Preview of the Generic Guide

Brief Description:
✓ This guide consists of a well-defined set of rules and regulations based on various
situations that can occur during the teaching process.

FRAMEWORK:
✓ The guide is organized into sections known as "CHAPTERS," which will be added or
modified over time. Each chapter will be further divided into different "TOPICS." The
chapters are as follows:
1. INTRODUCTION
1.1. Purpose of the Guide
1.2. Benefits of the Guide
1.3. Challenges in Creation
2. COMMENCEMENT/INITIATION
2.1. Beginning of Classes by Tutors
2.2. Program Determination
2.3. Establishment of Objectives/Goals
3. EVALUATION BASED FORMAT
3.1. Evaluation Mechanism
3.2. Weekly Evaluation
3.3. Monthly Evaluation
4. INTROSPECTION/ANALYSIS
4.1. Monthly Review
4.2. Analysis of Student Evaluation Results
5. JURIDICAL ASPECT AND CONCERN
5.1. Juridical Concerns
5.2. Permissions and Boundaries
6. RULES & REGULATIONS
6.1. Rules for Tutors and Students
6.2. Classroom Conduct and Expectations
IN-DEPTH DISCUSSION:

1. INTRODUCTION:
1.1. Purpose:
• The aim of this guide is to provide a standardized framework for all tutors of the TB3C
Tutoring Agency (TA), ensuring consistency and enabling the tracking of tutor
performance by offering a general overview of expected work.
1.2. Benefits of the Guide:
• This guide will help save time and enhance effectiveness by providing clear guidelines
that tutors can follow. It will also differentiate TB3C from competitors by offering a
detailed, self-developed approach to various situations.
1.3. Challenges in Creation:
• To be effective and meet expectations, the guide must be comprehensive and explicit
to clearly instruct on the required actions without ambiguity. This process may demand
significant resources, including time and personnel, for complete development and
implementation.
2. COMMENCEMENT/INITIATION:
2.1. Commencement of Classes by Tutors:
• At the beginning of each class with a new student, the tutor should conduct a
discussion of approximately one hour to explore the student's personal and
academic objectives. The tutor should inquire about any obstacles that may have
hindered the student's progress and assess any additional qualities or skills needed
for the student to achieve their goals. This initial discussion should occupy no more
than half of the total class time.
• The aim is to establish rapport, communication, and empathy, laying the
foundation for a long-term relationship. The tutor should also share their own
objectives and foster trust, which is crucial for effective class progression. During
this discussion, the tutor should assess the student's understanding of relevant
subjects, which will inform the next steps.
• After the discussion, the tutor should administer a light assessment based on the
student’s self-reported understanding to validate or challenge their self-
assessment. Results from this phase will be utilized in the subsequent topic.
2.2. Program Determination:
• During the first week of classes, the tutor should gather the necessary information
to create a year-long program, outlining the focus areas and strategies. This
program should be followed throughout the year and updated only, if necessary,
with changes communicated to the #ACADEMICS department of TB3C. The
program should be documented, printed, and provided to the student to introduce
them to the concepts of discipline and organization. Additionally, a PDF version
should be submitted to the #ACADEMICS department for archiving and monitoring.
2.3. Establishment of Objectives/Goals:
• The program document should clearly outline the common objectives and goals of
both the student and the tutor, specified on a monthly basis. At the end of each
 month, these objectives should be critically analyzed by both parties to determine
whether they have been achieved. Goals should be realistic yet ambitious, fostering
motivation and aiming for attainability.
3. EVALUATION BASED FORMAT:
3.1. Evaluation Mechanism:
• Evaluations will be based on a dual system consisting of two main phases:
• Weekly Evaluation (30%)
• Monthly Evaluation (70%)
• Each evaluation phase will be detailed separately. The mechanism functions as
follows: each week, the tutor will evaluate the student, and this weekly evaluation
will account for 30% of the final result ("paper shuffle") published at the end of the
year. The monthly evaluation, conducted at the end of each month, will constitute
70% of the paper shuffle. Further details on the paper shuffle process are still under
reflection.
3.2. Weekly Evaluation:
• The final class day each week will involve a continuous assessment, such as a small
set of questions or a presentation by the student on a specific chapter or topic
chosen by the tutor. The tutor will ask questions during or after the presentation to
gauge the student's comprehension. These weekly assessments will contribute to
the final result that reflects the student’s performance over the year. Therefore,
both tutors and students must take these evaluations seriously.
3.3. Monthly Evaluation:
• The monthly evaluation will occur during the last week of the month. The exact
date will not be disclosed to the student, although they will be aware that the
evaluation will take place during that week. The tutor should conduct a final review
with the student to cover any aspects needing further clarification. As previously
mentioned, the monthly evaluation will represent 70% of the "paper shuffle" mark.
Both evaluations are crucial for tracking student performance throughout the year.
Tutors should prepare appropriate questions to maximize learning outcomes. The
student should also understand the importance of these evaluations in tracking
their progress. Monthly evaluations must be submitted to the #ACADEMICS
department for review before being provided to the student.
4. INTROSPECTION/ANALYSIS:
4.1. Monthly Review:
• At the end of each month, a review will be conducted to ensure that the tutor and
student have met all objectives outlined for that period. This review will assess both
the progress of the classes and adherence to the initial timeframes.
4.2. Evaluation Analysis:
• Following each monthly evaluation, the results will be analyzed and compared
against both previous results and the established goals/objectives. The focus
should remain on setting achievable, realistic goals while fostering continuous
growth and development.
5. JURIDICAL ASPECT AND CONCERN:
 5.1. Juridical Concerns:
• This section outlines the policies that must be clearly communicated before the
commencement of classes.
5.1.1. Obligations of the Tutor Toward the Student:
• The tutor is responsible for guiding the student throughout the academic year and
fostering academic success.
• The tutor must adhere to classroom rules and regulations to create a conducive
learning environment.
• The tutor is also responsible for imparting life lessons, such as learning from
mistakes and understanding that life is not solely about success or failure but about
growth through experience. As a mentor, the tutor should strive to positively
impact the student academically, personally, and socially by creating an
atmosphere of trust and confidence.
5.1.2. Obligations of the Student Toward the Tutor:
• The student must show respect to the tutor.
• The student must comply with classroom rules and regulations to foster a
conducive learning environment.
• The student must communicate any difficulties faced to the tutor for guidance and
support.
5.2. Permissions and Boundaries:
• Clearly state the permissions and boundaries concerning the tutor's actions during
class, including any disciplinary measures permitted under specific circumstances.
6. RULES AND REGULATIONS:
6.1. Student Rules and Regulations:
• Prepare the classroom before the tutor arrives, ensuring all necessary materials are
available.
• Dress appropriately and maintain respectful behavior.
• Avoid using inappropriate language or expressions that undermine respect and
order.
6.2. Tutor Rules and Regulations:
• Prepare all teaching materials, such as questionnaires, in advance.
• Dress professionally and appropriately.
• While maintaining a friendly rapport, ensure a professional boundary is observed,
avoiding certain topics of discussion with students.

This document is the initial version of the guide and will be subject to revisions as needed.