Based on research and advice from leading education experts, WeTutor has developed a Tutoring Code of Ethics and Tutoring Best Practices. All tutors who use WeTutor have agreed to comply with both of these.

 

WeTutor Tutoring Code of Ethics1

  1. Tutors will not engage in tutoring that impairs their ability to teach their own classroom students.

  2. Tutors will respect their own school’s policies with respect to the use of this tutoring platform.

  3. Tutors will not tutor for compensation students in their own classes nor tutor any students during school hours.

  4. Tutors understand that their role as a tutor is to never do the student’s work for him or her.

  5. Tutors will give honest feedback to their tutoring students and will not insult them with false hope or empty flattery; tutors will always demonstrate faith in their student’s learning abilities.

  6. Tutors understand that their relationship to the student is professional and not personal.

  7. Tutors will show respect for their student’s cultural background and personal value system.

  8. Tutors recognize that they may not have all the answers to student questions. In this event, tutors will seek assistance in finding answers to the student’s questions and/or direct the student to an appropriate resource for the information.

  9. Tutors will respect their student’s personal dignity at all times.

  10. Tutors will maintain accurate records of tutoring sessions as expected and required.

  11. Tutors will be on time for tutoring appointments, not only out of courtesy, but to be a good example for students to follow.

  12. Tutors will keep all information about their students confidential.

  13. Tutors understand that the ultimate goal is to assist their students in learning how they best learn and to help their students develop the skills to achieve their best, most efficient learning.

  14. Tutors will share any concerns they have with the parent and/or the student’s school teacher.

  15. Tutors will keep current in both their subject area(s) and learning methodologies.

  16. Tutors will remain flexible to their approach to student learning, respectful of the various learning styles.

  17. Tutors will share techniques for improved study skills with their students.

WeTutor Tutoring Best Practices

  1. To maximize the effectiveness of the tutoring program, only professional teachers may serve as tutors, as they produce substantially higher levels of student achievement than paraprofessionals.2

  2. Typically, students already earning good grades in a subject (B+ or higher) do not need nor should they have tutoring, and parental “push” to give their children “an edge” is almost always counterproductive and needlessly stressful. Therefore, parents must work closely with their children’s classroom teacher(s) to evaluate whether tutoring is even necessary and to explore classroom strategies first that might preclude the need for outside tutoring. If tutoring is deemed to be needed, parents must work with their child’s classroom teacher(s) to determine in what areas the tutoring program should focus.3

  3. Any specific tutoring program should include goals, timeframes and instructional strategies that are coordinated with and agreed upon by the classroom teacher.4

  4. Tutors should provide clear, specific and continuous feedback to the student.5

  5. Tutors should carefully monitor progress, keep formal records of progress, and share results with parents, the classroom teacher(s), and the student.6

  6. The parents, the classroom teacher(s) and the tutor should formally evaluate the effectiveness of the tutoring activities throughout the tutoring program.7

  7. Tutoring programs of 40-80 hours in duration generally have the largest impact.8

  8. Tutoring programs are most effective when the student meets with the tutor for at least three sessions a week, with each session ranging in length between 10 and 60 minutes.9

  9. Tutors must be familiar with and implement current research on effective tutoring practices.

  10. Tutors should be mentors that coach students on how to learn by addressing study habits, test-taking skills, and classroom strategies and behavior. Tutors should also provide guidance to the parents on how to provide a good learning environment at home, both during the tutoring program and after the tutoring ceases.10

 

1Taken in part from the National Tutoring Association Tutor Code of Ethics; copyright National Tutoring Association 2003.
2Wasik, B. A., & Slavin, R. E. (1993). “Preventing early reading failure with one-to-one tutoring: A review of five programs.” Reading Research Quarterly, 179-200.
3Gut, G.F. and Monell, J. (Summer 2008) “Private Tutoring. What Is Its Role in Private Education?” IS Magazine, 36.
4http://www.ed.gov/inits/americareads/resourcekit/miscdocs/tutorwork.html
5Berrill, Doucette and Verhulst. (2006) Tutoring Adolescent Readers, 60.
6Ibid, 62-67.
7AmeriCorps Tutoring Outcomes Study (February 28, 2001).
8Lauer, P.A. Akiba, M., Wilkerson, S.B. Apthorp, H.S. Snow, D., Glenn, M.M. (January 2004) “The Effectiveness of Out-of-School-Time Strategies in Assisting Low-Achieving Students in Reading and Mathematics: A Research Synthesis,” 46.
9AmeriCorps Tutoring Outcomes Study February 28, 2001 (see also: Robledo, M. del R. (1990). “Partners for valued youth: Dropout prevention strategies for at-risk language minority students.” Washington, DC: U.S. Department of Education; Reisner, E. R., Petry, C. A., & Armitage, M. (1990). “A review of programs involving college students as tutors or mentors in grades K-12.” Washington, DC: U.S. Department of Education).
10Gordon, E.E., Morgan, R.R, Ponticell, J., O’Mally, C.J., (2006) The Tutoring Revolution: Applying Research for Best Practices, Policy Implications, and Student Achievement.