Embedded Tutoring

The instructor's role is primarily one of facilitator. The instructor plans and guides the tutor towards meaningful interactions with students in the classroom. The instructor's communication with the tutor plays a key function in the embedded tutoring model. This liaison is essential to its success. An instructor can best facilitate these tutor/student interactions by planning ahead and communicating either before/during class or by email before class thoughts on what activities/students/tasks the tutor should focus on for that day. The more information on student progress the tutor has, the more effective the tutor/student engagement will be. The tutor's integration into classroom practices makes the tutoring interaction feel natural and increases students' confidence in using the embedded tutor. Another way to frame this pre-planning phase is to think what if you had your clone in the classroom with you, what would your clone be doing, and is this something that you can instruct the tutor on doing? In this way, we can make the tutor's time effective and build another layer of support for students right at the point of need. 

Do’s

• Make the tutor feel welcome and informed. Introduce yourself and get to know the tutor and his/her experiences, background, strengths, etc.
• Introduce the tutor Day 1 of the course and ask him/her to share a little bit about themselves include information on the embedded peer tutor role and how to access the peer tutor outside of class.
• Feel comfortable in explaining to the tutor how you want him or her to interact with your students. Spend time explaining your expectations on an assignment or activity. What do you hope to see from the students and how can the tutor assist students in accomplishing these tasks?
• Provide the tutor with a copy of your syllabus and other necessary handouts prior to using them in the classroom.
  • Syllabus
  • Textbook
  • Articles
  • Assignments
  • Rubrics
• Highly recommended that you add the tutor into Blackboard as either a student or a Teaching Assistant. This way the tutor will have access to course assignments and materials, and if added as a Teaching Assistant, he/she will be able to view students who are missing work and can reach out to them. If not a Teaching Assistant in Bb, you can raise an early alert that will trigger the tutor to reach out to students with missing work or send the tutor the names of the students who could use additional support and a description of the concern.
• Incorporate the tutor into class learning activities in some capacity each class period. See Tutor Functions in a class section for more ideas.
• Adjust your way of teaching so that having the tutor around can greatly contribute to your students’ performance as well as their persistence. Try some active learning techniques! And always feel free to email or meet with me for more ideas. 
• Instructors should have a plan for how to incorporate the embedded tutor into class activities each class meeting. Make adjustments as class progresses. Take advantage of tutor’s skills. Discussing your thoughts on a plan for your tutor in your class will help! Don't hesitate to reach out. 
• Present tutoring as an integral part of the course
• Refer students to tutoring early on and regularly
• Incentivize students to visit tutors like offering an extra credit point on an assignment or quiz. 
• Provide feedback to the Learning Specialist on additional training a tutor may need

Don’ts

• Be afraid to communicate directly with the tutor about how he or she is doing.
• Use the tutor as Teaching Assistant to teach the course or grade assignments.
• Ask the tutor to lead class in your absence.
• Have tutors make copies or run errands.