A presentation for the Faculty of Humanities January 2010

Tutor training Specialized tutor training Tutor supervision – tutor “check-ins” (reports) Tutor mentorship Tutor reflection Collaboration with departments Staff awareness of tutorship Assist in the writing of tutor policy and documents System evaluations Research

Academic strategies and languageAcademic strategies and language Academic Writing strategies Academic Reading strategies Facilitating Discussion Referencing techniques Plagiarism Writing feedback

Learning developmentLearning development Study techniques Memorization Reading competency Exam strategies and skills

Tutor “check-in” takes place quarterly.

Provides opportunity for tutors to share their experiences and learn from one another.

Check-in is used as a mechanism for monitoring the tutor system and for quality assurance.

Tutor reports are used to gauge the effectiveness of the tutor system within departments.

The annual evaluation of the tutor system is imperative as it informs future practice.

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Learning from peers Student-centred support and development - ideal

sites for collaborative learning (small group learning)

Quality learning Building learning communities Assistance in the identification of under-

performing students Encouragement and referral to existing academic

development and other support programmes Holistic approach to student well-being Ideal sites for individualized mentorship

First year Students Feel less threatened by peer tutors

and therefore concentrate better on subject matter

Gain more intense subject content clarification

Individualized instruction Learning is more interactive, and

participative More immediate feedback and tend to

take responsibility for their learning Holistic attention

Improve the quality of the student experience First years need and relate to peers as well as

the type of support peers can give Enhance retention and graduation rate

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Tutors are senior peers (postgraduates and senior students)

Goodlad (1998) suggests tutors should possess the following: Good subject knowledge Interpersonal skills Communication skills Approachable Accessible Sensitive to others needs Mentors and role models

Must be measured in an application and interview process

There is consensus in the literature that tutor training is a necessary component in a successful peer tutoring scheme and that by simply placing two students together, one of whom has demonstrated better academic achievement, does not guarantee that effective tutoring will occur (Arkin, 1981; Bruffee, 1993; Clark, 1998; Cohen, et al.; Falchikov, 2001; Fuchs, Fuchs, Bentz, Norris & Hamlett, 1994; Goodlad, 1998; Maxwell, 1994; Topping, 1998; Whitman, 1988).

In their meta-analysis of sixty five tutoring programmes, Cohen, et al. (1982:246) found that tutoring effectiveness improves when tutors have been trained and/or tutoring is structured.

Significantly there is agreement in the literature (Arkin, 1981; Bruffee, 1993; Falchikov, 2001, Topping, 1998, Whitman, 1988) that it is not a question of whether tutors should be trained or not, but rather how they are trained that matters.

For example, Bruffee (1993: 83) maintains that sometimes training can be too prescriptive and as a result, tutors may become too “professionalized”.

Do not necessarily want to train tutors to be “faculty surrogates” (Bruffee, 1993:83)

This will detract from their purpose of being close to the student experience and peer tutors.

Hence, once one has established how one wishes to use tutors, the next step is to decide how to train them to meet that end (Bruffee, 1993:83).

Universal elements which are designed to be readily implemented in actual tutorials given (Taylor, 1998:169).

Tutorial preparation, tutoring strategies, management of attitudinal problems that might be encountered, as well as managing group work (Taylor, 1998; Goodlad, 1999).

General interpersonal skills Honing communication and presentation skills. Initial training sessions should comprise of

orientation, the programme objectives, tutoring techniques, and tutor responsibilities (Reed, 1973:16).

Break the mould of traditional “chalk and talk”, teacher dominant practice or “tutor as preacher” (Clark, 1988; Goodlad, 1990; Whitman, 1988)

Goodlad (1990:10) asserts that without intervention, tutors may tutor in the same prescriptive way as they themselves have been taught.

But at UJ large classes = mini-lecturers?

managing conflict tutors develop positive confrontation

skills (Falchikov, 2001:170; Goodlad, 1999; Topping, 2000)

be critical of ideas and not of people, give everyone a chance to be heard, make sure there is time for discussion. follow the guidelines for creating and generating

rational argument find ways to encourage students to take the other

peoples’ perspectives (Falchikov, 2001:171).  

The notion of training tutors and then providing further development and support for them thereafter is a vital part of tutor development.

Goodlad (1999:140) emphasizes that a trainer/teacher cannot train tutors and then “let them loose, hoping for the best”.

Whitman (1988:50) explains that after the initial training, tutors may require additional support especially if they find they need help.

Additionally, in a survey done by Whitecross and Mills (2003) of university Anthropology departments using tutors In the United Kingdom, it was found that more than 80% of tutors questioned felt that their departments should offer more support. Tutors particularly wanted feedback on their teaching skills from the academic staff.

Whitecross and Mills (2003:15) reported lack of ongoing support made tutors feel neglected and under-valued by their relative departments.

From the literature it is evident that there are four main ways in which tutors can be offered sustained development namely through:

classroom observationcritical reflection the role of the coordinator in tutor

mentorship weekly meetings.

central to the classroom visits is the role of de-briefing or feedback sessions after the classroom visit has taken place (Randall, 2004:158).

the aim of the reflection session is to construct connections between the theoretical aspects of tutoring with their practical applications in the classroom.

Randall (2004:159) explains further that what essentially is taking place in feedback sessions is the Vygotskian (1978) principal of constructing knowledge through a dialogic process between a more experienced knower and a less experienced knower.

The role of the tutor coordinator – open-door policy

Weekly meetings – building a tutor community

Tutor reflection

Never go into a group intending to "play it by ear" or "answer questions". Preparation is important for a number of reasons:

It allows for the discussion and application of content.

It optimises the content coverage. It allows for the generative creation of

tasks and activities that are student centred.

It allows for the inclusion of academic skills for example, reading and writing strategies.

 

1) Familiarise yourself with the content. This includes reading all assigned material, attending the lectures if this is expected by your department and where you miss a lecture find out what was covered. It also includes consultations with the lecturer.

2) Design exercises that develop skills 3) Develop novel methods of creating groups,

promoting participation, presentation and releasing tension.

4) Plan to accommodate any number of students.

Work with students to decide what it is they are struggling with.

Tutors can then decide what must be done to develop the skills necessary to overcome the hurdles by designing worksheets, mock tests, exam tip handouts etc.

Consult with lecturer, what is expected of you? How much “freedom” do you have?

Planning should be an ongoing process. After each session time should be set aside to reflect on the session.

How did your strategies and ideas work, where could you improve, what was achieved in the session etc? These things should be kept in mind when planning for your next tutorial session. This allows for continual improvement and refinement of strategies and techniques. Planning becomes a continuous process. 

    

   

GROUND RULES !!!! No cell phones or iPods are allowed in

class. The tutor and the group will be punctual. No other work may be done during the

tutorials. All members of the group will have to

prepare something.

The class contract could include statements like:

Everyone has both the right and the obligation to participate in discussions and if called upon should try to respond.

Always listen with an open mind to others.

Ask for clarification if you don’t understand a point someone has made.

Above all, avoid ridicule and try to respect the beliefs of others, even if they differ from yours.

Treat each student as an individual and respect each student for whom he or she is.

Rectify any language patterns or case examples that exclude or demean any groups.

Allow students to see that they are working together for a common goal that is the university degree. Differences do not need to divide students rather make them move forward together to reach this common goal.

  * create an informal atmosphere * get students involved in the learning process * plan the sessions extremely well * recognise the importance of group dynamics * confront negative behavior positively * be positive and enthusiastic * be empathetic (see things from the students’ point of

view) * have high but reasonable expectations * have good facilitation skills (listening, questioning

and responding) * demonstrate integrity and honesty at all times * show respect to individuals and their points of view * be open to differences of opinion * be willing and ready to learn from others * rectify quickly what might go wrong * be friendly and helpful, but professional and assertive

have a patient, professional tone of voice

maintain good eye contact,stand or sit where all can see and

hear use occasional head nodding,use a moderate rate of speech. 

constantly looking away from students sitting far apart or turned away from

students frowning scowling yawning having an unpleasant tone of voice using a too slow or too fast rate of

speech

plans what s/he wants to sayprepares what s/he wants to saystructures what s/he wants to

saypractices what s/he wants to say

use understandable words Reflect back and clarifies statements appropriately interpret and summarise main

points use verbal reinforces (e.g. “mm-mm”, “I see..”

“yes”) call students by their first name appropriately give information occasionally uses humour to reduce the tension

be non-judgmental keep the sessions on the topic and move at the

appropriate pace for the group’s abilities maintain productivity of the session by

preventing irrelevant arguing or repetition add greater understanding to students’

statements elicit and encourage feedback/responses from

students create open dialogue, do not allow individuals to dominate discussions

preach blame bee patronizing make assumptions on what they

already know uses words students do not understand strays from the topic/problem intellectualizes over-analyses talks about yourself

The first and most important step in organising your life is to take control of your time

It is:a lifelong skilla way of organising your day, week,

month and yearan ability to differentiate between

what is important and what is urgenta skill to help you prioritise

Take care of all the areas of your life:physicalacademicemotional social spiritual societal leisure

Stop and think about your time and how you use it.

HOURS PER DAY: 24HOURS PER WEEK: 168HOURS PER YEAR: 8 736

PERSONAL TASKS HOURS Sleep (7 hours per night) 49 Eat (2 hours per day) 14 Dress (1 hour per day - 7 days) 7 Travel (1 hour per day - 6 days) 6 Other activities (2 hours per day) 14

CLASS ATTENDANCE ????STUDYRELAXATION AND SPARE TIME

TOTAL: 168

Consider your own estimated hours per week. Obviously the way that you distribute the time available will differ from individual to individual.

How do you spend your hours per week? Thinking about it might help you to see where the gaps are…

On a sheet of paper, draw your own Time Wheel and indicate the slices that each activity takes up in a week.

Once you have actually seen where, how and why you waste time, YOU CAN CHANGE!!!!

What are my priorities? How can I get the balance in my life that I need to feel in control and productive?

Where are my studies fitting in? How can you get in control of my

academic life?

Knowing yourself will help you with:

information about your preferred way of studying

identifying if you are a morning, afternoon or evening person?

deciding which type of study environment you prefer working in (e.g. an extremely quiet place, some soft music)

Imposed on Us

Interruptions Shifting priorities Phone calls Unplanned tasks Poor communication

Self Inflicted

Failure to delegate Negative attitude Personal

disorganisation Failure to listen Socialising Inability to make wise

choices Lack of self-discipline

FEAR OFFAILURE

ADDICTIONTO CRAMMING

TENDENCY TO OVERCOMMIT

FEAR OFCHANGE

UNPLEASANTTASK

UNCLEAR TASK FLOW

OVERWHELMINGTASK

UNCLEARGOALS

PROCRASTINATION

Time Shifting & Adjusting

Goal Setting

Time Awareness &Time Tracking

Plan MakingSelf Monitoring

It has 5 phases

PHASE 1 : Goal setting This is a phase where one

need to establish a context for managing time.

PHASE 2 : Time awareness and time tracking

This phase involves tracking time and developing an awareness for how you spend your time.

Work out what you do and how long it takes you

PHASE 3 : Plan Making : use planning tools

1. Make a to do list 2. A weekly objective list 3. Weekly planner 4. Monthly planner 5. Year planner

PHASE 4 : Self Monitoring

Self monitoring involves paying attention to how well you are working your plan, how accurately you have planned, how well you have forecasted for the various events

PHASE 5: Time shifting and time adjusting

This is the final stage and in this phase one makes adjustments to the plan and to time management habits.

As you encounter time troubles you should keep in mind that you can be flexible and shift and adjust the original plan.

You can make corrections the system before starting the cycle again at goal setting.

Phase 1

Phase 2

Phase 3

Phase 4

IMMEDIATELY

WITHIN 24 HOURS

WITHIN 1 WEEK

WITHIN 1 MONTH

RealisticMeasurableSpecific

Take 15-20 min on a Sunday evening and plan (create your to do list)

Use copy of master scheduleStart with that which you MUST DO

during the weekRemaining time can be divided

into daily sessionsWork in blocks of 40 - 45 min.

Do not fall behind Schedule time for relaxation and unforeseen events Work consistently Live a balanced life Be specific in your time-planning Don’t give up Set goals Prioritize Use planning tools Be flexible Consider your biological prime-time Conquer Procrastination. Do it NOW! Learn to say “NO” Reward yourself

Departmental regulationsRegistersWhat if students don’t attend? What if students are failing? Who can help me in the UJ? Student autobiographies

Jenni Underhill The Unit for Tutor Development jenniu@uj.ac.za