concept are embarrassed and will tell you they understand it in order to avoid the concept entirely.
Asking the following six types of questions will help you understand whether or not they comprehend the material.
Clarification
- What exactly did you mean by ___________?
- Could you tell me more about ___________?
Evaluation
- What are the pros and cons of this method?
- How good would you say it is?
Completeness and Accuracy
- Is there anything else you’re unsure of?
- How can we double check that this is right?
Examples
Use example questions when you want your peer to give you a specific example to show that they understand.
- Could you give me an example of when we would use this?
- How/when else is this concept used?
Emotional
Use emotional questions when you want to understand how your peer is feeling about the session.
- How did you feel about these math problems?
- Do you feel a little more comfortable with this topic?
Extension
Use extension questions when you want more information about something your peer said.
- Could you tell me more about that, please?
- What happened after that?
Section 1: Getting Started
Responding to a Question
Pay Attention to Your Tone
Speak calmly and respectfully. Avoid raising your voice or being rude.Instead of saying “Why are you asking me that?”, say “Could you explain more?”
Use Positive Body Language
Listen Actively
Practice Empathy
Admit When You Don’t Know the Answer
Section 2: Learning Preferences
Everyone learns differently and benefits from receiving information based on their learning style. Use your peers’ preferred learning style to help them succeed. It makes the material interesting and engaging. A key question to ask when tutoring is: “What is standing in the way of my peer learning this material?”
In this section, you will learn different ways people learn. Work with your peer to see how they learn and help them develop effective learning strategies. Remember, everyone is different, so these strategies may be very different than your own.
Fun Facts
Relating it
to personal
interests
What makes
material
engaging?
Making it into
a game
Having real
life examples
Cool
demonstrations
Having a
funny teacher
Section 2: Learning Preferences
Two learning models are presented in this section:
1. VARK
2. Multiple Intelligence
1) V.A.R.K. - Visual, Auditory, Reading/Writing, Kinesthetic
Visual Learners
- Prefer visual materials and reading
- Pictures, videos, infographics
Ways to support:
- Provide time for writing words, sentences, taking notes, drawing diagrams
- Provide highlighters and different color pencils Prepare diagrams and images
Auditory Learners
- Prefer listening and speaking (learner is able to do new tasks after receiving instructions)
Ways to support:
- Have them read aloud, providing opportunities for conversation.
Reading/Writing Learners
- Prefer information displayed as words
Ways to support:
- Have them read and create reports, essays, assignments
- Use tools like PowerPoint to make presentations with important information written
- Prepare written recaps or notes
Kinesthetic Learners
- Prefer physical movement and hands-on activities (show and tell projects)
Ways to support:
- Provide tangible objects to work with
- Use tools, flashcards, objects
Section 2: Learning Preferences
2) Multiple Intelligences
Verbal/Linguistic
Logical/Mathematical
Able to use mathematics logic to bring meaning to a problem
Spatial
Kinesthetic
Taylor Swift is ‘Music Smart’
Musical
Intrapersonal
Able to understand one’s personal strengths and abilities and to follow a challengx1e to its conclusion
Michelle Obama is ‘People Smart’
Interpersonal
Naturalist
Moana is ‘Life Smart’
Existential
Able to dive into deeper questions about life, has introspective and reflective qualities
Section 3: Tutor Resources
Below tutors can find a list of numerous (online) resources that can be very beneficial to both the tutor and their peer students!
For links to online resources to support your tutoring, check out the “Fun Stuff” page!
-An online graphing resource, very user friendly
-Easy for peers to visualize mathematical functions and explore numerous relations!
-An online graphing resource, very user friendly
-Easy for peers to visualize mathematical functions and explore numerous relations!
-Countless customizable illustrations and graphics to incorporate into slideshows and beyond!
-A database of countless science simulations where students can interact and test what they’ve been learning!
-Create your own personal jeopardy-style quizzes to engage your peer
Section 3: Tutor Resources
Setting SMART Goals with Your Peers
According to Edwin Locke and Gary Latham, two world-renowned psychologists, setting challenging and specific goals leads to higher outcomes. This is why SMART goals are essential in school- all students should aim to get better.
Specific
- Clear
- Try using a specific number “I want to complete 5 math problems”
Measurable
- Be able to track progress towards the goal “I want to bench press 10 more lbs”
Achievable
- Be honest and realistic about both yours and your peer’s capabilities “I got a 68% in English last term, I’ll aim for at least 75% this term“
Relevant
- Relevant to your peer and their learning “Because I’m struggling with French, I want to practice saying more phrases out loud”
Time-based
- Set an end-date for your goal
- Think about small steps for your peer to achieve it “By the end of this term I want to…”
Section 3: Tutor Resources
Using Multiple Intelligences to Differentiate Instruction
Intelligence/Strengths
Verbal/Linguistic – ‘Word Smart’
Speaking, reading, writing and listening
Mathematical/Logical – ‘Math Smart’
Numbers, calculations and patterns
Spatial – ‘Pattern Smart’
Artistry, visual details, makes good use of space,
aware of surroundings, location and direction
Kinesthetic – ‘Body Smart’
Sports, dance, able to use hands or body to create,
fix or express themselves
Musical – ‘Music Smart’
Can play instrument or sing, composes and analyzes music
Intrapersonal – ‘Self Smart’
Understand one’s self, self-motivated, self-reflective
Intrapersonal – ‘People Smart’
Notices other people’s feelings and personalities, ability to respond positively towards others, many friends, well-liked
Naturalist – ‘Nature Smart’
Interested and involved in helping the environment, able to identify and classify plants, animals, minerals
Existential – ‘Life Smart’
Looking at the bigger picture, asking deeper questions
Strategies/Activities/Resources
- Stories
- Discussions, debates
- Journal writing
- Problem solving
- Experiments
- Puzzles
- Maps
- Graphs and charts
- Pictures
- Videos
- Models and manipulatives
- Role playing
- Touch and movement
- Hand-eye coordination, strength, speed, balance and flexibility
- Rhythms and melodies
- Voice instruments
- Rhymes
- Options and choices
- Opportunities for self-expression and self-evaluation
- Setting goals
- Assessing abilities
- Meditating and reflecting
- Group learning
- Team games
- Opportunities for discussion and sharing ideas
- Patterns and relationships in nature
- Environmental issues
- Outdoor activities
- Discussing the big picture
- Connecting ideas to real life
- New inventions
Section 3: Tutor Resources
Answer Key
Challenge
Your peer arrives late or unprepared to work (no books, pencils, calculator, etc.)
Potential Solutions
- Remind them how important it is to be on time
- Remind them to bring necessary materials or let them borrow yours for the session
Your peer has completed a problem incorrectly and wants to give up
- Guide them through correcting mistakes with constructive feedback
- Encourage perseverance and offer support in overcoming challenges
Your peer is not sticking to the plan you’ve created together
- Remind them of the importance of setting goals and why they created these goals in the first place
When tutoring online, your peer's connection drops
- Troubleshoot connection issues and suggest rescheduling if necessary.
Your peer is always on their cell phone
- Reinforce the importance of active participation
Your peer is easily distracted, and/or is distracting others
- Address distractions kindly and encourage focus for effective learning
Your peer needs more help on an old question
- Provide extra help on previous questions with additional explanations.
INSTEAD OF ...
TRY THINKING ...
I’m not good at this!
I’m not good at this yet! What am I missing