Abstract

Tutor programs are a great way to increase the success of students. Members and volunteers who tutor students can increase their efficacy by building good relationships with their students. This effective practice outlines principles for building tutor-student rapport and is excerpted with permission from The Service-Learning Student Handbook (April 2000) created by the Jacobsen Center for Service and Learning at Bringham Young University for use in the Provo City School District, Utah.

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Issue

Having a successful tutor-tutee experience requires the ability to establish rapport with students.

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Action

Members and volunteers who tutor students can increase their efficacy by building good relationships with their students. According to the Jacobsen Center for Service and Learning at Brigham Young University in Provo, Utah, steps to take to build successful rapport with students include the following:

Principles for a good volunteer experience

• Take initiative. Be a problem solver. Look for ways you can improve the effectiveness of the program and volunteer to do them. Ask for opportunities to do more. Make sure that your responsibilities are always fulfilled.
• Have a sense of direction. Know what you want to accomplish and find out how you can make it happen.
• Let your volunteer supervisor and site coordinator know your career goals. When the site coordinator knows what you are most interested in, he or she may be able to offer you experiences in the areas that interest you most.
• Take advantage of training. The volunteer experience provides an advantage to learn and refine skills.
• Have no fear. It is natural at the beginning of your experience to feel like you're in over your head. Because your experiences are new, you may be afraid to make a mistake. Realize however, that even if you do make a mistake, the consequences are not likely to be catastrophic, and you will have gained a learning opportunity. (Remember: An error becomes a mistake only when you refuse to correct it.)
• Be consistent, responsible, and dependable. Make sure that those you work with see you as someone they can depend on to get the job done, and done well. Show up on time. Complete your assignments on time.
• Learn from your challenges. Almost every good volunteer experience will provide challenges that allow you to grow. As you experience challenges, ask yourself, "What can I learn from this experience?"
• Learn from others around you. Watch what the people around you are doing to make the most of their volunteer experiences. Doing so will give you ideas about how you can make the most of yours.
• Be flexible. You may not end up learning and doing the things you expected you would learn and do at the beginning of your experience. Be willing to do whatever needs to be done, and to learn whatever you can.
• Maintain confidentiality. Use pseudonyms when writing reports about your volunteer experience. When you go home, do not tell stories about the students to family and friends. By taking these measures, you respect the privacy of the students and exhibit that you are trustworthy.

Getting acquainted

• Introduce yourself to the student and let him/her know how to address you.
• Learn to pronounce the student's name correctly. Write it down for your records and get the correct spelling from the teacher or site coordinator if necessary.
• Establish that the student will be able to count on you, and let him/her know you will be coming on a regular basis.
• Be warm and friendly. Smile.
• Accept your student as he or she is — be nonjudgmental.
• Use positive reinforcement as much as possible. You can say things such as "I like the way you did that, " or "I appreciate your help." Other positive comments might include, "What a nice smile you have," or "I've enjoyed meeting you and look forward to next week."
• Let the student know you will see him/her next week at the same time.
• End on a positive note.
• The second visit can begin with a review of the past week or day's progress.

Building relationships

• Be prompt.
• Know where you will be meeting with your student.
• Be patient, respectful, and honest in working with your student.
• Honor your commitment to confidentiality.
• Students make mistakes and need to know this is part of the learning process. Model appropriate behavior by not being afraid to say, "I don't know, but will find out," to your student.
• Use encouragement with your student.
• Support the school rules regarding behavior.
• Work in short meaningful steps toward the goal(s).
• Be enthusiastic.
• Always end the time spent with your student on a positive note. Smile and recognize every success no matter how small.

Steps to Effective Listening

• Above all, stop talking! Bite your tongue and really hear what the student is saying.
• Avoid labeling or judging what the student is telling you. It is not important initially whether you agree or disagree with what the student is saying; it is more important to hear what the student is saying as objectively as possible.
• Empathize with the student. Put yourself in his/her shoes. Center around concerns of the student, not your own.
• Recognize that the student is someone who is separate from you. Don't get too emotionally involved.
• Don't be preparing your answer while the student is talking. Withhold evaluation until he/she is finished. Know what he/she is asking. Avoid premature conclusions and interpretations.
• Focus on the student while he/she is talking. This can be accomplished with both verbal and non-verbal behaviors. Establish eye contact. Present a concerned body posture.

Do's of Helping

• Do work for gradual progress.
• Do take time to establish rapport.
• Do keep the student's information confidential, as long as he/she is not planning to hurt him/herself or others.
• Do be prepared for the student's appearance and language. Be aware of any possible negative feelings that might come up.
• Do be aware of limitations. You cannot change the student's home situation.
• Do remember that everyone has some strengths.
• Do remember everyone needs to feel valued in order to act responsibly.
• Do be yourself. If you are in an uncomfortable situation, seek help from a school-based person.
• Do be aware that the student's value system may be different than your value system.
• Do realize that you may not be able to reach every student. Some students may not make any progress. Responsibility for change lies with the student, not you.

Don'ts of Helping

• Don't get discouraged if your student's progress does not meet your expectations.
• Don't get discouraged if your offer caring and the student does not respond. The student's self-esteem may be so low that he/she may believe that he/she is unworthy of your concern.
• Don't get discouraged if the student gets worse before he/she gets better. The student may be testing you.
• Don't take ownership of the problem. The problem belongs to the student.
• Don't expect the student to make quick changes in attitude or academic achievement.
• Don't feel that you need to have all the answers. Admitting to not knowing an answer does not mean that you have failed your student.

Helpful Hints

• Keep records.
• A student volunteer position is much like a job. You will be treated like a newly hired staff member and will be expected to play the role of employee in many ways.
• Be flexible and enjoy the experience at school.
• Be responsible and punctual. Always call your volunteer supervisor to let him/her know of emergencies that will prevent you from being on time.
• Be positive. Don't react to preconceived ideas or stereotypes regarding students or school personnel.
• Be a problem-solver, not a complainer.
• Be enthusiastic and take appropriate initiative.
• Maintain respect for others with whom you associate. Look for the good in them.
• Don't be easily frustrated; patience is a virtue. Many times your appropriate initiative will open up new possibilities for added experiences.
• When given a responsibility, carry it out. If you need help, or for some reason would rather not do it, work it out with your supervisor.
• Some menial labor is connected with every job, remember you are doing a needed service.
• Know when to use formal and informal communication chains.
• Be personable but maintain professional relationships.
• Have a sense of humor.

Volunteer Standards and Ethics

• Use a professional and courteous attitude toward the students at all times. If a situation develops which you are unable to handle, refer the person to the supervisor at hand.
• Be sure to sign in and out when you come if the school requires it.
• Understand that the students need stability and consistency. The schools count on you keeping your commitments and plan accordingly. Arrange for a substitute and contact your volunteer supervisor if you will not be able to come during your scheduled time.
• Always comply with dress and grooming standards.

Keep a personal service-learning log as a way to protect you and your students. A personal service-learning log not only serves as a tool for reflection, but also is a way to have a record of what actually occurred. Include:

• Date
• School where you volunteered
• Time you were there
• Names of any children you interacted with
• Types of activities you engaged in with the children
• Any unusual circumstances or situations

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Context

The Jacobsen Center for Service and Learning combines service and regular academic coursework to improve the university experience at Brigham Young University in Provo, Utah. Service learning allows students to apply the theories they learn in class to real life situations, using their skills to help the community.

According to Jim Backman, the co-director of the Jacobsen Center, there are four components of service and learning at Brigham Young University: volunteer community programs, academic courses, academic internships and international study programs.

The integration of service and learning helps students achieve the goals of a Brigham Young University education, i.e., having an academic background that contributes to the community. (From the Jacobsen Center for Service and Learning website, October 2002.)

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Citation

The Service-Learning Student Handbook . Provo, Utah: Jacobsen Center for Service and Learning at Bringham Young University, 2000. (out of print)

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Outcome

Successful tutors:

• Provide a model of correct behavior for the student to emulate.
• Help promote a positive belief in the benefits of education.
• Clarify values that lead to a more positive attitude.
• Provide consistency in chaotic situations.
• Help foster problem-solving skills in themselves and their students.

Additionally, well-trained tutors and mentors are more effective, and when people feel they are making a difference and can see visible progress, they are much more likely to stay and fulfill their job requirements.

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Posted On

October 31, 2002

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For More Information

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Source Documents

Related Practices

No related practices

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Related sites

National Service-Learning Clearinghouse

Learn and Serve America

Topic Areas

• Mentoring
• Tutoring
• Service-learning
• Training
• Partnerships
• School-community partnerships
• Senior Corps
• AmeriCorps
• Learn and Serve America
• Community-Based Organizations
• Nonprofit Organizations
• Schools
• Students
• Education
• LEARNS

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