Tutor Handbook
Our Tutors
(That's YOU!)
Serving on Ninth Street or Sixth Street is an incredible opportunity to be a light in a neighborhood that has experienced much darkness. Our hope and prayer is that each person will take advantage of this God-given opportunity and pursue it to the best of their ability. We are so very grateful for our volunteers, but we ask that you take to heart the responsibility that being a Homework House volunteer involves. Remember that sincerely and enthusiastically fulfilling your responsibilities shows the children that you care about them and reflects Christ to the neighborhood. We have developed 7 "B's" to help you remember your responsibilities as a tutor.
The Seven "B's"
- BE THERE! If you are unable to come at your scheduled time, please call in advance. The children will be expecting you and are certain to ask about you if you are not there.
- BE ON TIME! The children look forward to seeing you. In fact, you are probably the highlight of their week! Being on time shows them that you look forward to seeing them too.
- BE HELPFUL! When a child asks for your help respond and be eager to help them. Your response shows them that you value them.
- BE OBSERVANT! Watch for children who seem to be struggling and offer to help them. If you are working with one specific child, notice the areas in which they are struggling and provide extra practice and review in that area.
- BE FAIR! When working with several children at once, distribute your attention as evenly as possible.
- BE CREATIVE! If the children with whom you are working have completed their assignments and are not yet ready to leave, use the time for a learning enrichment activity, such as reading together or playing a game. Many children learn in different ways; make note of the child with whom you are working and use an activity that you think will enrich their learning.
- BE ENCOURAGING! Encourage the children to think through concepts that are presented in their homework, rather than just getting the right answer. Encourage them to take pride in their work and to strive to always do their best. Show your desire to help them succeed!
Do not forget, tutors, that your main objective is to share the love of Christ with these precious children! (Mark 9:37)
How Am I Helping By Being A Tutor?
As a tutor at the Homework House you have a tremendous impact on the children of Azusa. You are touching the life of a child in a positive way academically, socially, and spiritually. You are pouring attention and love into the child in a way that may not otherwise be provided for them. You are giving them a reason to believe in themselves and to continue to pursue their education. By giving of your time, attention, and love, you are reflecting Christ to them. One-on-one assistance from a caring tutor can make a powerful, lifelong imprint on a child's heart and mind. You are more than a tutor to them. You are a friend whom they trust.
Our Children
Throughout the world, children are the same. They are precious creations of God. As Christian adults it is our responsibility to direct their growth towards a loving awareness of their relationship with God. At first glance children of different cultures may appear different. Listening to their joy, their laughter, their cries and their fears, however, soon reveals their similarities. Their self-esteem is fragile and needs the loving affirmation of volunteers like you. The differences on the surface may seem peculiar or perplexing. However, when explained, it makes understanding much easier and helps direct our working with the children in a constructive and positive direction. In Azusa, the population primarily consists of disadvantaged Hispanic families, as the following demographics show:
| Enrollment | 12,044 |
|---|---|
| African American | 371 |
| Hispanic/Latino | 9,867 |
| White | 1,483 |
| Total Population | 44,712 |
|---|---|
| Population Under Age 18 | 13,771 (30.8%) |
| Number of Families | 13,232 |
| Number of People At Poverty Level | 5,699 (13.8%) |
|---|---|
| Number of People Under Age 18 At Poverty Level | 1,028 (18.04% of people impoverished) |
According to the Azusa Unified School District, 73% of the children enrolled qualify for free or reduced price lunch.
| Spanish | 14,227 |
|---|---|
| English | 19,793 |
| 62.7% come from extremely low income families |
| 35.6% come from low income families |
| 1.7% come from moderate income families |
| 37.3% come from female-headed households |
Cultural Awareness
The following is a list of some of the cultural and language differences that will help you in understanding the specific needs of similar children.
- Many Hispanic children often avoid eye contact with adults out of respect. An easy bridge of transition is to touch a child on the shoulder and say something like, "Oh, let me see those beautiful eyes," or "I understand you much better when you look me in the eyes." Typically Hispanic children have been taught never to question an adult, especially an adult in the position of a teacher. Children often have to be given permission to speak out or to ask questions. Therefore, be sure to verbalize that permission if you want the children to respond.
- Many children need encouragement to respond in a group setting. At the beginning of an activity, specifically say to the group something like, "I want to hear your answers," or "You need to look up and speak clearly."
- The public schools often teach Hispanic children in groups for cooperative instruction. There may be benefits with this type of instruction, however, it often encourages the students to be dependent upon each other for answering. It is difficult to know what an individual child knows or understands. Therefore, when working in groups with children, it is important for the instructor to consciously look for the student who is not participating and find ways to draw that child into the activity.
- Spanish is spoken/articulated within the oral cavity. Individual sounds are not projected outside the oral cavity. Therefore, as you come to particular words, you may have to pause and discuss projecting the voice and practice making the sounds come out of the mouth. For example, the difference between sounds of "papel" and "paper".
- Typically, it is difficult for any child to understand the connection between hard work in school and learning. They may not even consciously understand what purposes there are in learning. They need concrete reminders, explanations, and examples of why we learn. Time frames are not developed at an elementary age, so it is difficult to connect working today towards success in middle school or high school. Most children do not make the connection that success in high school and beyond is directly based on success in elementary school as well.
- Hispanic parents are very interested and caring about their child's work at school. However, again, they may feel it improper to venture into a classroom. They often feel uncomfortable being in a classroom, even for a conference. Their lack of questions or presence is their way of showing respect for you.
- Hispanic parents often define their responsibility for involvement with a school by questioning their child's behavior. They are keenly sensitive and concerned that their child is demonstrating excellent behavior in the classroom. When they do ask questions, their perception of an appropriate question or concern is directed toward the behavior of their child rather than the academic performance. The academic performance is the responsibility of the teacher and, therefore, questioning that would be questioning the teacher, which would be disrespectful.
- Hispanic children typically smile when they are being reprimanded. This is a very strong defense mechanism against the shame of public reprimand. If a child needs a reprimand, make it clear and concise. Interrupt your lesson as little as possible and get right back on task. Most likely, enough has been said. If the opportunity avails itself, it is best to discuss a student's behavior in private rather than in front of the group.
- A theme that runs throughout many cultures is: "If it was good enough for your father, it is good enough for you." It is considered arrogant to aspire for something more than what one's parents had. Girls especially are condoned for aspiring to be any more than their mothers were. Give the children reasons to believe in themselves.
Behavior
Discipline is an integral part of education. Just as much as a child needs to learn how to read, they need to learn the social rules and limits of our society. They need to learn how to act responsibly and how to exercise self-control. Children want to behave in a manner that is pleasing to adults. They thrive on being affirmed by their elders. When they do not get that affirmation from positive behaviors, they resort to negative behaviors to get attention. As a result, we as adults have a tremendous responsibility and privilege to instill the importance of positive behavior and following rules for children.
The best rule of thumb is to expect the behavior you need from them. Children tend to rise to the occasion far more easily than we may feel comfortable in giving them credit. It is essential to avoid the attitude of punishment. Children do not need punishment, they need their behavior directed or redirected to constructive patterns.
When correcting a student, the emphasis needs to be towards getting back on target or the task rather than a passing judgment kind of response. Students need clear-cut understandings of an instructor's tolerance level. If it is too high, students will often find pure pleasure in irritating an adult. If it is too low, students will also find pure pleasure in experimenting to see just how far they can go. Pick and choose the real key issues to confront. Your effectiveness is lost when students experience inconsistency.
Rules and consequences need to be consistent. The student must have rules and or consequences clearly communicated before they are instigated. Acceptable boundaries must be clear so they know the limits of unacceptable behavior. Make your needs clear, concise, and quick. Notice the following examples:
"You cannot interfere with other students' learning."
"In my group we are all going to speak nicely to each other."
"I need it quiet so I can hear."
"Everyone gets a turn, you need to be patient."
Rules and Rewards
Homework House Rules
As simple as…
A - Always bring your homework assignments and books.
B - Be respectful of others and yourself.
C - Carefully put away everything you use.
HouseBucks
HouseBucks is our way of motivating the children to reach their fullest potential each time they are at the Homework House. These will be given out to the children for meeting certain requirements at the end of each tutoring session and can be redeemed for items from the HouseBucks Store.
Making the HouseBucks Add Up…
$1.00 - Homework Complete
+$1.00 - Reading (20 min. minimum)
+$1.00 - Math Practice (20 min. minimum)
+$1.00 - Excellent Attitude
=$4.00 Maximum per day
Academic Expectations
K-5
Reading
Our goal for reading growth is overall continuous progress moving towards independence, fluency, expression, and comprehension. Students move from learning to read, to reading to learn.
Good Readers:
- Are read to and with daily at school
- Are read to and with daily at home
- Self-select books as an activity of choice
- View themselves as readers
- Write daily
Through reading to children, reading with children, and children reading, students will meet the following expectations:
Concepts of Print: K-1
Looking from top to bottom of page
Looking at left page before right
Recognizing print contains a message
Recognizing the front cover, title, title page, author, illustrator, and back cover of a book
Turning pages from right to left in sequence
Knowing where to begin reading on a page
Following print from left to right in a sentence, and a story
Recognizing the difference between a letter and a word
Matching written word with spoken word
Locating capital letters, lowercase letters, and punctuation marks
Beginning to respond appropriately to punctuation marks
Identifying all capital and lower case letters by name
Recognizing some basic sight/high frequency interest words
Strategies Applied to Text: K-2
Relies on memory for reading patterned, predictable print
Searches for cues (pictures, prior knowledge)
Knows that letters make words
Reads for meaning
Self monitors (stops at point of difficulty), self corrects, rereads to confirm
Recognizes similarities and patterns in written text
Reads basic sight/high frequency/high interest words
Reads with fluency and expression
Decoding Strategies: K-5
Uses phonetic cueing (letter/sound association). Asks: does it look right?
Uses semantic cueing (meaning). Asks: does it make sense?
Uses structural cueing (grammar). Asks: does it sound right?
Comprehension Strategies: K-2
Reads environmental print (students' names, labels, signs, schedules, phone directory, menus, graphs, charts, maps, and diagrams)
Links prior knowledge to reading
Makes predictions
Asks and answers questions
Identifies the main idea from a given selection
Draws reasonable conclusions
Identifies story structure (plot, setting, character, problem/solution, theme)
Compares and contrasts
Retells a story
3-5
Links prior knowledge to reading
Interprets, visualizes, develops a cognitive map (story map, matrix, web, outline...)
Reads environmental print (explained above)
Makes, justifies, and assesses predictions
Asks and answers questions (who, what, when, where, how, why)
Identifies the main idea and detail from a variety of selections
Draws reasonable conclusions from a variety of sources
Identifies fact and opinion
Identifies story structure (plot, setting, character, problem/solution, theme)
Summarizes
Compares and contrasts
Responds to points of view from a reading selection
Clarifies important details
Identifies literary devices such as foreshadowing, figurative language
Analyzes, synthesizes, and evaluates for critical reading
Reads a wide variety of print (newspapers, magazines) and genres
Reads across the curriculum (math, social studies, science)
Benchmark: By the end of 3rd Grade, the student reads at grade level with independence, confidence, fluency, expression, and understanding in his/her primary language. A pre/post audiotape of student reading a low, middle, or high third grade reading selection will be completed. Student reads at least 100 words in the selection. Recording is evaluated by teacher using a rubric and/or running record. A benchmark using the same process, with the grade level standards will be taken again at the end of 5th grade.
Writing
Our goal for writing is that students develop and maintain a desire to write. They use strategies to convey meaning and engage the reader, using the conventions of print as they move towards writing independence.
Good Writers:
- Read Listen
- Write for a genuine purpose everyday
- Are given time to explore, create, and experiment with ideas
- View themselves as writers
K-2
Understand that writing symbolizes talk written down
Writes daily
Communicates thoughts on paper through pictures, letters, words, and sentences
Prints from left to right and top to bottom
Copies environmental print
Uses temporary spelling (phonetic) by hearing and recording sounds and words
Correctly prints own first and last name using capital and lower case letters
Prints letters of the alphabet using correct form
Leaves spaces between words
Participates in composing personal and class stories
Develops an awareness of punctuation
Uses high frequency words correctly in sentences/stories
Chooses writing as an activity of choice
Uses punctuation marks correctly
1-2
Participates in the writing process - brainstorming, rough draft, reads to someone, edits, final copy
Writes multiple sentences multiple sentences on one main idea or topic
Uses a dictionary
Begins to use standard spelling and grammar
Shows originality in writing styles
Demonstrates variations in writing styles and forms (descriptive story, sentence types, letter, poems)
Begins to organize a story with clear beginning/middle/ending
3-5
Writes daily for a variety of purposes/audiences/prompts
Uses the writing process - prewriting, writing, responding, revising, editing, publishing
Self-evaluates written work based on the LAPA rubric or a teacher created rubric
Writes ideas that flow in a logical order, are organized and clearly focused
Writes across the curriculum
Uses variety in sentence structure and vocabulary
Uses correct spelling of words appropriate to grade level
Uses correct grammar appropriate to grade level
Uses paragraphs
Uses synonyms and antonyms; prefixes and suffixes
Uses capitalization and punctuation rules appropriate to grade level
Writes using correct cursive form
Shares writing with others
4-5
Uses dictionary and thesaurus
Writes using range of forms (poems, stories, lists, letters) and genres (e.g. tall tales, fables, myths, reports, experiments)
Classifies information
Uses notes, outlines, and detail to develop the idea
Uses domains of writing - sensory/descriptive, imaginative/ narrative
practical/informative, analytical/expository, expressive/persuasive
Uses formal language structure of stories, poem, books, and newspapers
Benchmark: By the end of third grade, a student writes with confidence and independence. Organization is clear, well developed, and ideas flow logically. Sentence structure is correct and displays variety. Word choices clear and precise. There are few grammatical, or mechanical, or spelling errors in the final draft.
Benchmark: By the end of fifth grade, a student writes confidently, fluently and independently on a self selected topic that engages the reader. There is a clear organizational plan. Sentence structure is correct, displays variety, and ideas flow logically. There are few, if any, grammatical or mechanical errors. The student assumes responsibility for self-monitoring, revision, and rewriting in the final draft.
Listening
Our goal for listening is that students gather meaning and increase their knowledge base as they reflect on what they hear. They take responsibility for becoming an active listener in order to collaboratively participate in a variety of learning contexts.
Good Listeners:
- Listen to learn and learn to listen
- Are active listeners and respond to what they have heard
- Value listening to others Retell and/or write accurately what has been heard
K-5
Listens to a variety of literature read aloud daily
Identifies rhyming words
Identifies beginning, ending and medial sounds within a meaning-centered text
Listens to gain meaning from a story read orally
Listens to and follows directions (from simple to multiple)
Memorizes rhymes, songs, etc…
Actively listens in situations where oral material and responds appropriately
Listens to others and takes turns
Gains word meaning from oral discussion and explanation
Benchmark: Each student will actively listen to teacher selected oral material and respond appropriately
Speaking
Our goal for speaking is that students strengthen self expression and build self confidence. They have a willingness and desire to express themselves.
Good Speakers:
- Are active listeners
- Speak with increasing confidence within a variety of contexts
- Experiment with language
- Discuss reading and writing
K-2
Recites rhymes, songs and poems
Tells stories relating to original pictures and makes predictions
Uses complete sentences
Retells simple stories with beginning, middle and end
Shares information and answers related questions
Participates in group discussions, plays reader's theater and choral reading
Performs the part of a character in a play, drama, or story retelling
3-5
Uses details to develop and support an idea
Responds to others' points of view
Participates in cooperative group discussions
Speaks clearly, coherently, with expression and in complete sentences
Recalls and communicates information using the appropriate strategy, i.e. summary, retell, sequence, debate, demonstration, etc…
Performs the part of a character in a play, drama or story retelling
Benchmark: Each K-2 student speaks to a whole group in his or her primary language with increasing confidence and competence.
Benchmark: Each 3-5 student gives an oral presentation with confidence and competence in his or her primary language to a whole group.