Tutoring and Mentoring Center


Griffin Campus Rm 604
Monday thru Thursday: 8:00am - 5:00pm
Friday: 8:00am - 12:00pm

Henry Center Rm B101
Monday: 10:00am - 6:00pm
Tuesday: 8:00am - 6:00pm
Wednesday and Thursday: 8:00am - 5:00pm
Friday: 8:00am - 12:00pm

Flint River Campus Rm A416
Available by Appointment

Tutoring & Mentoring Staff

English/Reading Tutor
Jan Purcell

Math Tutor
James Taylor

Academic Tutor
Chase Corbin

Science/PSB Prep
Kim Jenkins

English/Study Skills
Kristin Smith

Please note: In addition to our tutoring program, peer mentoring is also available in a wide variety of subjects. If you need help with something other than what you see above, contact the center where you take classes to let us know what you need.

As set forth in full in the student handbook/course catalog, Southern Crescent Technical College is an Equal Opportunity Institution and a Unit of the Technical College System of Georgia.

Welcome to the Tutoring & Mentoring Center at SCTC!

We have learning specialists who provide high-quality tutoring in the following areas: English, reading, and math.

Take advantage of free tutoring services at any of these three SCTC locations: Griffin, Flint River (Thomaston), and Henry County (McDonough).

Student peer mentoring is available in a wide variety of subjects. Open group study sessions led by tutors and/or mentors are held regularly, and students may schedule self-organized study groups for any subject in our collaborative space. ALL students (including those taking classes at any campus and online) can receive help with non-subject-specific study skills, as well as tips on time management, organization, test taking, stress reduction, and more!

We can accommodate both pre-scheduled appointments and walk-ins. To set up an appointment with a tutor, check out our handy new Online Appointment Scheduling Page or call the campus you wish to receive service.

Making Appointments

Students can schedule appointments online or by calling or visiting the campus they wish to receive services.

You may schedule two appointments (30 minutes) per subject each week. After two scheduled appointments, students must be a walk in the remainder of the week. Be mindful that a tutor may not be available during a walk in, but we almost always have peer mentors on hand who can help you with something! Students are required to cancel if they cannot make a scheduled appointment. Appointments may be canceled online up to 3 hours prior to the scheduled time and up to 5 minutes prior to scheduled time by directly calling the location where you are scheduled to received service. Failure to cancel appointments will result in being denied scheduled appointments for the rest of the semester.

Making Appointments
Tutoring Center Guidelines

Center Guidelines

Services are for SCTC students only. Sign in at our tracking station every time you visit the center, even if it is just to make an appointment or ask a quick question. Come with material to work on in your session, including copies of assignment guidelines and relevant course textbooks. Friends and family members may not participate in individual tutoring sessions, but any student is welcome in the center as long as he/she is not causing a disturbance to those who are working. Plan to arrive early for scheduled appointments so you can get yourself organized and be prepared to begin on time.

Faculty Support

Faculty, did you know that Tutoring and Mentoring makes house calls? That's right. We will send a TaM representative right to your door (your classroom door, that is). Please consider inviting us to speak to your students...

  • at the beginning of the term
  • after the first test
  • before midterm
  • just after the withdrawal deadline
  • anytime you feel they might benefit from a reminder that academic support services are available!
Faculty Support

Our visits can range from a 5-minute overview of our services to a full 60-minute workshop on topics such as study skills, note-taking, memorization techniques, and overcoming test anxiety. Simply click on the button below to fill out a request form with the details of what you need, and we will get back with you within a day or two to confirm.

Schedule a Classroom Visit
The Study Cycle

The Study Cycle

Preview before class: Skim chapter/handouts, notice headings and bold words, read summaries and objectives, write questions prior to the lecture.

Attend class: GO TO CLASS! Pay attention to the lecture. Participate in discussions. Ask questions. Take meaningful notes.

Review after class: As soon as possible, read your notes, fill in gaps, and write down questions to address when you study or with the instructor.

Asses your learning: Perform periodic reality checks. Ask yourself, "Are my study methods effective?" and "Do I understand the material well enough to teach it to others?"

Note Taking 101

1 Key Principle

Less is more. Faithfully recording every word spoken by your instructor will not help you very much. Note taking is about figuring out what is most important so that your study time will be focused and productive.

2 Helpful Tricks

  • Come up with a shorthand. Learn how to consistently abbreviate certain words that you use often, leave out words that aren't necessary for understanding meaning, and using symbols whenever possible.
  • Underline or highlight key points. This can be done as you write notes or as you are reviewing them later. This should especially be done when notes are provided to you by the teacher and you did not have to write them in the first place.

3 Strategic Methods

Cornell Method: Divide the page into three sections. During class, take notes on the right and identify corresponding main ideas out to the left. Later, review those notes and write a short summary of the key points for greater reflection and retention.

Bonus Tip: You can fold your paper to hide either the key terms column or the supporting details/ examples column from view in order to quiz yourself as you study.

Outlining Method: Start at the left margin writing down main ideas. Supporting info and details that relate to each main idea should be indented underneath. Each new level should indent further and use a different letter or symbol. Anytime a new main idea is introduced, return to the left margin.

Bonus Tip: You can combine this method with the Cornell method. Also, practicing note taking this way can help you practice organizing your thoughts for written assignments.

Visual Aid Method: Use pictures, graphs, charts, diagrams, flowcharts, etc., to organize your information as you write it. This works especially well for info that is sequential, categorized, or conceptually related in a certain way.

Bonus Tip: Repackaging in a visual format notes you have already taken in another format or notes provided to you can help you learn and recall it better. Use colors meaningfully to add another layer of effectiveness to this method.

Ten Quick Study Tips

Manage your time.

You have a class schedule, a work schedule, maybe even a sleep schedule, so make yourself a study schedule and stick to it! Write study time on your calendar. Set a reminder on your phone. Check your syllabus and Blackboard every day to make sure you're ahead of the game.

Take notes.

Don't just passively listen as your instructor lectures or read the textbook without a pen close by; write notes as you encounter the information so you have something to study later. Both the act of writing and re-reading what you wrote help information solidify in your brain.

Repetition is key.

Moving information from short-term to long-term memory requires you to work with it over and over. You don't want to study the same way all the time, but returning to the same information again and again will improve your ability to recall information long term.

Switch it up.

Combat the boredom that can come from repeated studying by studying it in different ways. Use flashcards, try different mnemonic devices, talk out loud to yourself, create a review game, write the material several times, etc. Your brain will retain more because you will be engaging different parts of it instead of the same part time after time.

Get enough sleep.

When you sleep, your brain rests and processes the information you learned throughout the day. Forgoing sleep works against your brain's natural process of solidifying memory. Being tired also makes recall more difficult.

Don't cram.

While cramming might help you for a short quiz, that information will not stick long term. You will likely need that info again for a project, paper, and/or the final exam--not to mention somewhere down the line in your career and/or personal life. Studying over an extended period is the only way to remember information for the long term.

Get rid of distractions.

TV, phone, gaming console, kids, dirty kitchen, whatever is getting in the way of your concentrating, put it away or move away from it for an hour. Consider going to a coffee shop, local library, or even under a tree at the local park. Focused studying is productive studying.

Take frequent short breaks.

During long study sessions, people tend to remember the first and last things they covered. Taking breaks creates more firsts and lasts, tricking your brain into remembering more. Try studying for 20-30 minutes, then take a 5-minute break where you completely disengage your brain before you return to studying.

Make a study group.

Don't wait to be asked to join a study group; ask some people after the first class or two to make one. Meet regularly, whether there is a test coming up or not. Quiz each other, share notes, and take turns teaching the material. If you can explain it to someone else, you probably know it well enough to perform well on any type of test.

Reward yourself.

After completing something like a chapter or homework assignment, reward yourself with a few minutes playing your favorite game or watching a show you like. After finishing major projects and exams or passing difficult courses, give yourself a night out or plan a fun trip with a loved one.

Study Strategies

1 Find out what kind of learner you are, and use this knowledge to guide how you study.
  • Auditory learners learn best by hearing the material.
  • Visual learners learn best by seeing the material.
  • Tactile/kinesthetic learners learn best by doing something hands-on.

For example, auditory learners might consider recording lectures and listening to them again while driving or exercising. Visual learners might consider making flashcards and putting post-it notes around the house. Tactile learners might consider pairing information with dance moves or other familiar processes such as cooking a favorite meal or preparing for bedtime.

2 Use mnemonic devices. Mnemonics are memory techniques that help you remember information.
  • Acronyms: PEMDAS is used to remember the order of operations in math (parentheses, exponents, multiply/divide, add/subtract). You can also turn the acronym into a memorable phrase: Please Excuse My Dear Aunt Sally. The sillier the phrase, the more likely you are to remember it.
  • Associative Memory: Make the information memorable to YOU specifically. Perhaps you don't have an Aunt Sally, but you're a fan of Arlo Guthrie's music. Your phrase for the order of operations in math might be Pickle Eating Motorcycle Driver Accidentally Swerved.
  • Context-dependent Memory: If you chew gum while you study, try chewing that same flavor of gum as you take the test. Can't chew gum? Try rubbing a penny or rolling a pencil between your fingers. Connecting the memory to the action as you form it will make it easier to recall that information anytime you are doing that same action later.
  • Chunking: The average human brain can hold about 7 pieces of information in working memory at a time. If you try to simply memorize a list of 15 terms, you will likely struggle. However, if you chunk that list into 5 sets of 3 terms that somehow go together, you have a much better shot. We do this all the time with numbers. Quick, what is your social security number? Nine random numbers might be tough to remember, but three chunks are not. This works with spelling, too. Instead of trying to remember how to spell an entire word, focus on remembering how to spell pieces of words.
  • Visualization: You can use mental pictures to remember items. For example, you might actually picture yourself riding a blood cell to learn the pathway blood takes through the atria and ventricles of the heart. You might picture presidents seated around a table in the order they held office and imagine yourself speaking to each one in turn.
3 Consider real-world application.

Think about how you will need the information later (beyond the classroom). Will you be able to access resources and just need to understand how to quickly read them, or will you need fast, accurate, total recall in a high-pressure situation? Try to replicate the circumstances under which you will need to access that information as you study it.

  • Preference for seen or observed things, such as demonstrations, pictures, diagrams, handouts, displays, films, etc.
  • Use phrases such as “show me” and “let’s have a look at that.”
  • Best able to perform a new task after reading the instructions or watching someone else do it first.
  • Work well from lists and written directions and instructions and benefit from video demonstrations.
Tips for Engaging With Material
  • Use maps, flow charts, or webs to organize materials.
  • Highlight and color code books/notes to organize and relate material.
  • Pick out key words and ideas in your own writing and highlight them in different colors to clearly reveal organizational patterns.
  • Write out checklists of needed formulas, commonly misspelled words, etc.
  • Write out and use flash cards for review.
  • Draw pictures or cartoons of concepts.
  • Write down material on slips of paper and move them around into proper sequence. (Can be done on PC too).
  • If using a computer, experiment with different font sizes and styles to enhance readability.
  • Preference for receiving information through listening to the spoken words of self or others and of sounds and noises.
  • Use phrases such as “tell me,” “please explain,” and “let’s talk it over.”
  • Best able to perform a new task after listening to an expert’s instructions.
  • Would rather call for help than send an email, and can remember all the words to songs they hear.
Tips for Engaging With Material
  • Ask and answer questions about the material with peer learners.
  • Engage in conversation about the subject matter with non-peers.
  • Record lectures and review them.
  • Review notes after each class and summarize them orally.
  • Record yourself reviewing material and listen to it.
  • Read textbooks aloud to yourself.
  • Listen to audio recordings of material as you read it.
  • Use a talking calculator.
  • Put material to a rhythm or tune and rehearse it aloud.
  • Preference for physical experience—touching, feeling, holding, doing, practical hands-on experiences.
  • Use phrases such as “let me try” and “I’ll figure it out.”
  • Best able to perform a new task by going ahead and trying it out, learning as they go.
  • Like to experiment, embrace trial and error, and seldom look at the instructions first!
Tips for Engaging With Material
  • Write out checklists of materials needed and goals to be completed rather than detailed instructions.
  • Trace words and diagrams on paper.
  • Use textured paper and experiment with different sizes of pens, pencils, and crayons to write down information.
  • Envision a scene in which the material to be learned is being used or acted out somehow.
  • Use role play or dramatize concepts. Move objects around or act out the concept in some way.
  • Take notes or highlight (on paper, word processor, in textbooks) while reading or listening.
  • Use some form of body movement (snapping fingers, pacing, mouthing ideas) while reciting material to be learned.
  • Practice assembling parts of a concept into a meaningful whole (such as constructing a table, labeling a diagram, or designing a flow chart).

Tips to Reduce Test Anxiety

A little nervousness before a test can be good. It shows that we care and helps motivate us to work hard to put forth our best effort on the exam. When we become too anxious, though, that anxiety can undermine our confidence and interfere with our ability to solve problems and recall info. Try these strategies to calm your nerves.

1 Remember to take care of yourself first.

Get some sleep, eat a decent meal, and engage in a little exercise (even if it is just a 10-minute walk) before you sit down to take a test.

2 Come prepared.

Arrive at the test site early. Make a special effort to bring all materials, including extra pens, pencils, paper, etc. By showing up on time and prepared, you can avoid worrying about small details and becoming distracted from the goal: doing your best.

3 Engage in positive self-talk.

Replace irrational negative thinking with positive self-talk. Adopt an upbeat but realistic attitude. Try saying this: "I prepared carefully for this test. If I do my best, I have a good chance of passing it." Pro tip: This works best when the words are true!

4 Breathe.

At any point during the test you feel yourself getting jittery, take several deep breaths, exhaling slowly after each one. Visualize the tension draining from your body as you breathe out. Think of a peaceful, quiet setting (e.g., sunrise on a mountaintop). Imagine yourself calm and relaxed in that setting. Once calm, focus back on the test.

Additional Tips for Taking Tests Online

1 Familiarize yourself with the technology ahead of time.

Does your teacher offer practice quizzes or reviews in Blackboard/MyLab? If so, do them! Wherever your online test will be housed, be sure you know how to access and work within that learning platform before you login to take a graded test his will cut down on anxiety and time needed to learn the system.

2 Replicate face-to-face testing conditions.

Schedule a time to take it, make arrangements to eliminate distractions (i.e. arrange childcare, put out the barking dog, don't leave anything on the burner), and make sure all the materials you may need are gathered before you begin, so you don't need to walk away. Focus on only the test until you are finished.

3 Study as though you will not be able to access your textbook or notes, even if you will.

Do all the reading, organize your notes, quiz yourself. Assume you will be asked to write an essay, and make sure you know enough about the material to have something interesting to say. If you do this, you will likely be able to complete much of the test without using your notes and free up more time for you to work on the more difficult test items.

4 Ignore the clock.

If your test is timed, don't let that stress you out. Taking a test in a classroom is timed, too, but you don't tend to think about it as much because the minutes aren't ticking down in front of your face like they do on the screen. If the ticking timer gives you anxiety, cover it with a post-it note, and only uncover it when you feel the need to check your time.