On Wednesday, October 28, Heather Barton and Jamie Davis hosted a Digital Roundtable for new directors and educators interested in starting a center. Topics of conversation included concerns around starting a center, publicity, recruiting and training tutors, and (of course) the ever present Covid-shaped elephant in the room.
We invite you to join us at future digital roundtables. Members attend for free and non-members can participate for a modest fee. Check out our upcoming topics and register here.
The following notes were generated from our conversation.
What are the common attitudes towards tutoring and a tutoring center in school communities?
- There are often negative connotations around writing centers, especially when sessions are prescribed. “Tutoring is only for those who struggle,” is a common connotation, and can take a while to overcome.
- Another connotation is that centers are for AP/Honors students, or only for high-stakes assignments.
- Sometimes potential clients feel intimidated by tutors, especially since they tend to be AP/Honors students.
What are the big obstacles in the way of getting started?
- Right now, restrictions resulting from COVID-19 are the biggest practical obstacle. Even at schools who have moved to in-person classes, limitations on cohorts/pods, as well as requirements for social distancing, have made tutoring difficult. However, there is demand for the services of writing centers because students are lonely and crave connection with others.
- Student and teacher buy-in are essential to the success of a center, but doesn’t occur naturally. New centers must reach out to the school community, to overcome negative connotations, or just to explain how they can support learning.
- Funding for the position, or to operate the center, may be limited or nonexistent.
How do centers recruit and train tutors? With what resources?
- There is a strong feeling that the tutoring staff should be representative of the school demographics (race, ethnicity, religion, orientation, learning level, etc.). Actually accomplishing that representation can be difficult, and may require reaching out to different groups. Once established, a diverse staff is instrumental in recruiting new staff.
- Directors often go to English teachers for recommendations, as well as recruiting from service clubs (NHS, Beta, NEHS, Mu Alpha Theta, HOPE, etc.). The personal touch is important in these interactions; for example, delivering an application to a recommended student in person can be effective.
- For training, centers turn to the SSWCA resources, the Bedford Guide to Peer-Tutoring (there is a free version!), and resources obtained from collegiate writing centers.
How are the physical spaces of centers organized and located?
- Currently, many centers are virtual, often asynchronous. Directors long for the return of in-person sessions, but increasingly recognize how online centers can be an effective addition to a center’s tutoring activities.
- In normal circumstances, centers are often located in a Director’s classroom, and sometimes operate at one end of a classroom while classes are held at the other end.
- Some are located in a media center, which is indicative of the opportunities for synergy between writing/tutoring centers and media centers.
- Stacey Hahn has a “small glass box” with capacity for six people with current distancing restrictions (Jamie’s note–I really want a picture!)
How are services being marketed?
- Teachers sometimes include requirements or recommendations for students to attend a session as part of an assignment. There are concerns that assignments requiring sessions might overwhelm a center’s resources, but including recommendations in an assignment can introduce students to the center, leading to future sessions.
- Word-of-mouth is effective, especially after a center is established.
- Some centers use student-led marketing team (graphics, social media, blogging, podcasting) as part of the responsibilities given to tutoring staff.
- Directors reach out to colleagues at department meetings to explain what supports the center can provide and how students and teachers can access those supports.
What are some strategies for outreach to the student body and beyond?
- A pen pal program with feeder schools can forge connections with incoming students.
- Sending tutors to read to elementary students is another option.
How can directors measure a tutoring center’s success?
- The first step is to recognize current conditions and make goals for the future.
- Another measure is the number of students willing to become tutors the following year, especially if an elective is available.
- In our current situation, it’s important to celebrate the little wins – one session, one email, a little student enthusiasm, etc. Having a positive effect is success.
What are director’s goals for this year and in the future?
- SSWCA!
SSWCA would like to thank everyone who attended this discussion and shared their ideas. A special thanks to the digital roundtable hosts, Heather Barton and Jamie Davis for their leadership. If you have questions, you may contact sswca.board@gmail.com