document resume ud 030 859 author de silva, … · i appreciate the input of each one of the four...

DOCUMENT RESUME

ED 395 046 UD 030 859

AUTHOR de Silva, Deema; And OthersTITLE A Tutor Handbook for Student Support Services.

Operation Success.INSTITUTION Wichita State Univ., Kans.PUB DATE [92]

NOTE 96p.; For the tutor handbook on TRIO services,Operation Success, see ED 269.492.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Academic Persistence; Cognitive Style; *College

Students; Communication Skills; Disadvantaged Youth;Higher Education; *Peer Teaching; Stress Management;*Teaching Methods; Time Management; Total QualityManagement; Tutorial Programs; Tutoring; *Tutors

IDENTIFIERS Academic Support Services; *Operation Success;*Wichita State University KS

ABSTRACTThis handbook provides assistance for tutors in

Operation Success, a program to provide limited-income andfirst-generation college students with academic support services toenable them to persist and graduate from Wichita State University(Kansas). The program provides an interconnected series of academicsupport services; peer tutoring is intended to help students mastercourse content. It complements study skill development and academicand personal counseling. The ideas of total quality managementprovide a framework for tutor roles and responsibilities discussed inthe first and second sections. Guidelines are given for the firstmeeting, for presenting invitational education, and for recognizingthe learning styles and needs of the student being tutored.Information is given to help tutors with time management,communication skills, and stress management for themselves and thepeers they tutor. Samples of 10 forms used in the tutoring processare presented. (Contains eight figures.) (SLD)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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byDeema de Silva, PhD

Elizabeth FreundClara Freund

Sherry LangleyU.S. DEPARTMENT OF EDUCATION

Office of Edon/Monet Research and ImprovementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC))ICf This document has been reproduced as

received from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

erationent

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRA T D BY

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TO THE EDUCATIONAL PESOURCESINFORMATION CEI.i.f ER (ERIC)

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Table of Contents

Table of ContentsForeword iMission Statement i v

The Big Picture 1

Systems Approach 3Services and Activities 5Total Quality Managment 6Common Needs of Our Target Population 14

Tutor Roles and Responsibilities 17

Tutor Job Description 19Policies and Procedures 20Benefits of Being a Tutor 23Expect from Your Tutor 24

The First Meeting and Beyond 25

General Tutoring GuidelinesYour First Meeting with Your Student 29Beyond the First Meeting 32Questions Tutors Frequently Ask 34What is Peer Counseling? 36

Invitational Education 37

InvitationalityBeing Inviting 39The Art of Being Actively Invifing 40Low Self-Esteem: How Can We Conquer It? 42

Learning Styles 45

Learning Styles 47Diagnosing Learning Styles 49Learning Styles Instrument 50

Learning Styles (continued)

Through Which Senses Do You Learn Best 58

Time Management 61

Goal Setting and Time Management 63Time Management Principles 65Value Your Time 68

Communication Skills 71

What is Communication' 73Silent Language 74A Framework for Analyzing Cultural Differences 75Cultural Continuum 76Improving Communication Skills 78

Stress Management 79

Coping With Stress 81

Stress Symptoms 82Prevention 83Progressiv.e Relaxation 84Tips for Managing Stress 86

Forms 87

Description of Forms 89Tutor-Student Assignment 90Tutor-Student Initial Contact Report 90Tutor-Student Contract 91Tutor-Student Weekly Contact Sheet 92Tutor-Student Missed Appointment Slip 92Tutor-Student Change of Tutoring Status 93Tracking of Student Progress in Tutored Course 94Tutor Quality Feedback 96Operational and Unifying Principles 97

ii4

FOREWORD

The purpose of this handbook is to provide a simple and effective aid to those

persons who are Tutors. It is not possible for a single iource to cover all the complex

issues a Tutor has to encounter. We have tried to include the most essential reiources

with checklists, follow-up activities, tutoring tips, tutoring strategies and steps to plan

and structure the tutorial process.

I appreciate the input of each one of the four hundred and forty Tutors (over the

past fifteen years) who have been a part of the Tutorial Component of Operation

Success, providing feedback to make this handbook a reality.

The first edition of the Tutor Handbook was written with Elizabeth Freund,

former Tutor-Advisor, who took on the challenge of being coauthor. Her enthusiasm,

and willingness to methodologically collect critical data, allowed us to take the initial

risk of designing the handbook.

My gratitude goes to Clara Freund, and Sherry Langley whose writing skills,

together with their immense capacity to conceptualize difficult intellectual processes,

analytical skills, and for working together cooperatively has enabled this third edition

to be an even more comprehensive handbook.

Deema deSWia, Ph.D.Assistant Professor and DirectorOperation SuccessStudent Support Services ProgramBox 81, Wichita State UniversityWichita, KS 647208

54 4 4

Mission Statement

Operation Success provideslimited income and first generationcollege students with a multiplicityof academic support servicesenabling students to persist andgraduate from Wichita StateUniversity.

The Program provides aninterconnected series of academicsupport services: study skilldevelopment to achieve academicsuccess, peer tutoring to mastercourse content, intrusive academicand personal counseling to buildconfidence.

iv

6

The Big Picture

Systems Approach

Services and Activities

Total Quality Management

Common Needs ofOur Target Population

7

A Systems Approach to Achieving the Objectives ofthe Student Support Services Program at

Wichita State University

Deema de Silva, Ph.D.

The United States Department of Education, Wichita State University, and theStudent Support Services Program, Operation Success, work together to provideacademic support services to qualified students. The common goal is to assiststudents to persist and graduate from Wichita State University.

The Big Pictte-3

Systems Approach

Operation Success, the Student Support Services Program at Wichita StateUniversity since 1970, provides students with a multiplicity of academic supportservices enabling students to persist and graduate. The Program and the University,with the support of the federal government, work together to assist first generationcollege students from limited income backgrounds and students with disabilities.The Program's activities revolve around three componentsTutorial, Educationaland Cultural Enrichment Activities, and Research and Evaluation. Programactivities are planned to reinforce objectives of the Department of Education and theUniversity. These objectives include:

increasing the academic performance of Program participants;

providing individualized tutoring;

providing academic advising and career guidance;

adbvising students regarding financial aid;

fostering a campus climate supportive of program students

providing cultural and educational experiences to foster and stimulate apositive attitude and cultural respect; and

providing accountability through evaluation.

To achieve these objectives, Operation Success offers a number of services tomeet each student's needs. These services include tutoring, study skilldevelopment, academic advising, educational and cultural enrichment activities,financial aid information and assistance, personal counseling, career guidance,graduate school counseling, computer and typewriter usage, a book usage program,scholarships, and Math and English review sessions. By providing these servicesand meeting the needs of each student, the Program increases persistence, retention,and graduation of students at Wichita State University.

The figure on the following page shows the services and activities provided forOperation Success students. This is followed by an article written by the Director,Dr. Deema de Silva, that was published in the NCEOA journal. The article describesTotal Quality Management (TQM) practices of Operation Success that are used toachieve the above objectives and provide quality service to students.

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The Big Picture-4

Services and Activities Available toOperation Success Students

Academic Advising Study Skills Development

Personal Counseling English and MathReview Sessions

Financial Aid Information Computer/Typewriterand Assistance Use/

Scholarship Opportunities

Career Guidance

Graduate SchoolCounseling

Book Usage Program

Cultural EnrichmentActivities

Individualized Tutoring

The Big Picture-5

1. 0

Peer Counseling

Deema de Silva, Ph.D.

Total Quality Management Practices inBusiness Work for Operation SuccessATRIO SSS ProgramBy Deema de Silva

Deema de Silva is Director oOperation Success. 0 Student SupporServices project at The Wichita StauUniversity in Wichua. Kansas.

Fall 1993

Abstract

This article presents a look at theTotal Quality Management (TQM)movement taking place in businessand academia. Operation Success.a TRIO Student Support ServicesProgram. continues to strengthenits TQM practices to achieve theSSS program's measurable objec-tives.

Introduction

Total Quality Management(TQM)an umbrella term for in-jecting quality into managementpracticeshas spread throughoutU.S. businesses and educationalinstitutions, including the Grantsand Contracts Sei vices Division ofthe U.S. Department of Education.Business schools are revampingtheir programs to reflect this em-phasis. and U.S. companies areestablishing offices called "vice-president for quality. The fouryear old American Baldrige qualityaward is similar toJapan's Demingprize, awarded during the last fortyyears to honor the father of thequality movement. W. EdwardDeming. who helped instill into theJapanese mind the idea that qual-ity leads to productivity and mar-ket share.

This article describes the TQMmovement currently taking placein business and academia. Stu-dent Support Services Programs.which assist in the process of edu-cating the TRIO college student.have the infrastructure and theopportunity to strengthen some oftheir already existing TQM prac-tices as they prepare themselves tomeet the challenges of the twenty-first century.

NCEOA journal, Fall 1993, vol. 8, no. 1

The Big Picture-6

The Past And Present of TgM

Quality gurus W. Edward Demingand J.M. Juran. both Americans.were behind the quality assurancemovement that began in Japan inthe 1950's. They were prophetswho were not taken seriously intheir own country and who went toJapan to get their ideas accepted.These ideas are now chiseled intothe Japanese workplace.

The Japanese applied Juran'squality principles to each opera-tion in the 'factory. thus allowingquality to feed upon itself, multiplyand further breed quality (Port axle.Carey. 1991). For example. theJapanese followed the advice ofDeming and Juran to inspect aproduct in the design stage in orderto ensure that quality be inherentin the process. thereby devising acheaper system. Deming's methodof statistical quality control (SQC)enabled engineers to significantlyreduce controllable errors. Toyota'skanban system developed into thejust-in-time (JIT) movement, inwhich a part is delivered to anassembly line at just the time it isneeded. This reduces costs butrequires a high quality supplychain. The concept of poka-yoke. away to minimize human error, wasintroduced by Toyota Company VicePresident Taiichi Ohno. If a car'sheadlights are designed such thatit is possible to install them upsidedown. poka-yoke followers will re-design the headlight so that it canbe affixed to the car with only thecorrect side up.

Another quality approach hasbeen introduced by GenichiTaguchi. a famous engineering con-sultant (Miller. 1991). His thirtyyear concept of "robust design" in-sists that there be no deviationfrom the norm of high quality. Any

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deviation increases costs and war-ranty liability and decreases cus-tomer loyalty. When the soldiers ofDesert Storm crouched in the sandto scout Iraqi troops. they wereusing ITT goggles. The companyhad struggled with the problem ofleaky seals until they fixed it withthe help of a design technique pio-neered by Taguchi. What makesthis redesigning worthwhile? It willearn profits three times as fast andwill triple current growth levels.

Presently. U.S. and Europeancompanies find themselves sittingwhere the Japanese were a decadeago. However, they are making aneffort to catch up because theirsurvival depends upon the qualityfactor. IBM. DuPont. and Fordhave adopted the TQM concepts

"Those who em-brace theBaldrige Awardcriteria are mak-ing giant strides.However, if thecriteria are em-phasized in blindfaith that resultswill automati-cally follow, dis-appointment isbound to occur."

and ALCOA has taken on a ''quan-turn improvement" plan to rate thecompany's major business prac-tices against the world's best. Ba-varian Motor Works (BMW-Ger-many) CEO Eberhard VonKuenheirn is adopting the preceptsof quality gurus Taguchi and Juranwith continuous improvementthrough the quality conceptLernstacit (study city) frempleman.

4

1991). At BMW. foremen learn thelatest in quality techniques. deal-ers are regularly audited for cus-tomer satisfaction, and the bestworkers are rewarded with highermargins. A further display ofEurope's understanding of the im-portance of quality is the establish-ment of the European Foundationfor Quality Managementwhich en-courages TQM practice by provid-ing support for any organizationimplementing TOM.

The message for tie ''quality im-perative" is reaching thousands ofAmerican companies that are judg-ing their performance using thecriteria of the Malcolm BaldrigeNational Quality Award. TheBaldrige process requires the com-panies to boost employee involve-ment the executives to incorporatequality values into eay-to-day man-agement and the implementationsof systems to ensure high qualityproducts. increase customer satis-faction ratings when compared to ethat of competitors, gain in market,share, and reduce product cycletime. Since winning the MalcolmBaldrige National Quality Award in1988. Motorola has been devotedto quality with exacting standardson everything from basic researchto routine meetings. Motorola ex-ecutives have institutecl qualitymanagement tools to enable themto pursue several groundbreakingprojects. including a car navigationsystem and a global satellite-basedtelephone network. Many othercompanies are following the lead ofwinners Cadillac and IBM by mak-ing blueprints for action. The awardcategories are extremely demand-ing, but many are finding that thechallenge itself is energizing (Carey.Neff. and Therrien. 1991).

Those who embrace the BaldrigeAward criteria are making giantstrides. However. if the criteria areemphasized in blind faith that re-sults will automatically follow, dis-appointment is bound to occur.Phil Pifer says. "An appropriate re-sults orientation is not one thatseek.s instant financial results.Rather it is one in which everyemployee is clear that the objective

NCEOA Tournal, Fall 1993, vol. 8, no. 1

The Big Picture-7

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of quality programs is to improvebusiness performance over time andone in which quality programs aredesigned and pursued with im-proved performance in mind" (Sims.1992).

Recently. Juran spoke to an au-dience of mostly Japanese execu-tives who had faithfully used histotal quality methods to humbletheir U.S. competitors. He made aprediction that -Made in the U.S.A."will again oecome a rymbol of worldclass quality (Port and Carey. 1991).Total Quality Management. once abuzzword, is now essential to thesurvival .1 a company (Semple.1992).

Education and the QualityFactor

Education is one of the core valuesystems in the American culture.Educators and economists agreethat college graduates earn muchmore than high school graduates.The most recent task force on edu-cation exemplifies the imperativefor America to educate its populacefrom kindergarten to college. espedaily in the fields of mathematicand science. More than two hu7dred national reports on scier.

education have described the cur-rent curriculum as obsolete (Hurd.1991). Hurd. a longtime educatorand contributor to the Nation AtRisk report. advocates breakingout of an intellectual straitjacketand teaching higher-order think-ing and learning-to-learn skills:these include a selection of knowl-edge from the sciences and tech-nology related to social concerns.personal development, and the com-mon good. Immersed in a techno-scientific culture with its increas-ing global economic interdepen-dence for human and material re-sources. America would benefit if itadded the big '7 in the qualityfactor to the overall college experi-ence.

According to a new study byDaniel Hecker. sending more peopleto college has not automaticallymade the American economy moreproductive (Samuelson. 1992). One

NCEOA Journal

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possible explanation offered for thepoor performance of the workers isthat their diplomas and degrees donot represent what they once did.Another study. by economists Ri-chard Sabot and John Wakeman-Linn of Williams College. presentsevidence of pervasive grade infla-tion in high schools and colleges.Also. easy grades lure students intosocial sciences and the humani-ties. away from the sciences andmathematics. Samuelson surmisesthat we may not have a scarcity ofthe number of diplomas and de-grees but a scarcity of skills. There-fore. we need to improve the qualityfactor in the degrees awarded toour graduates. In a recent issue ofthe British Economist Magazine.America receives criticism regard-ing the quality of its university edu-cation: "Americans have tradition-ally been smug about their univer-sities ... The U.S. boasts of the bestuniversities in the world, but eventhis prowess is under threat* (Au-gust. 1992).

Faced with increasing costs andlow budgets. a growing number ofcolleges and universities are turn-ing to TOM. Theodore J. Marchese.Vice President of the American As-sociation for Higher Education.says. 'People are realizing thatwhenwe get to the other side of thisrecession. it isn't going to be busi-ness as usual. We have a signifi-cant problem with public confidenceand the way we use resources.People are looking for answers. andTotal Quality presents itself as apossible solution' (Mangan. 1992).Writing in The Chronicle of HigherEducation (1992). KatherineMangan says. 'As TQM is appliedto higher education, everyone fromthe janitor to the president is ex-pected to play a role in making surethe customerwhether it is thestudent. taxpayer. or prospectiveemployeris satisfied. Ai id if some-thing goes wrong. administratorsare expected to call on a team ofemployees, managers and perhapsstudents to examine the problemand come up with solutions.'Mangan reports that Oregon StateUniversity. which has used TQM

Fall 1993

for the past two years. has beriefittedfrom the suggestions of their TQMteams, speeded turn-around timefor processing student's financialaid documents. and shortened theaverage duration of building re-modeling.

In June 1992. the American As-sociation for Higher Educationstarted an Academic Quality Con-sortium to bring together institu-tions of higher education that areusing TOM. Two bills are pendingin Congress to establish nationalquality awards to institutions ofhigher education that practice TOM.The office of Grants and ContractsServices Di% :Mon of the U.S. De-partment of Education has imple-mented TQM during the past yearand according to their newsletter.TgM/Advisor. its efficiency andproductivity have increased.

TQM at Student SupportServices (SSS)

Three years ago. the professionalstaff of Operation Success at TheWichita State University embracedthe concepts of TQM. The commit-ment of the five staff members wasalways high. but the new conceptsdemanded more than the usualoffice time. effort. and energy. Atthe outset, the staff did not expectthese practices to pay the high divi-dends that the program has experi-enced.

Operation Success serves 250 lowincome college students who arefirst in their families to attend col-lege. The main thrust of the pro-gram is one-on-one peer tutoringwith a multiplicity of additionalacademic support services. Theprogram has to achieve measur-able goals each year. with fundingobtained every three years after theteam writes a competitive grant forpeer review. During the past sixyears. the team has utilized a sys-tems approach to deliver servicesto disadvantaged students.

The professional team membersbegan by refining the mission state-ment. carrying it in their wallets.and disciplining themselves for

'"As TQM is ap-plied to highereducation, every-one from thejanitor to thepresident is ex-pected to play arole in makingsure the cus-tomer.. . . is sat-isfied.'"

implementing TOM. With studentperformance and graduation as theprimary focus of Operation Suc-cess. the program developed a well-defined system incorporating TQMprinciples to achieve the measur-able goals and objectives. Theseelements direct all aspects of pro-gram services from student enroll-ment and needs assessmentthrough counseling, tutoring. aca-demic enrichment activities, evalu-ation, and planning. The systemworks to provide a framework em-bracing basic TOM concepts of in-dividual accountability, statisticalanalysis. and most importantly.continuous improvement of ser-vices. The system embraces basicTQM concepts. Through this sys-tem. students, tutors. student as-sistants. professional staff. and thedirector fully participate to ensurequick response to the changingneeds of the students.

The larger total quality manage-ment Core Value Categories imple-mented by Operation Success arereflected in Figure 1. They includeLeadership. Continuous Improve-ment of Student Services. HumanResource Management and Devel-opment. Strategic Quality Planning.Longitudinal Tracking of StudentPerformance. Focus on StudentSatisfaction through Quality Ser-

5

NCEOA Journal, Fall 1993, vol. 8, no. 1

The Big Picture-8

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Figure 1

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vice. and High Quality of StudentPerformance. These practices en-sure partnership developmentamong other campus departmentsand an awareness of public re-sponsibility.

The results of impkmenting TOMastounded both the professionaland the tutorial teams of OperationSuccess when ninety-six studentshad a GPA equal to or above 3.0/4.0 during the 1992 spring semes-ter. These are the results of indi-vidualized plans to meet studentneeds with focused attention onincreased student performance.The program uses a process similarto that of Deming Prize winner NECTohoku. which uses the PDCACycleplan, do. check. act (Neff.1991). It's a combination of top-down direction-setting, followed byimplementation and careful moni-toring at all levels.

The system of Core Value Catego-ries broken down into ProgramPractices is briefly outlined in Fig-ure 2. These practices embodyseveral focal concepts and valuesthat instill quality into student ser-vices. The professional staff strivesto build quality standards. Build-ing these quality standards takes

commitment to a constant searchfor improvement thus, continuousimprovement is a basic TOM prin-ciple practiced at Operation Suc-cess. The objective of the three-daySemester Plar, ,,iag Meetings at thebeginning of each semester is torefIne and strategke program prac-tices while taking into consider-ation the analysis of student. tutor.and staff evaluations. Implemen-tation of all innovative strategies isundertaken through full staff par-ticipation. Continuous improve-ment is apparent in the manner inwhich students receive programservices as well as in the attentiongiven particularly to the improve-ment of the communication pro-cess. The continuous cycle of plan-ning. implementation, and evalua-tion makes it easier to reach themeasurable goals and objectivesfor which the program is funded.

Swnmary

In "An Open Letter: TQM in theCampus" in the Harvard BusinessReview (1991). the chairmen ofAmerican Express. Ford. IBM.Motorola. Proctor & Gamble, andXerox call for a broader participa-

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The Big Picture-9

14

tion in the campaign for change.-We believe business and academiahave a shared responsibility tolearn. to teach. and to practice To-tal Quality Management. If theUnited States expects to improveits global competitive performance.business and academic leadersmust close ranks behind an agendathat stresses the importance andvalue of TQM."

The challenge for academic insti-tutions is to change the currentphilosophy to adopt the basic be-liefs of quality: each individual do-ing a job knows how it can be donebetter. problem solving can be doneby the lowest person in the organi-zation, a well-defined action planand measurable objectives need tobe communicated to each personin the organization. and 'enableand empower" are the key words todevelop and manage human re-sourcesthe basic ingredients ofTQM-

Each individual institution, or-ganization. or business has to care-fully and laboriously persist in iden-tifying the criteria and the bestmanner of implementation to bringthe positive results of TQM prac-tices. The 'Big cr encompasses

NC EOA Journal

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everything a customer expects. Todeliver quality academic service.Operation Success moved power.knowledge. information and re-wards downward in the organiza-tion. The director empowers eachperson in the professional staff.then each staff member enablesand empowers the student peer-tutors, who in turn continuouslyempower the students.

With the awareness that Opera-tion Success continues to be alearning organization." those whowork in it will continue to translatethe surrender of power into lastingincreases in productivity. Whenthi3 concept is further translatedinto a 'results or outcome orienta-tion. it is compatible with Opera-tion Success's 20th anniversarytheme: Go for the Gold-Grades.GPA and Graduationr So far theresults have shown thatTQM worksfor this small program.

References

Barrier. M. (1992. May). Small firmsput quality first. Nation's Business.22-32.

Fall 1993

Carey. J.. Neff. R.. &Therrien. L. (1991.October 25). The prize and thepassion. Business Week. 58-59.

Cooper. J.C.. & Madigan. K. (1992.August 31). It ain't a recovery tillthe factories hurn. Business Week.19-20.

Gale. 13.T.. (1992). Quality comes firstwhen hatching power brands.Planning Review. 20 (4). 5-9.

Garvin. D. (1991. November-December).How the Baldrige award reallyworks. Harvard Business &view.80-95.

Hudiburg. J J . (1991). Harrisconversations for the 90s: The totalquality.managementstory. Chicago.IL: Harris Trust & Savings Bank.

Hurd. P. (1991). Whywemust transformscience education. EducationalLeadership. 49 (2). 33-35.

Mangan. KS. (1992. August 12). TQM:Colleges embrace the concept of-total quality management-. TheChronicleq(HigherEducation. A25-A26.

Miller. K.L. (1991.0ctober25). A designmuter's end run around trial anderror. Business Week. 24.

Neff. R. (1991. October 25). No. 1-andtrying harder. Business Week. 20-24.

Neff. R.. & Therrien. L. (1991. October25). Going for the glory. BusinessWeek. 60-61.

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1992 Award Criteria. Malcoirn BaidrigeNational Quality Award.

Poisoned Ivy (1992). The Economist.324 (7772). 18-20.

Port. 0. & Carey. J. (1992. October 25).Questing for the best. BusinessWeek. 8-16.

Robinson III. J.D.. Akers, J.F., Artzt.E.L.. Poling. B.A.. Galvin. R.W.. &Allaire. P.A. (1991. November-December). An open letter: TOM onthe campus. Harvard BusinessReview. 94-95.

Samuelson. R.J.. (1992. August 31).The value of college. Newsweek.75.

Semple. J. (1992. May). Why we needTQM-PDQ. Management Today.85-86.

Sims. A. (1992. January-February).Debate: Does the Baldrige awardreally work? Harvard BusinessReview. 126-147.

Templernan.J. (1991. Octoter25). Grill-to-grillwithJapan. Business Week.39.

Tung. R.L Comparative aspects ofhuman resource managementpractices. University of Wisconsin.Milwaukee.

Vedder. J. (1992). How much can welearn from success? Academy ofManagement Executive. 6 (1). 56-66.

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ia

Total Quality Management in Tutoringby Sherry Langley, Tutor

TQM is an all-encompassing term for injecting quality into managment practices.While the concept originally started as a tool for businesses, the same ideas can bemodified and utilized in the academic community. Operation Success uses TQMand constantly strives to deliver quality service to its participating students. Theoutline on the preceding page shows how Operation Success utilizes the TQM ValueCategories.

Operation Success uses the top-down approach in moving power, knowledge,information, and rewards downward in the organization. The Director empowerseach person in the professional staff, then each staff member enables and empowersthe Tutors who, in turn, continuously empower the students. As Tutors, we havethe opportunity to incorporate TQM Value Categories into our own plans of action.Each category can be adapted to a Tutor's style and technique to better serve each ofthe Tutor's students. The examples below are just some of the ways in which to usetotal quality management in your tutoring sessions.

1. Focus on Student Performance and Satisfaction through Quality ServiceYou are in a unique position to really get to know the students you tutor. Thisgives you the opportunity to discover their individual needs and to tailor thesessions to fulfill these needs. Utilize all of the resources at hand to ensure thatyou are providing the student with the best possible service you can. Whenyou show a student that you are performing your duties as well as you can, thisin turn encourages your students to perform well.

2. LeadershipBesides being a peer to your students, you can show them positive leadershipqualities by setting good examples for them to follow. Help them build a planfor themselves that indudes defining their goals and objectives. Help them bemore responsible for their own education. Once they recognize that they are incontrol of their own destination, they will begin to experience the feelings ofbeing leaders themselves.

3. Management and Human Resource Development, Team EffortThe Tutor-student relationship should be viewed as a partnership. Let yourstudents know that the sessions are a "team effort". Help them realize that theyare also part of the larger team at Operation Success. Let them know that theTutors, Counselors, and other staff members are all resources for THEMwe allhave the same goalto help them to succeed in their academic and personalendeavors.

4. Continuous ImprovementThe evaluations that students fill out on you should be viewed as a means tocontinuous improvement of your tutoring techniques. But do not rely solely onthese evaluations. Ask your students for feedback. Come right out and say,

The Big Picture-12

18

"What can I do for you that I'm not already doing?" Listen to your students-tryto detect problems early, and then work together to implement a plan toeliminate the cause of the problem. Use self-evaluation-be honest withyourself by asking yourself such questions as, "Am I always attentive to mystudents?" or "Do I strive to use diverse techniques to better tutor mystudents?"

5. On-going Measurement, Analysis, and EvaluationBy using the contact sheets and the tracking forms, you can keep an "on-going"measurement of student performance. This helps you in implementingdifferent techniques if you see that one way is not working. This measurementalso helps you target the students' weak areas. The tracking helps the studentssee where they stand at any given point in the semester. This tangibleinformation can work to encourage them to try a little harder or can boost theirself-esteem by showing them the progress they have made.

6. Strategic Quality PlanningThis category summarizes most of what we have already been doing in theother core value categories. However, the importance of planning cannot bestressed too much. Help students define their goals and their plans forattaining these goals. Show them how short-term goal planning can be utilizedto achieve their long-range goals. Let this be an on-going process throughoutthe semester as you work with your students. Once students takeresponsibility for their future and start to realize the attainment of small goals,their confidence is raised. With more and more confidence, students areempowered and enabled to become successful, independent individuals.

Quality in a seivice or product isnot what you put into it. It is whatthe client or customer gets out of it.

Peter Drucker

The Big Picture-13

1

Common Needs of Our Target Populationby Mario Ramos, former Director, and Sherry Langley, Tutor

1. The need for recognition: This need is a must for all adults as well as for anystudent. These students should be recognized and treated as mature adults.When students are not doing well, we want this to be recognized early in orderto provide them with the proper help and services. In addition, when studentsare performing well, we want to recognize them for their achievements.

As a Tutor, you are in an deaf position to supply feeibac&to your students. Youare able to recognize problems the student may de facing at the onset of the semester.This can help the student get backon trackbefore he/she gets so far behind that thetaskseems monumental. 'Then you are availab& throughout the semester to providepositive feedbackas the student accomplishes his/her goats.

2. The need for support: This is a vital need; students feel more secure in knowingthat they have support from their families, friends, and our staff. Although wecannot offer them support from home, we can serve as a friend, as well as staffpersonnel, in giving needed support. Remember, we are Support Services.

You may be one of the few people on campus with whom a student has regular

contact. 'This puts you in a special position, and one that should not be taken 4gh4.'The two fwurs per weekthat you meet with a student may not seem like very much toyou, but could mean a great deaf to the student. Ilse that time to actively show yourstudent that you are behind him/her 10096!

3. The need for confidence: This need is directly related to treating the student likea mature adult. When meeting, advising or counseling students; try as much aspossible to show confidence in the student's ability to recognize and solve his/her own problems. Usually when there is a problem, students know thesolution; however, they may just need to discuss it with someone.

You wilt hear a lot of talkat Operation Success about "empowering' your stu4ntswith the skiffs they need for success. Let your students know that you believe in them.Help them to develop the skiffs that enable them to succeed on their own. Each successbuilds the confidence they need to believe in themselves.

4. The need for peer acceptance: There could be nothing more drastic for anincoming student than not being accepted by his/her peers. This could happenif a student is too shy or too aggressive. If the student is too shy, try involving

The Big Picture--I4I. I

him/her in the campus activities. However, if he/she is too aggressive, trydiscussing reasons for feeling threatened by his/her environment.

A university can seem overwhefming aruf strange not only to young students, but toreturning aduft students as weff. Each of us wants the sense of weff-being cudcamaraderie that comes with being accepted within our peer group. In fact, feefings ofalienation onty add to a student's stre.ss and can adversely affect academic pelformance.

Share your own fears and pcperiences with your students. Sometimes they feelbetter just knowing they are not done in their situation. 14member, you may be thefirst person on campus with whom the student has an opportunity to develop a

friendship.

5. The need for adapting to the university community: It is often said that theuniversity is a separate community within the larger community, and this is true.Therefore, in order for a student to have a successful career here, he/she mustassimilate into this community and grow to feel that it is an integral part of him/her. This indudes obeying ali laws and guidelines, as well as having one's rightsprotected.

As a returning aduft student, I remember feeling out of pace on campus the firstfew weeks. Someone told me that I woufd soon feet as if the university was my secondhome. 'That person was right, and I share this bit of wisdom with the stu4nts I tutor.However, there's aso a catch. loic have to become involNd. Try to fet your studentskitow the importance of actively participating in their own educational process. The

resourca are here, but it's up to each of us to utilize them. Another good suggestion is

working on campus. This is an excellent way to meet other students and universitypersonnel. Studies have shown that college students who have on-campus jobs are morefikefy to graduate than students who attend c.fasses and workoutsi4 the campus.

6. The need to understand the university power structure: Since the university is a

separate community, it has its own structure. A student having knowledge ofthis and of the nature of the power structure is better equipped to deal withmany of the bureaucratic hassles that he/she is sure encounter. Also, he/she isbetter equipped to deal effectively with the metropolitan area job market.

'This is one more way to 'empower' students. 'The more a student knows about the

system within which he/she has to function, the better able he/she is to handle the 'red

tape" that goes along with being a coffege student. Knowledge of the system andhow

it works can affeviate stress. I have found* most of the 'University staff and personnel* to

be very helpful and willing to go 'that ettra mite' for a student. 21_,It the student needs

The Big Picture-15

1 1

to know the rules of the game, and the student needs to makg the first move. 'This goesbackto active participation in one's educational process.

7. The need for understanding the financial aid process: Since higher education isnot free, some of the first problems students will encounter will be thoseconcerning money. Therefore, it is necessary that we understand the financialaid process so that we can answer questions about a student's aid, or direct him/her to the proper people.

Lilo understanding the university power structure, understanding the financial aidprocess is another path to empowerment. The student needs to tato the initiative andactively seekout financial aid information and assistance. *scourers on campus includethe Program Counselors and the financial aids office. As a Tutor, you are aso in aposition to serve as a role model and encourage hWh academic achievement in yourstudent which may lead to scholarships.

8. The need to understand that success is possible through delayed gratification:Since most incoming students will be moving away from home for the first time,they will be facing new responsibilities in terms of budgeting time, settingpriorities, and obtaining goals. All too often most fail because of overindulgencein self-gratification. One method of obtaining success is through postponinggratification and taking on responsibilities.

Even returning adult sttufents nutst face the challenges of balancing family, job, and.academie responsibilities. The 6.mg range goal of graduation is sometimes difficult to

grasp aruf does not always provide the needed motivation to keep striving. (Otis is whyshort-term goat setting becomes so important. As a Tutor, you are in an ideal positionto help your students set goaa for themselves, and to even help them attain these goal s.I telt my students that I view attending college as my job. fIrte discipline andmotivational techniques a student develops in cortege wilt carry over into his/her chosencareer. While many of the rewards one receives in cortege are intangibk, it is theseintangibles that help 4veloptharacter. As colkge students, each challenge we facehelps us become more confident, more mature, more independent, more qualified tocontribute to the job marko.

The Big Picture-16

r4. 4

Tutor Roles andResponsibilities

Tutor Job Description

Policies and Procedures

Benefits of Being a Tutor

Expect from Your Tutor . . .

23

Tutor Job Description

Tutors are students attending Wichita State University with at least a 3.0GPA. An effort is made to select Tutorss who are sensitive to peer needs, are awareof the problems facing first generation and limited-income students, and can serveas paraprofessionals and role models for academic success. Tutors are responsiblefor the delivery of tutorial services to Program students on a one-to-one basis.Tutors report to their supervising Program Counselor. Tutor responsibilitiesinclude:

1. Respect the Operationai and Unifying Principles of Operation Success toachieve the goals of the Program.

2. Provide tutoring on a weekly basis in at least one subject to students matchedand assigned by the Coordinator of the Tutorial Component.

3. Administer learning styles and basic skills tests and assist in the developmentof positive study habits and study skills.

4. Advise students regarding services available at the University and in thecommunity.

5. Provide peer counseling to students as an integral and supportive part oftutoring.

6. Complete documentation on each student and submit documentation weeklyto the Coordinator of Tutorial Component Services enabling the Program tomeet federal requirements for documentation.

7. Attend Mid-Semester Counselor-Tutor-Student Conferences and ensure thatevaluation forms are completed by students at the end of the semester.

8. Meet with the Coordinator of the Tutorial Component monthly and completetime-sheets on time.

9. Attend Tutor Training and Orientation Sessions at the beginning of eachsemester and participate in Tutor meetings throughout the year.

10. Ensure contribute to the Program's TQM practice of continuous improvementof the tutorial process .

Tutor Roles and Responsibilities-19

24

Policies and Procedures for Tutors

1. The Tutor will respond to Program philosophies and responsibilities. Theseare connected to Program goals and objectives which are measurable andaccountable to the Department of Education, Washington, DC.

2. The Tutor may tutor/work a maximum of 20 hours a week or the maximumallowable by university policy. .Additional hours require the Director'sapproval. The Tutor is paid according to the pay rate agreed upon at the timeof hiring. Timesheets are drawn up from the Weekly Conta-,:t Sheets and arecompleted with the Assistant Director/Coordinator of Tutonal Services eachmonth. The Tutor is expected to be honest when completing the ContactSheets. Any falsification will result in immediate dismissal. The Tutor will beresponsible for understanding the "Payroll Policies for Completing TutorTimesheets" document. By not following the policy, the Tutor risks not beingcompensated for work completed.

3. The Tutor will attend tutorial meetings conducted by the Program Cotmselorsand the Tutor Training and Orientation sessions held at the beginning of eachsemester.

4. Tutors hired by Operation Success will enroll in the course: TutoringStrategies CESP 752 during their first semester of employment. If a Tutor ishired after the last day to add a course the Tutor will enroll in the course thenext semester. This course is offerred through the Department of CounselingEducation and School of Psychology at Wichita State University.

5. Each new Tutor will report to the Operation Success office no later than thefirst week of classes each semester to complete the Semester Work-ClassSchedule and to provide a current address and phone number.

6. A student who may personally know a Tutor and would like direct helpthrough that Tutor should be referred to the Operation Success office forenrollment. There are guidelines the Program must follow prior to enrollingin the Program. Non-Program students can not receive tutoring along withProgram students.

7. The Tutor will be notified of assignments by the Coordinator of the TutorialComponent. After the coordinator places assignment form in the Tutor'smailbox, follow-up contact with the student should be made within 48 hours.It is important that if the Tutor cannot accept the assignment, the staff benotified within 48 hours so the student can be re-assigned to another Tutor.


25

8. The Tutor will be matched with students based on who is the best possibleTutor for each student. The Tutor shall be knowledgeable concerning thecontent and progress of the tutored course; the Tutor shall also be cognizant ofthe student's learning style, study skill needs, and aspirations for the course.

9. The Tutor will complete 2 Tutor-Student Contracts during the first meeting withthe assigned student. The Tutor should explain each item of the Contract toensure the student's commitment to weekly tutoring. The Tutor and studentschedule regular day(s) and time(s) for tutoring and indicate this informationon the Contract. One copy of the Contract is given to the student and one copygiven to the Coordinator of the Tutorial Component.

10. All tutoring is conducted on a one-on-one basis unless otherwise approved bythe Director and/or Program Counselors. Tutorial sessions for tutoring morethan 1 student carry the normal pay rate and will be considered only if thestudents are in the same course and have the same instructor.

11. Each tutoring session is recommended to be 1 hour with a maximum of 2 hoursper week. Overlapping of tutoring sessions is prohibited. Additional timerequested for tutoring more than 2 hours must be approved through thefollowing procedure. The Tutor will bring the Contact Sheet on which the extrasession(s) are to be recorded to the Counselor. The Counselor will write in thenumber of extra hours to be tutored and initial the Contact Sheet.

12. The Tutor will inform the Coordinator of the Tutorial Component of anychanges after the initial assignment is made or the Contract is signed. Changesto the contract should be documented on the Change of Tutoring Status form.

13. The Tutor will keep appointments with assigned students. If an emergencyprevents the Tutor from keeping an appointment or delays the Tutor fromarriving on time, the Tutor will call the student in advance or leave a messageon the "Student Message Board." If the student cannot be reached by phone,the Program Counselor will be called directly. Excessive absences on the partof the Tutor will lead to appropriate action by the staff.

14. The Tutor will complete a Weekly Contact Sheet for each tutored student. TheContact Sheets are essential for documenting the progress of the student andrequire a student signature for each completed session. Contact Sheets for theprevious week are to be turned in to the Coordinator of Tutorial Componentbefore noon each Tuesday.

15. The Tutor will wait for the student for-15 minutes before counting a session as amissed appointment. If at the end of the 15 minute waiting period the studenthas not arrived, the Tutor will complete two Missed Appointment Slips inorder to be compensated-one copy submitted to the Coordinator of the Tutorial

Tutor Roles and Responsibilities- -21

2 6

Component and one copy given to the student. The Tutor and student willattempt to contact each other by phone to identify the reason for the miss andto make arrangements to reschedule the session. If a missed appointment ismade up, the Tutor will make a note of the make-up session on the ContactSheet. If a student misses 3 sessions, tutoring will be suspended until thestudent expresses a willingness to commit to regular sessions. Counselors willmake every effort to assign additional students to the Tutor who loses a studentdue to 3 missed sessions.

16. The Tutor will check his/her mailbox, read the Tutor Message Board, and sign-in (either in person or by phone) between 8 am-5 pm, weekdays (office hours.)

17. The Tutor will be paid 45 minutes per week for completing the followingresponsibilities: completing Weekly Contact Sheets; reporting student progressto Counselors; checking the Tutor Sign-In sheet and Tutor mailbox each day;attending Tutor meetings and making calls to students. The Coordinator of theTutorial Component will check periodically to determine if theseresponsibilities are being met by the Tutor.

18. The Tutor will schedule and attend mid-semester conferences with eachstudent being tutored. These are titled "Tutor-Student-Counsleor" conferences.Conferences are held at the midpoint of the semester with the Counselor. Thispolicy will be closely monitored by the staff.

19. Telephone calls made to and received from parties other than Programstudents are prohibited. Only calls of an emergency nature will be allowed toand from Operation Success phones.

20. Evaluation of Ttuor performance is based on reliability, initiative, cooperationand seriousness of attitude. The Tutor is hired on a yearly basis contingentupon semester evaluation reviews.

21. The utor will provide a notice of at least two weeks if he/she chooses toterminate employment with Operation Success.


Benefits of Being a Tutor

As a Tutor, you will develop skills that will help you in your own academicendeavors, as well as in career development. You will learn more about the subjectmatter in which you tutor, and you will improve your own study skills throughhelping other students.

In addition to academic improvement, you will gain practical experience in:

Time Management

Organizational Skills

Working in a Multi-cultural Setting

Inter-cultural Communication Skills

Contact Negotiation

Public Relations

Conducting Meetings

Peer Counseling

Skills of Planning and Scheduling

Tracking and Monitoring Student Progress

Leadership Skills

Working as a Team Member

As an added bonus, you will be meeting other students and Universitypersonnel. This helps to make you feel more like an integral part of the campus.


Expect from Your Tutor . . .by Lee Starkel, former Assistant Director

Do expect your Tutor to be yourfriend.

Do expect your Tutor to assistwith your understanding of thecourse.

Do expect your Tutor to answeryour questions whenever possible.

Do expect your Tutor to attend allscheduled sessions.

Do expect your Tutor to help youprepare for tests, to explainconcepts, to answer questions,and to encourage you to succeed.

Do expect your Tutor to helpdevelop your study skills.

Do expect your Tutor to maintainpaperwork on your progress.

Do expect your Tutor to keep youinformed of Program activities.

Do expect your Tutor to keepyour Counselor up-to-date onyour progress.

Don't expect your Tutor tojudge you.

Don't expect your Tutor to be ateacher.

Don't expect your Tutor to doyour homework.

Don't expect to receive tutoringif you miss scheduled sessions.

Don't expect your Tutor to helpyou if you have not preparedfor the session by reading yourtextbook, attempting yourhomework assignments andreviewing for tests.

Don't expect learning newskills to happen withoutpractice.

Don't expect your Tutor to takeyou for granted.

Don't expect your Tutor to beinterested in only yourschoolwork.

Don't expect your Tutor tobe Superman or Superwoman.


29

The First Meetingand Beyond

General Tutoring Guidelines

Your First Meeting with Your Student

Beyond the First Meeting

Questions Tutors Frequently Ask

What is Peer Counseling?

30

General Tutoring Guidelinesby Sherry Langley, Tutor

Be on time - If you are punctual, this presents a good role model for the studentand encourages him/her to do the same. Being late sends the message that yourtime is more valuable than the student's.

Be honest - This helps to establish rapport and trust between you and yourstudents.

Be flexible - This means being able to adjust tutoring techniques to fit thestudent. If one approach doesn't work, be willing and able to try something else.

Be patient - What is obvious to you may not be as obvious to your students.Learn not to show annoyance in your speech or body language.

Be empathetic - Try to put yourself in the student's place. What comes easily toyou doesn't necessarily come easily to your student.

Listen, listen, listen - Learn to pick up clues in your student's speech that enableyou to understand how he/she is really feeling. A good listener never dominatesthe conversation!

Use encouragement - You may be one of the few people on campus who hasregular contact with the student. The student may receive little outside supportfor his/her academic endeavors. Give the student positive feedback on his/herabilitieseach of us has talent in some area.

Recognize the student's emotional needs - As a peer counselor, your studentsmay confide in you about outside problems. You are not responsible for solvingthese problems, but show the student you care, and when appropriate, refer thestudent to someone who can help him/her.

Keep Counselors informed - This is part of your job responsibility and part ofthe teamwork we do at Operation Success. Let the Counselors know aboutproblems that may be affecting your Tutor-student relationship or problems thatmay be affecting your student's academic performance.

The First Meeting and Beyond-27

Be professional - Except for discussing your student with his/her Counselor,information concerning your student should be kept confidential. This goes backto the trust you establish with your students.

Be respectful - Each student comes with his/her own experiences and beliefs.Don't try to change a student to fit your own value system. Don't be judgmental!

Treat the student as an equal - Remember that you are a student too! Whileyour student may be weak in the subject area in which you are tutoring him/her,he/she may be proficient in an area in which you are weak. Don't patronize!

Be confident - You were chosen for the qualities that enable you to be a goodTutor and role model. However, having confidence also means having thecourage to admit you don't know an answer. Again, be honest with yourstudent. Tell the student you will research the problem and find the answerthen follow through! Your student may even feel better knowing you're notperfect.

Be willing to share your own experiences - By sharing information aboutyourself and college experiences you've encountered, the student may feelrelieved that he/she is not alone. This also builds trust and support. If thestudent sees that you survived, he/she may feel more confident that he/she willtoo!

Be a study partner - The Tutor-student relationship should be viewed as apartnership. You are not there to take the place of the instructor! Let yourstudent know that you are supplemental to the class and the instructor.

Teach the student to learn how to learn - You should never do the student'swork for him/her. Instead, help the student develop skills that will empowerhim/her to learn how to learn. As a Tutor, your ultimate goal is to help thestudent become independent.

32,


Your First Meeting with Your Studentadapted from The First Tutorial Session and Beyond, David Frerichs, 1989

The first meeting is a challenge forthe new as well as the experiencedTutor. You must accomplish manytasks while at the same time gettingacquainted with the student. Primaryin the meeting is the completion of thecontract between the student and you.Meanwhile, you must, in a non-threatening manner, discuss with thestudent his/her background,evaluating the points where work maybe emphasized. Not only must youcomplete and explain the paperworkand get a handle on the specialdrcumstances, you as a Tutor mustleave openings for the fostering oftrust.

There are five tasks to accomplishduring the initial tutoring session:

1. Build the relationship2. Assess student's time

management skills3. Set goals4. Provide information on

Study Skills Workshops5. Sign Student-Tutor Contract

Build the RelationshipTantamount is the development of

a good relationship. Upon seeing aperson, talking to a person, or hearingabout a person, we form judgments.The preconceptions or prejudicesconstitute the basis for therelationship. The first meeting is anopportunity to determine where thisstudent differs from yourpreconceptions. By the same token,your student will have preconceptionsof who you are. Some of these notionswill be appropriate while others willhinder your effectiveness. You will

need to be aware of the potential forpreconceptions, know yourself andnot be judgmental. Perhaps remainingnon-judgmental is your greatest task.In doing so, you increase youreffectiveness by leaving yourself opento your student's message. Ultimately,by really hearing the student'smessage you will foster the trustnecessary for a good Tutor-studentrelationship.

From a Tutor:While many students are out-going

and make friene easily, others may be shyaruf nervous about meeting you, or abouteven having a Tutor. Try to make aft ofyour students feel at ease from the start.Asksour student about his/her outsideactivities, college major or other courses

he/she is taking. Tell your student a fittfeabout yourself. Don't jump tht into thepaperwork! The initial 'small' talk,actuaffy serves to give you clues aboutyour student, and of course, helps you to

get better acquainted.

Assess Student's Time ManagementSkills

You can easily fit this topic intoyour "get-acquainted" talk. Indiscussing school and classes, find outif your student uses a timemanagement tool. If he/she does,now is a good time to begin positivefeedback. Let the student know thathe/she is off to a good start. If thestudent does not use a scheduling tool,show him/her a weekly planner andexplain how it works. You may evenshow him/her your own planner and


33

explain how important and beneficialit is to you. Make sure you know yourstudent's schedule and record it forlater reference.

Set GoalsGoal setting is an on-going process,

but it can begin during the initialsession. Determine what the studenthopes to gain from the course andwhat grades he/she might expect.However, grades are not the onlygoals to strive for and settingunrealistic expectations can be self-defeating. Show your student themini and maxi goal certificates he/shemay earn from Operation Success.Explain that in addition to grades,goals can include endeavors such asperfect attendance at tutoring sessions,making and keeping a scheduleplanner, turning in all homeworkassignments on time, improvedpreparedness for tutoring, orimproved punctuality to tutoringsessions.

Onee the student decides on a goal,write it down! This makes the goalmore tangible. The student can startoff with a mini goal and progress to amaxi goal. In this way, the studentdoes not feel overwhelmed from thestart and yet, he/she has a cleardestination in mind. With eachsuccess, the student's confidence willgrow.

As part of your Tutorresponsibilities, you are encouraged totrack student's grades on the"Tracking" form. It can be used as atool for setting goals and should beviewed as an integral part of thetutoring process. As model students,most of you understand theimportance of keeping track of yourgrades during the semester. This isnot always true for all students.

From a Tutor:I discovered the importance of the

tracking form when I tutored a returningadult student who told me this storyabout herself. She had previously triedcollege right out o f hch school. Sheadmitted that she had been immature andthat college was overwhelming for her.

She never kfpt trackof her grades in anyof her courses. She knew she wasn'tdoing extremely well, but she fooledherself into believing she was making CS.The reafity was that she was making D'sand F's. She affunko out* that firstsemester, but the story has a happyending. As a returning adult student, shehas learned from those past mistakes. Shewas enthusiastic about the tracking formwhen I showe 1 it to her. She felt muchmore in control by knowing exactly whather grades were during the entire semester.

We utilized the tracking form to setgoats, and the student was better able tosee her progress since the information was

tangibk.

Provide Information on Study SkillsWorkshops

Your students are required toattend workshops as part of theircontractual agreement with OperationSuccess. Inform them about theworkshops offered by the Reading andStudy Skills Center.

Listening and Note takingMemoryTextbook ComprehensionPreparing for Exams

Inform students of videoworkshops available for viewing inthe Reading and Study Skills Center


which include the workshops listedabove as well as these others.

Tips for Math SuccessMath! A Four Letter WordElementary Algebra SeriesCollege Algebra Series

Sign Student-Tutor ContractFinally you need to "walk"

through the contract with the studentso that the two of you understand theterms of the contract. It is importantto go through each section of thecontract with the student becausesome sections of the contract maychange from time to time. You willaiso want to note that if the studentfeels that you have breached thecontract in any way, he/she shoulddiscuss the matter with you and thenhis/her Counselor. Show the weeklycontact sheets to the student so he/sheunderstands your responsibilities aswell as the "picture" presented to theCounselors through the contactreports. You will also want to discussthe reasons for needing suchdocumentation.

Firmness in the first meeting aboutpunctuality and the need for on-goingtutoring are primary points whichrequire clarification. Students,particularly new students, mayperceive that if there is no impendingassignment, no session is necessary.Such an attitude will defeat thepurpose of the tutoring program.

Filling out and explaining thepaperwork fulfills the primaryrequirements for the first meeting, butremember that however important thepaperwork, this first meeting is yourfirst opportunity to begin fostering thetrust necessary to an effective Tutor-student relationship. It is therelationship which is most important,

therefore you must go into the sessionin a non-judgmental mannerrespecting the student for his/herwishes.

Flynt a Tutor:I learned through trial and error to

use the contract for rapport building. Myadvice is not to rush through the contractwith your student. Instead, utilize it as atoot to tet the student know more aboutyou and your ekpectations. 'This helps tofoster trust by opening avenues forhonesty. As you go over each point withyour student, you may bring relevantissues into the discussion. For example,part of the contract leas withTutorresponsibilities. I use this opportunity toeqtain to the student that I am not areplacement for the instructor. Instead,he/she should consider me as a studypartner who witl ItelP in every way I can.'Then I am ready to tead naturatty into thenext section which leas with studentresponsibitities. Once again, I stress theimportance of a partnership.

Each section offers other suchopportunities for letting the studentknow more about you and the Program.You will discover your own approach and

taifor the discussion acconfinA.By using the contract in this manner,

the .session is less 'cut and dried'. Mostimportantly, you help establish a basis foran honest, open relationship from the very

beginning.


35

Beyond the First Meetingadapted from The First Tutorial Session and Beyond, David Frerichs, 1989

While the first meeting is a settingfor Tutors to foster trust, assess skills,set goals, and orient students to theProgram requirements, the sessionswhich follow offer a variety ofchallenges. These include maintainingand building on the the trustdeveloped in the first session whileassisting the student in the academiccoursework.

Tutoring involves tailoring thesession to the specific needs of eachstudent. This requires a holisticapproach whereby academic and otherconcerns are taken into account. Forexample, the student may have manyissues which are bothering him/her,which you will find make yourtutoring sessions less productive.These may include personal, financialor health issues. Sometimes Tutorsfind that their students are in conflictswith instructors or the administration:These situations can affect the tutoringsessions. Tutors need to listen to theseconcerns if students feel compelled toshare them. Tutors also need to feelfree to discuss these issues with theProgram Counselorsboth so that theCounselors may be aware and so thatthe Tutors may get feedback onhandling the situation. While it isinappropriate to attempt being acounselor, peer counseling is a part ofbeing a Tutor at Operation Success.

Continuing TrustPrimary to maintaining the rapport

begun in the first session is taking timeto inquire about the student at thebeginning of each session. Thefunction of taking time to "get a feel"for students' moods is to continue the

trust fostered during the first session.In maintaining an open relationship,Tutors communicate caring, as well asa willingness to share. Sharingindicates several things: (1) that thestudent is not the first to experiencethese kinds of difficulties; (2) that suchissues are not necessarily fatal for acollege career; and (3) that though theissues are not pleasant, the student isnot alone and has resources.

Task OrientationWhile it is important to deal with

the whole student, it is imperative toremember the main emphasis oftutoring is on the student's academicprogress and success. Too muchemphasis on personal issues maybecome a means for avoidingcoursework. If the student is havingproblems concentrating on thecoursework, the Tutor will want torefer the student to the ProgramCounselor for consultations or forfurther appropriate referral. Tutorsare justified in saying, "I see that theseissues are giving you a great deal ofdifficulty and are very important toyou, but we need to continue with ourwork in Algebra so that it does notbecome a major crisis. Perhaps youwould like to take some time to talk toyour Program Counselor."

Finding tLe BalanceAs suggested earlier, Tutors work

within a holistic model. Tutors try toserve all aspects of the student's life,yet must maintain a balance betweenworking through personal issues andworking on the task at hand.


38

Throughout the semester, Tutorsmust strive to leave the relationshipopen enough and honest enough forthe student to share any issues whichmay concern hhn/her. By fosteringthat kind of relationship, Tutors afford

opportunities to deal with issueswhich may interfere with success inthe course. Within this framework,that balance must include taskorientation as well as orientationtoward the individual.

Trustnderstanding

T eamwork

0 penness

Responsibilitynformation

urturing

GuidanceThe First Meeting and Beyond-33

ti"

Questions Tutors Frequently Askby Sherry Langley, Tutor

1. What if a student wants to leave early during a session?

Sometimes a student may have an important appointment that requires him/her to cut one of your tutoring sessions short. However, if the student chronicallywants to leave early then you should view this as a problem. Usually, an hour goesvery quickly when you and the student are busy with the task at hand. Encouragethe student to utilize the full hour-remind the student that this hour is reservedespecially for him/her, and you want him/her to receive the maximum benefit.

Also, find out if the scheduled tutoring session is in conflict with the student'sschedule. While we try to agree on an optimum time during the initial session,unforeseen gchedule changes can arise during the semester. A simple adjustment of15 or 20 minutes may solve the problem.

On some occasions, a student begins the semester needing the full two hoursworth of tutoring, and then later in the semester feels more confident about his/herabilities to do well with only an hour. This is where good communication betweenyou and the student is essential. If the student indicates a desire to drop one of thehours, you need to meet with the student's Program Counselor to make thisadjustment.

2. What if a student says he/she doesn't have anything to do during a sessionand wants to leave?

One way to alleviate this problem is to have "back-up" tasks available. Thereis ALWAYS something that can be accomplished during a tutoring session.

Suggest a review session. This way you actually quiz the student on his/herknowledge of previously covered material. At the same time, the student discoverswhat he/she actually knows and which material needs more attention. This helpsthe student discover the importance of constant reviewing (versus cramming) andhe/she begins to recognize the importance of utilizing the tutoring sessions.

You may also preview material so that the student goes into class "ahead" ofthe game. This encourages the student to fully engage himself/herself in the courseand helps to develop good study habits.

3. How should I handle a student who only wants to talk about his/herpersonal problems?

This is where honesty and good communication in the Tutor-studentrelationship really comes into play. Occasionally, a session will consist of more peercounseling than academic assistance. After all, a student's mental and emotionalstate of mind affects his/her academic performance. However, if the studentrepeatedly wants to talk about personal problems, you must take this as anindication that the student needs help.


38

Let the student know that you care and are concernedan appropriatestatement might be, "I can see that this is a problem that's really I,Jthering you, andI'm concerned that it's affecting your coursework. I'm not really equipped to solvethis problem for you, but I would be glad to go.with you to see your ProgramCounselor."

In this way, you acknowledge the student's problem, let him/her know thatyou want to help, and that you are supportive enough to see this through with him/her. At the same time, you are being honest enough to say you cannot solve his/herproblem.

4. What if a student consistently misses scheduled appointments, but expectsto make them up another time?

This is a situation that may never arise if the proper ground rules are set fromthe beginning. The initial contract deals with student misses, so at this point theTutor needs to make sure the student knows how missed appointments will behandled. Show the student your schedulethis includes classes, other tutoringsessions, study time, etc. Let the student know that like him/her, you are a busystudent with limited time. The student needs to know that while make-up sessionscan occasionally be arranged, it is best if the student attends all scheduled sessions.

5. What if a student is ill and misses more appointments than we can possiblymake-up?

Once it becomes apparent that a student is ill and likely to miss a fewsessions, you need to talk with the student's Program Counselor. Arrangements canbe made to suspend tutoring for a specific time period in which the student is notpenalized for the missed time. The same measures can be applied if the student hasto be out-of-town and knows he/she is going to miss sessions.

6. How do I talk to a student for whom English is not the native language?

The rapport and trust you build in the Tutor-student relationship is veryimportant in dealing with non-native speaking students. Many of these studentslack confidence in their intellectual abilities because they feel inadequate incommunicating effectively in English.

One of your functions as a Tutor is that of confidence builder. Yourinteractions with these students, along with your enthusiasm about their progress,can prove to be invaluable to their success in college. Here are some tips forworking with these students.

Set realistic goals. Students can be easily frustrated at their slow rate ofprogress. Encourage the student and offer positive feedback when possible.


3 9

Listen closely to the student. You may pick up repetitive .nistakes that cancarry over into reading and writing assignments.

Talk! Conversation in this informal setting helps to make the student feelmore comfortable in practicing his/her English. In addition, the student isable to hear English spoken in a setting apart from classroom lecture.

Read aloud! In helping students with written assignments, read the paperaloud. This helps the student recognize his/her own mistakes, and thestudent becomes used to hearing the correct usage of English.

Share your own culture with the student and show an interest in the student'sculture. You both learn something new and you build rapport in therelationship.

What is Peer Counseling?A Tutor's Perspective

Tutoring requires more than just proficiency in acadelitic skills. As a Tutor,you will be developing a one-to-one relationship with each of your students. Youmay find that many of your students begin to trust you enough to confide their mostpersonal fears and problems.

Operation Success recognizes that you are not a professional cotmselor, norshould you try to be. However, since you are a peer to the students you tutor, youmay have insights into some of the problems they are facing. The key to peercounseling is being a friend to your students.

As a friend, you can help students clarify their problems and guide them topossible solutions. But do not solve their problems for them! Instead, listen andempathize. Maybe the student just needs to talk and does not have anyone else whowill listen to him/her. Sometimes just talking out a problem helps the studentdiscover a solution.

Let the students know you care, but if the problems are such that you knowtalking is not going to help, suggest that you and the student meet with a ProgramCounselor. This lets the student know that you are supportive and at the same time,you are being honest enough to say that you do not have all the answers. No matterwhat type of problems you confront, you have to be honest with your student aswell as with yourself. Know your own limitations, and let the student know when aparticular problem is out of your league.

Remember that the Program Counselors are here for you. In fact, keeping theCounselors informed about the students is part of your job responsibility. Utilizetheir experience! Ultimately, each of us must take responsibility for ourselves andthe decisions we make in life. As a peer counselor, the most valuable gift you cangive to your students is support while they learn to take care of themselves.


4 0

InvitationalEducation

InvitationalityBeing Inviting

The Art of Being Actively Inviting

Low Self-Esteem:How Can We Conquer It?

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.cl

Invitationality-Being Inviting

A Baker's Dozen of Selected Concepts, Themes, Ideas, Processes, Foci andConsiderations

1. The student or other person, is viewed as valuable (significant-important) inan invitational relationship.

2. The student, or other person, is perceived as capable (able-talented) in aninvitational relationship.

3. The student, or other person, is recognized as responsible (dependable-trustworthy) in an invitational relationship.

4. The student, or other person, has the inalienable right to his or heruniqueness; in fact, this is celebrated.

5. The student, or other person, deserves to always be treated with dignity.Human digtity is a given in our society and must never be "traded away" foranother advantage.

6. The environment, within which students and other operate, ought tocomplement the quality of psychological and physical warmth.

7. The environment, within which students and others operate, ought to value acooperative spirit-a "working togetherness".

8. The environment, within which students and others operate, ought to exude amessage of firm, but gentle, expectations-always positive in tone.

9. A teacher's (and another person's, in a personal relationship) expectationswill express a conviction about children's (and other's) enormous potential forchange/growth/development.

10. The teacher (or other person) will behave genuinely, with sincerity of purposeand action, convinced about the basic worth of children (or others).

11. The teacher will admit that the relationship between sound affective growthand development and success with cognitive maturity is positive.

12. The teacher (or other person) will realize that to be invitational requires anoften tenacious, stubbornly persistent, manner of interacting-with "rewards"surfacing later than one would wish, sometimes months or years later.

13. The teacher (or other person) will interact with students (and others) with adeep sense of trust in their motivations for what is beneficial for others.

Excerpted from: Wilson, J. H. (1987). The invitational elementary classroom. Springfield:

Chas. C. Thomas Co.

Invitational Education-39

4 2

The Art of Being Actively Inviting

One aspect of tutoring that should be stressed is the concept of invitationality.This means being intentionally "inviting" with your students. To invite is defined as"requesting the participation of". In this case, the invitation is a two-way street.Tutors need to create an atmosphere that encourages the student to participate.Once the invitation is sent, the Tutor must follow through by being fully attentive tothe student's needs, by actively showing concern for the student's welfare, and bymaintaining a positive attitude. The environment within which students and Tutorsoperate should reflect a collaborative spirit-a partnership.

In an invitational relationship, the student is always:

Viewed as valuablePerceived as capableRecognized as responsibleCelebrated for his/her uniquenessTreated with dignity

Invitational TutoringThe main criteria for invitational learning is that a student always be viewed as

capable, responsible, valuable, unique or special, and worthy of unconditionalacceptance. As Tutors, these five concepts can be incorporated into our tutoringsessions, but we must make a conscious effort to do so, and we must practice.

A team of Tutors shared some examples of how they used invitational learningmethods to tutor their students and have compiled a self-test for Tutors to use inevaluating themselves. The list was adapted from a workshop presented by Dr.John Wilson during the Tutor Orientation in Fall 1993.

Examples from Tutors1. A student should be viervM as valuable.

A student confided to a Tutor that she had failed in her first attempt toattend college and was now insecure about her abilities. The Tutor pointedout that the student hadn't really failed because she still had the courage tocome back and try again and that perhaps the student hadn't been ready forcollege the first time, but was now. The student said she had never lookedat her return to college in those terms before.

2. A student should be viewed as capable.Adapt to the student's learning style. Because a student was an individuallearner, the Tutor let the student write and think for himself. The Tutoronly observed and gave directions as needed.Present any difficulty as a challenge to be met, not a mountain to be crawledup. For example, if a student does not have as much study time as he/shewould like, suggest that instead of despairing, the student should find waysto make the best use of the time available.


3. A student should be viewed as responsible.Let the student set the pace for the tutoring sessions. Let the student knowyou are there to guide, not dictate.Help the student discover goals within his/her grasp and encourage him/her to go for them. Have high expectations for your students, but berealistic.

4. A student should be viewed as unique or special.Be interested in a student's outside activities. For example, ask the studentabout his/her job or hobbies.

Acknowledge a student's expertise in another subject. Just because thestudent is weak in the tutored area doesn't mean he/she isn't talented inanother area.

5. A student should be viewed as worthy of unconditional acceptance.Always remember that as a Tutor you are still a student as well. Put

yourself in the student's place and let him/her know that you share some ofthe same concerns and fears.Praise the positive and de-emphasize the negative. Use affirmative wordsin place of "No, you are doing it wrong."

Each time you meet with a student, you are sending messages to that studentabout how you see him/her. No interaction is neutral. To be intentionally invitingto students requires a conscious effort on the part of the Tutor. Below are somequestions you might ask yourself to evaluate the kinds of messages you are sending.

1. Do you treat your students courteously?2. Do you make an effort to recognize your student's special events and

achievements?3. Do you follow through on commitments and promises you make to your

students?4. Are you prompt in your meetings with your students?5. Do you really listen carefully when your students talk to you?6. Do you ask for suggestions about how you might serve your students better?7. Do your students feel comfortable asking you questions or discussing

problems with you?8. Do you show care and concern fir your student's welfare?9. Is your caring unconditional and nonjudgmental?

10. Do you encourage your students to share their hopes and goals with you?11. Do you behave genuinely, with sincerity of purpose and action?12. Do you establish an environment in which the student feels there is a

collaborative effort at work?


44

Low Self-Esteem: How Can We Conquer It?by Georgiannia Armbrust, Tutor

Operation Success has committed itself to helping students succeed at WichitaState University. In the past it has concentrated mainly on the end result: grades.Recently, however, it has shifted its focus to the process. I feel that this is animportant step in the right direction. The Bible says, "First clean the inside of thecup and dish, and then the outside will also be clean" (Matthew 23:26; NIV).Likewise, by concentrating on solving the problem, the grades will come.

The ProblemMany of our students suffer from low self-esteem. Sadly, they did not acquire

their low opinion of self on their own. They have been told by significant others intheir lives (parents, siblings, peers, spouses) that they are stupid, unworthy,inadequate, irresponsible and out of place so many times that they have begun tobelieve it themselves.

This belief has become a mask they hide behind for security. These individualsmay recognize these lies for what they are intellectually. Psychologically, however,the lies are the only haven they know. They try to justify their shortcomings bygiving the excuse that they do not see how they will use what they are learning inday-to-day life. They know they need to improve their study habits and timemanagement skills; but because they do not feel good enough, they do not have thewill power to do so.

Dr. John H. Wilson, Professor of Education at WSU, says the following:

Many stu4nts (perhaps most) fackenough faith in themselves to eapress theconfidence that is necessary to futty realize their true vatue, the capabilitie.s and the

level of responsibility they could demonstrate if they were tsuitab invited orchallenged' to do so.

The ChallengeIf we as Tutors want our students to succeed we must overturn a lifetime's

programming. We must make our students feel that they are intelligent, worthy,adequate and responsible. We must make them feel as if they belong in college ifthey want to further their lives. We must, above all else, replace the lies with truths.

Dr. Wilson also states the following in regards to the student who is hidingbehind the mask of low self-esteem:

This student is reluctant to leave the 'security' of a welt (earned view of seff, evenwhen the newer interpretation is so much more pleasant and appealing

Therefore, our task is not an easy one. We must create an atmosphere in whichour students feel comfortable taking their masks off and allow them the freedom ofbeing themselves-guilt free. But how do we obtain their trust to that degree?


45

The SolutionTwo words come to mind: invitational education. Humans by our very nature

see only the negative in a situation and overlook the positive. If we de-emphasizewhat our students are doing wrong and concentrate on what they are doing right,they will feel better about themselves and more comfortable around us. Encouragethem when they are struggling; praise them when they overcome a hurdle; celebratewith them when they reach the crest of a mountain. Make use of the Mini and MaxiGoal Certificates if they can help. By our very titles we are more that just Tutors:we are advisors as well. An advisor can take on many roles. Peer counselor,confidante, and source of encouragement are just a few.

Do not expect to develop a trusting friendship with your students overnight.More than likely they have dropped their masks before and, consequently, havebeen badly hurt. Therefore, a process of building trust must be undergone. Truststarts as a small seed that must be planted in the very first tutoring session. Witheach successive session you must water the seed and WAIT for it to grow. If youconstantly try to dig the seed up to see if it is growing, it will die. Patience andempathy are a necessity.

Eventually the seed of trust you planted will blossom and you will see yourstudents' confidence level increase. Some problems will solve themselves. Otherswill take some work. Again, with a lot of patience and perhaps a little guidancefrom the Program Counselors, you will see your students improve and start tobelieve in themselves. When that happenslook out grades!

There is no more noble occupation

in the world than to assist anotherhuman beingto help someonesucceed.

Aran Loy McGinnis

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4 7

Learning Styles

Learning Styles

Diagnosing Learning Styles

Learning Styles Instrument

Through Which SensesDo You Learn Best

48

Learning Styles

Operation Success expects Tutorsto utilize information on learningstyles to assist their students. Theinstruments in this section can beuseful in identifying students styles oflearning and studying. Theinformation obtained from theseinstruments can be used by the Tutorto find the best methLd for "gettingthrough" to the student. In addition,the students benefit by discoveringmore about themselves. Manystudents are not aware that there is alearning style or time to study that ismost optimum for them. Once theydiscover what works best for them,they are often surprised to find thatstudying and retention are mucheasier. Rather than going through afrustrating trial-and-error period, thestudents can know how to startstudying from the beginning of thesemester. The tutoring sessions can beutilized to maximum efficiency, andthe students' chances for success in thecoursework are greatly enhanced.

Diagnosing Learning StylesThe figure on page 49 illustrates

some of the many elements that makeup a student's learning style. Theseelements are grouped into fivecategories: environmental, emotional,sociolgical, physical, andpsychological.

Environmental stimuli includeelements outside the student such assound and light that affect the student.Emotional stimuli include internalelements such as the student's levels ofmotivation, persistence, andresponsibility. Sociological stimulirelate to how the student functions interms of working with others.

Physical stimuli include the senses andthe orientation toward time.Psychological stimuli include suchelements as analytic vs. globalpreference and right brain vs. leftbrain preference.

Dunn and Dunn have developedinstruments to identify the learningstyles of students and theirpreferences in each area.

Learning Styles InstrumentThe Learning Styles Instrument on

pages 50-54 was developed by theWichita Public School StaffDevelopment Teacher Services andprovides in. Jrmation on cognitivelearning styies, social learning styles,and expression styles.

Cognitive learning styles refer towhether a student learns best throughauditory, visual, or a combination of(auditory, visual, and kinesthetic)stimuli. Social learning styles refer towhether a student learns bestindividually or in a group. Expressionstyles refer to how students bestexpress what they know: through oralor written means.

Along with the instrument, onpages 55-57 is additional informationon indicators and techniques fordifferent preferences.

Through Which Senses Do You LearnBest

This instrument on page 58, alongwith the list of visual, auditory andkinesthetic words on page 59, can alsohelp indicate a student's style oflearning. Both of these provideindicators of visual, auditory, andtactile/kinesthetic learners.

Learning Styles-17

4 9

All of these instruments can be funto take and are a good tool to useduring those sessions when thestudent says he/she has no work.

TspsFrom.TutorBesides the evatuation.s in this

section, Operation Success provides otherresources for you to use to help your

students. There are study skill booklets,

practice exams and quizzes for courses,study guides for courses, and eaperienced

Tutors. Get to know these other Tutorsthey are one of the best resources for

answering questions you may have. Also,get to know your way around the office.You are part of a dedicated team and assuck you will always find someoneavailable to assist you with questions orproblems.

A study conducted by the U.S. Department of Health, Education, andWelfare reported the following:

Learners retain:

16% of what they read;

20% of what they hear;

30% of what they see;

50% of what they see and hear;

70% of what they say;

90% of what they say and do.

5 0

Learning Styles-48

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Learning Styles Instrument

InstructionsRead each statement on the following pages carefully. On the answer sheet

below, there are four possible responses ranging from "MOST LIKE ME" to "LEASTLIKE ME". Decide which response best describes the way you feel about eachstatement and mark out that number in the parenthesis on the answer sheet below.

Sample StatementI would rather do schoolwork in the morning than in the afternoon.

Respond to the sample statement here by marking out the one response that bestdescribes your feelings.

MOST LIKE ME LEAST LIKE ME(4) (3) (2) (1)

If you are the sort of person that rises early and enjoys working before noon youwould probably respond by marking out the (4). If you start slowly and usuallybegin to work better later in the day you probably would respond by marking outthe (1). If you are somewhere in between, then your response should be a (3) or a (2)depending on where you think you fit. You cannot make a mistake because there isno right or wrong answer; only the way you feel about the statement.

Be sure you respond only once to each statement but be sure you respond toevery statement.

MostLike Me

LeastLike Me

MostLike Me

LeastLike Me

MostLike Me

Least

Like Me

1. (4) (3) (2) (1) 16. (4) (3) (2) (1) 31. (4) (3) (2) (1)

2. (4) (3) (2) (1) 17. (4) (3) (2) (1) 32. (4) (3) (2) (1)

3. (4) (3) (2) (1) 18. (4) (3) (2) (1) 33. (4) (3) (2) (1)

4. (4) (3) (2) (1) 19. (4) (3) (2) (1) 34. (4) (3) (2) (1)

5. (4) (3) (2) (1) 20. (4) (3) (2) (1) 35. (4) (3) (2) (1)

6. (4) (3) (2) (1) 21. (4) (3) (2) (1) 36. (4) (3) (2) (1)

7. (4) (3) (2) (1) 22. (4) (3) (2) (1) 37. (4) (3) (2) (1)

8. (4) (3) (2) (1) 23. (4) (3) (2) (1) 38. (4) (3) (2) (1)

9. (4) (3) (2) (1) 24. (4) (3) (2) (1) 39. (4) (3) (2) (1)

10. (4) (3) (2) (1) 25. (4) (3) (2) (1) 40. (4) (3) (2) (1)

11. (4) (3) (2) (1) 26. (4) (3) (2) (1) 41. (4) (3) (2) (1)

12. (4) (3) (2) (1) 27. (4) (3) (2) (1) 42. (4) (3) (2) (1)

13. (4) (3) (2) (1) 28. (4) (3) (2) (1) 43. (4) (3) (2) (1)

14. (4) (3) (2) (1) 29. (4) (3) (2) (1) 44. (4) (3) (2) (1)

15. (4) (3) (2) (1) 30. (4) (3) (2) (1) 45. (4) (3) (2) (1)

Wichita Public Schools Staff Development Teacher Services, Wichita, Kansas

Learning Styles-50

53

1. When I make things for my studies, I remember what I have learned better.

2. Written assignments are easy for me to do.

3. I learn better if someone reads a book to me than if I read silently to myself.

4. I get more done when I work alone.

5. I remember what I have read better than what I've heard.

6. When I answer questions, I can say the answer better than I can write it.

7. When I do math problems in my head, I say the numbers to myself.

8. If I need help in the subject, I will ask a classmate to help.

9. I understand a math problem that is written down better than one I hear.

10. I don't mind doing written assignments.

11. I remember things I hear better than the things I read.

12. I like to work by myself.

13. I would rather read a story than listen to it read.

14. I would rather show and explain how a thing works than write how it works.

15. Saying the multiplication tables over and over helped me remember thembetter than writing them over and over.

16. I like to work in a group because I learn from the others in my group.

17. When the teacher says a number, I really don't understand it until I see itwritten down.

18. Writing a spelling word Feveral times helps me remember it better.

19. I find it easier to remember what I have heard than what I have read.

20. I learn best when I study alone.

21. When I have a choice between listening or reading, I usually read.

22. I feel like I talk more intelligently than I write.

23. When I'm told the pages of my homework, I can remember them withoutwriting them down.

24. I get more work done when I work with someone.

25. Written math problems are easier for me to do than oral ones.

26. I like to do things like simple repairs or crafts with my hands.

Learnmg Styles-51

5 4

_

1

27. The things I write on paper sound better when I say them.

28. I study best when no one is around to talk to.

29. I do well in classes where most of the information has to be read.

30. If homework were oral, I would do it all.

31. When I have a written math problem to do, I say it to myself to understand itbetter.

32. I can learn more about a subject if I am with a small group of students.

33. Seeing a number makes more sense to me than hearing a number.

34. I like to make things with my hands.

35. I like tests that call for sentence completion or written answers.

36. I understand more from a class discussion than from reading about a subject.

37. I learn better by reading than by listening.

38. I would rather tell a story than write it.

39. It makes it easier when I say the numbers of a problem to myself as I work itout.

40. I like to study with other people.

41. Seeing the price of something written down is easier for me to understand thanhaving someone tell me the price.

42. I understand what I have learned better when I am involved in makingsomething for the subject.

43. The things I write on paper sound better than when I say them.

44. I do well on tests if they are about things I hear in a class discussion.

45. I can't think as well when I work with someone else as when I work alone.


Learning Styles-52

Write the number (1-4) for your response to each statement. Then total thenumbers and multiply by 2. On the next page, shade in the area for each total.

Visual Language Individual Learner5 - 4 -13 - 12 -

21 - 20 -29 - 2837 - 45

Total x 2 = Total

Visual Number Group Learner9 - 817 1625 2433 3241 40

Total x 2 = Total

x 2 =

x 2 =

Auditory Language Expressiveness - Oral

3 - 611 - 1419 - 2236 - 3044 - 38

Total

OP

x 2 = Total x 2 =

Auditory Number Expressiveness - Written7 - 2 -15 10 -

23 27 -

31 - 35 -39 43 -

Total x 2 = Total

Visual Language1 -

18 _

2634 - Wichita Public Schools

42 -Staff Development Teacher Services

Wichita, Kansas

Total x 2 =

Learning

Low Highi

I I 1 I

10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40

Visual Language

Visual NumberV. 111,

Auditory Language

Auditory Number

11/

Auditory/Visual/Kinesthetic

Individual Learner

Group Learner

Oral Expressive

Written Expressive


Learning Styles-54

The following descriptions and suggestions match the learning styles indicators onthe preceding page.

Indicators

Visual LanguageThis is the student who learns well

from seeing words in books, on thechalkboard, charts or workbooks. Thestudent may even write words downthat are given orally, in order to learnby seeing them on paper. The studentremembers and uses informationbetter if he/she has read it.

Visual NumberThis student has to see numbers on

the board, in a book, or on paper inorder to work with them. The studentis more likely to remember andunderstand math facts if he/she hasseen them. This student doesn't seemto need as much oral explanation.

Auditory LanguageThis is the student who learns from

hearing words spoken. You may hearthe student vocalizing or see his/herlips or throat moving as he/she reads,particularly when he/she is striving tounderstand new material. The studentwill be more capable of understandingand remembering words or facts thathe/she could only have learned byhearing.

Techniques

This student will benefit from avariety of books, pamphlets andwritten materials on several levels ofdifficulty. Given some time alone witha book, the student may learn morethan in class. Make sure importantinformation has been given to thestudent on paper, or that he/she takesnotes if you want him/her toremember specific information.

Worksheets, workbooks andtextbooks are likely to benefit thisstudent. Give a variety of writtenmaterials and allow the student timeto study it. In playing number andmath games, make sure they includevisible printed numbers. Importantinformation should be given on paper.

This student will benefit fromhearing audiotapes, rote oral practice,lecture or class discussion. Thestudent may benefit from using a taperecorder to make tapes to listen to, byteaching another student, or byconversing with the teacher. Groupsof two or more, games or interactionactivities provide the sound of wordsbeing spoken that is so important to astudent of this learning style.

Learning Styles-55

58

Indicators

Auditory NumberThis student learns from hearing

numbers and oral explanations. Thestudent may remember phone andlocker numbers with ease, and besuccessful with oral numbers, gamesand puzzles. The student can workproblems in his/her head. You mayhear the student saying numbers tohimself/herself and see the student'slips move as he/she reads a problem.

Auditory/Visual/KinestheticThis student learns best by

experience, involvement. The studentneeds a combination of stimuli. Themanipulation of material along withthe accompanying sights and sounds(words and numbers seen and spoken)will make a difference. The studentmay not seem to be able to understandor be able to keep his/her mind onwork unless he/she is totallyinvolved. The student seeks to handle,touch and work with what is beinglearned.

Individual LearnerThis student gets more work done

alone. The student thinks best andremembers more when he/she learnsalone. The student cares more for his/her own opinions than the ideas ofothers.

Techniques

This student will benefit from mathaudiotapes or from working withanother person talking about aproblem. Reading written directionsaloud may help along with games oractivities in which the numberproblems are spoken. The student willbenefit from tutoring another orexplaining to his/her study group orto the teacher. Make sure importantfacts are spoken.

This student must be given morethan just a reading or mathassignment. Involve the student withat least one other student and givehim/her an activity to relate to theassignment. Accompany an audiotapewith pictures, objects, and an activitysuch as drawing or writing orfollowing directions with physicalinvolvement.

This student needs to be allowed todo important learning alone. Thestudent can go to the library or back ina corner of the room to be alone.

Learning Styles-56

5 9

Indicators

Group LearnerThis student strives to study with at

least one other student and will notget as much done alone. The studentvalues other's opinions andpreferences. Group interactionincreases learning and laterrecognition of facts. Socializing isimportant.

Oral ExpressiveThis student can easily tell you what

he/she knows. The student talksfluently, comfortably and seems to beable to say what he/she means. Youmay find the student knows more thanhis/her tests show, after talking tohim/her about the work. The studentis probably not shy about givingreports or talking to the teacher orclassmates. The muscularcoordination involved in writing maybe difficult. Organizing and puttingthoughts on paper may be a slow andtedious task for this student.

Written ExpressiveThis student can write fluent essays

and good answers on tests to showwhat he/she knows. The student feelsless comfortable when asked to giveoral answers. The student's thoughtsare better organized on paper thanwhen they are given orally.

Techniques

This student needs to do importantlearning with someone else. Thestimulation of the group may be moreimportant at certain times in thelearning process than at others.

Allow this student to make oralreports instead of written ones.Evaluate the student more by whathe/she says than by what he/shewrites.

Allow this student to show what he/she knows in writing. Evaluate thestudent more by what he/she writesthan by what he/she says.

Wichita Public SchOols Staff Development Teacher Services, Wichita, Kansas

Learning Styles-57

60

Through Which Senses Do You Learn Best

Ask yourself the following questions. Circle the letter before the number only ifyour answer is YES.

T 1. My handwriting is quite good.V 2. I enjoy silent films, pantomine or charades.A 3. I'd rather do a music activity than an art activity.A 4. I prefer listening to tapes than viewing an activity.A 5. I spell better aloud than when I have to write words down.A 6. I find it easier to remember oral presentations than when I read.A 7. I find that I understand material better if I read it aloud.A 8. I am often the last person to notice that something has been added to a

room.V 9. I find that I learn better if something is shown to me.

10. I find that I learn better if I read the material.A 11. I find that I learn better if I hear the material.

V & A 12. I find that I learn better if I hear and see the material at the same time.13. I find that I often need to ask people to repeat what has just been said.14. Sometimes in an oral presentation I find myself tuned out when I am

really trying to pay attention.T 15. I use my hands a great deal when I speak.

16. I have had speech therapy.T 17. Unless I am looking directly at the speaker I have trouble

understanding.T 18. I would rather demonstrate how to do something than tell it.

V & T 19. I have trouble remembering unless I write things down.A 20. I find that a full page of small print mixes me up when I try to read it.

21. The easiest way(s) for me to learn something is to:a. read it

A b. hear itV c. see it in picturesT d. try itT e. write it in my own wordsA f. explain it to someoneT g. draw a diagram or picture of it

Total your results by using the chart below: add the number of V's, A's, and T's andthen divide by the number possible. You may be a visual learner, auditorylearner, tactual-kinesthetic learner or a combination based on your highestnumbers.

Total V's circled / 10 = visualTotal A's circled / 11 = auditoryTotal T's circled / 8 = tactile

Source: Achieving Academic Success. Cherney, E., Dickinson, B., Hammond, G., dc McLravy, Y.

Learning Style5-58

The words you use when speaking reflect your preference for visual,auditory or kinesthetic mode. Following are some words that wiil provideyou with a clue to your preference.

VISUAL AUDITORY KINESTHETIC

appear call feel

observe discuss hurt

see listen attach

show shout balance

watch tell lift

look whisper cut

draw speak push

picture sing fall

image talk take

clear clatter touch

cloudy noise reach

light loud throw

dark soft handle

pattern voice hot

a color music cold

a shape tempo firm

a size clang hard

tone softsharp

smoothtoughtendersturdy

stiff

62

Learning Styles-59

0

Learning is finding out whatyou already kiww.

Doing is demonstrating thatyou know it.

Teaching is reminding others

that they know just as weftas you.

You are aftlearners, doers,teachers.

Richard Bach, Illusions

Learning

1

Time Management

Goal Setting andTime Management

Time Management Principles

Value Your Time

*

64

Goal Setting and Time Managementby Sherry Langley, Tutor

One of the keys to being a successful college student is effective management ofoneself through management of time. To accomplish this, you need to set goals andcreate a plan of action that enables you to meet these gols.

Most of us would never dream of embarking on a cross-country trip without amap to guide us-the same strategy needs to be applied in our "journey" throughcollege.

Goal Setting

Goals should be written down so that they become tangible.

To maintain a balanced life, goals should include academic, personal, and socialgoals.

Set long range goals. Then break these into short range goals that are easilymanaged.

Make a contract with yourself. After a certain goal is accomplished, give yourselfa reward. The reward should be something you would not ordinarily receive.

Time Management

To reach the goals we set, we must implement a plan of action. Scheduling ourtime is the best way to achieve this.

Use a monthly planning calender. Record all exam dates, papers due, readingassignments, and other class projects. Do this for the ENTIRE semester.

Use a time plan to schedule weekly activities. Write down all fixed commitmentsfirst. This includes class times, appointments, meetings, etc. Then add studytimes and leisure activities. Be honest with yourself. What can you realisticallyaccomplish in a week? Keep in mind that study time should includeapproximately two hours per credit hour you are taking.

Use a daily planner. Prioritize your list of "things to do". Do the hardest or mostimportant tasks first. Tasks you enjoy doing usually require less energy.

Be flexible. Allow for some adjustments in your daily schedule.

Carry your daily planner with you at all times.

Make large tasks more manageable by breaking them into smaller tasks. Forexample, divide long chapters into sections and plan to have each section read by

Time Management-63

65

a certain time. Term papers can seem overwhelming, but if you work on someaspect of the project each day you feel more in control.

Be consistent in planning study times. If you study at the same place, at the sametime each day you establish a HABIT.

Take advantage of "in-between" time. In 10 or 15 minutes you can review classnotes, look over formulas, or go over homework.

Remember that making a time schedule and using it alleviates stress. Wastingtime and procrastinating creates stress.

0

goats give you the specific

direction to take to make yourbeams com true.

Bob Conklin

Time is the scarcest resource

and unless it is managednothing erse can be managed.

Time Management-64

66

Peter Drucker

Time Management Principlesby Sherry Langley, Tutor

One of the most powerful skills a Tutor can share with students is timemanagement. Learning to manage one's time really means learning to take controlof one's life. This process involves self-discipline, delayed gratification, andpersistence. By sharing time management tips, a Tutor empowers students todevelop the self-control they will need to become successful students. Thisacademic success can translate into life success.

According to the Sylvan Study Power program (1990), time managment involveshaving goals or a direction and utilizing specific steps to get there. The basic keys tothis process are:

1. Becoming aware of some principles of time management;2. Having a planning tool; and3. Defining and writing goals clearly.

Principles of Time ManagementThe Three C's

c ontrol

ongruity

oncentration of power

ControlThe real definition of time management is "the act of controlling events". But

students need to realize that in life, there are contollable and non-controllableevents. Student should learn to adapt to non-controllable events to become the mostproductive. For example, students cannot control the time a class starts, but theycan adjust their schedule to make sure they arrive in time to find a parking spaceand get to class on time.

CongruityIn time management, congruity is achieved by establishing a balance or harmony

in one's life. Once the different aspects of a student's life fit and work well together,the student begins to develop high self-esteem; everything is "in sync" and thestudent feels in control.

Friends

School

Time Management-65

67

Family

Incongruity occurs when students feel out-of-balance. For example, studentsmay feel incongruent when they are watching television and they know they shouldbe studying for an exam; or they consistently get up late and have to rush to get toschool. In this case, the incongruity can escalate by causing the students to be latefor class or a test. Other examples of events that can make students feel out-of-balance:

*procrastinationinability to say "no"*too many obligationsno focus*not understanding directions*too many interruptions while studying

Notice that all of the above examples are controllable events. How can a.studentlearn to balance the activities in his/her life? A good method is to divide theseactivities into two groups-trivial and vital.

Concentration of PowerIn order to become more productive, students need to learn to focus their time

and energy on vital activities and goals. Trivial activities have a low pay-off, whilevital activities have a high pay-off. For example, watching television may be fun,but it is a low pay-off activity. Riding a bicycle is fun, as well, but it is a high pay-offactivity. Students should assess the time they spend on trivial and vital activitiesand change accordingly. To do this, students need to establish priority lists. A goodtool is to further divide the vital activities into two categories:

VitalImportant

Divide the trivial activities into two categories:

Some value, but not vital - "C"Waste

Students can prioritize by listing their activities A, B, C, or D. Students shouldstrive to accomplish all the "A" activities first, the "B" activities second, and the "C's"if time allows.

In using the time managment principles, students need to be made aware of theimportance of quality planning. As part of their time management strategies, theyshould devote 10-15 minutes a day to working on their schedule. To achieve theirgoals, students should utilize the "principle of accessibility." This means they shouldkeep their goals constantly in mind and their time management tools constantly athand. These tools should include a monthly calendar for recording appointmentsand deadlines, a daily planner, and an action list of vital activities and deadlines.

Encourage your students to use these tools. Operation Success has large monthlyplanning sheets and daily priority sheets in the office that you can give to your

Time Management-66

68

students. Facilitate the use of these tools by using one of your sessions as a "mini"time management workshop. Show your students how to use the planners: youcould even show them your planner to give them an example. Make timemanagement an on-going process throughout the semester. Whenever a studentshows signs of being overwhelmed by schedules and scheduling conflicts, guidethem back to the principles of time management. These could be some of the mostbeneficial tips you give your students.

Adapted from: Sylvan study power: A time management approach to learning. (1990).The Charles R. Hobbs Corporation.

Time

Take time to workIt is the price of success.

Take time to thinkIt is the source of power.

Take time to read-

It is the fountain of wisdom.

Take time to play-

It is the secret of perpetual* youth.

Take time to be friendly-

It is the road to happiness.

Take tiine to fove and be roved-

It is nourishment for the soul:

Take time to share-It is too short a fife to be seffish.

Take time to faugh-It is the music of the heart.

Take time to dream-

It is hitching your wagon to a star.

-Anonymous

Time Management-67

Value Your Time

Based on the experience of managers in 15 countries, a researcher ranks timewasters this way:

Visitors dropping in without appointments

Crisis situations for which no plans were possible

Cluttered desk and personal disorganization

Attempting too much at once and underestimating the time it takes to do it

Inadequate, inaccurate, or delayed information from others

Lack of or unclear communication and instruction

Lack of standards and progress reports that enable a company manager tokeep track of developments

Telephone interruptions

Fatigue

Meetings, both scheduled and unscheduled

Lack of objectives, priorities, and deadlines

Failure to set up clear lines of responsibility and authority

Involvement in routine and detail that should be delegated to others

Indecision and procrastination

Inability to say "No"

Decide to ChangeYou can generate challenge and exdtement in students by having them work on

their own action plans (pages 73-74).First, have your students fill out a week's schedule with all the activities they

now enjoy doing, as well as activities they have to do for survival. Identify theamount of time devoted to various activities. Next, have students identify theactivities they value spending time doing or wish they could spend more timedoing. In order to do all these activities, students must make a positive decision tocontrol their own destiny. Have them list behaviors they plan to change.

Time Management-68

70

6:00-7:00

7:00-8:00

8:00-9:00

9:00-10:00

10:00-11:00

11:00-12:00

12:00-1:0

1:00-2:0

2:00-3:0

3:00-4:0

4:00-5:0

5:00-6:0

6:00-7:0

7:00-8:0

8:00-9:0

9:00-10:0

10:00-11:0

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

,

, --

,

I

I

)

,

)

)

-

)

3

D

0

..

0

Ti me Management-69

7 1

Using the circle, identify the proportion of time you devote to various activities.

a. Schoolb. Workc. Familyd. Exercise/playe. Religious activitiesf. Friendsg. Sleep

Complete the sentences:I value the time I spend on/with:a. b.c. d.

I wish I could spend more time on/with:a. b.c. d.

I will make the following changes to allot more time to those people and activities Ienjoy:

1.

2.3.

Time Managemer t-7074

CommunicationSkills

What is Communication?

Silent Language

A Framework for AnalyzingCultural Differences

Cultural Continuum

Improving Communication Skills

'73

What is Communication?by Dr. Deema de Silva, Director, Operation Success

Communication comes from the Latin "communis" meaning "common". Whenwe attempt to communicate with another person, we seek to establish"commonness" with another sharing information, knowledge, ideas or attitudes.Communication is a two-way process and can take place only if the sender'smessage falls within the receiver's realm of knowledge. If the receiver is unable todecode the message of the sender, communication has not occurred.

The Sender and the MessageIn the simplified communication model below, the process begins with the

sender. She decides what information she want to communicate to the receiver. Shecomposes the message in her mind and organizes it so that the receiver will easilyunderstand the message with the least amount of distortion.

Transmitting the Message-EncodingNext, the sender selects the method for transmitting the message using words

and/or body language. The sender encodes the message and channels it to the

receiver.

Receiving the Message-DecodingThe receiver awaits the message attempting to "read" the body language of the

sender: facial and hand gestures and tone of voice. He listens to the composition ofwords and the manner in which they are being conveyed. He may encounter some"noise" in trying to understand the message. This "noise" is not like ordinary noisehowever, it is similar to it in that it interferes with his understanding the messagebeing conveyed. He may have no common experience to relate to the conceptsbeing used in the message that is being transmitted or the jargon being used by thesender may be like a different language.

FeedbackAn important component of the communication process is feedback. Without

feedback, the process is incomplete. Feedback is the part of the communicationprocess that allows the sender to ascertain whether the message was accuratelyreceived. In short, feedback is response.

Sender

Feedback

Communication Skills-73

74

Receiver

Silent Language

There are factors outside of words that affect communication. These factorsEdward T. Hall terms the "silent language".

TimeThe time factor used by people from different cultures is as different as the

languages they use. Idioms used by a culture may provide insights into the thinkingpatterns of the culture. American English idioms such as "Get the ball rolling" meanthat enough time has passed and it is time to get to work on a project. The idiom"The early bird catches the worm" is to say that one gets the advantages of being thefirst to act and be ahead of the others. "A stitch in time saves nine" denotes that atimely repair will prevent costly, time consuming effort. The orientation towardtime is also communicated through phrases such as "beat a deadline", "get to thepoint quickly", and "don't keep me waiting".

In other cultures that do not consider time as a linear component, individuals donot think that time can be saved, spent and negotiated. The sense of time may bemore flexible, whereby issues are dealt with when they come up. In anotherinstance, a delay in responding to a question may not mean disinterest or notknowing; rather, it may mean that it is important to consider and cannot beanswered immediately. Also, in some cultures, it may be fashionable to be laterather than punctual.

SpacePersonal space is the space that one is comfortable in placing between oneself

and others. For many persons this is a combination of cultural determinants andpersonal preference. We become aware of our preferential boundary only when wesense that someone is attempting to invade our space. At a meeting you choosewhere you will sit, at what point you will move, what posture you will take, andhow close to someone you will sit.

The manner in which furniture is arranged can also either facilitatecommunication or hinder it. Some offices and rooms are arranged such thatconversations are facilitated by comfortable seating.

'The most important thing in

communication is to hear whatisn't being said.

Peter Drucker


75

A Framework for Analyzing Cultural Differences

One framework for understanding cultural differences at the informal level wasdeveloped by Edward T. Hall and involves placing cultures on a continuum fromhigh to low context.

High Medium Medium Low Low

Latin AmericanAsianAfricanAmerican IndianAfrican AmericanHispanic

WomenRural

GreekFrenchItalianSpanish

North American German SwissGermanScandinavian

MenUrban

Claire Halverson, Ph.D.*

The continuum from High Context Cultures to Low Context Cultures brings outthe relativity of cultures; an attempt to illustrate the real, natural, complex, normal,healthy and good in all cultures. There is no right or wrong in the comparisons ofcultures; the model is a tool to be used to deal with the cultural variations. Thecontinuum is a tool to be used in understanding persons of other cultures in anattempt to reduce the problems we face due to our cultural differences. Culturaldifferences are acknowledged, rather than ignored.

In High Context Cultures, much attention is paid to the surroundingcircumstances or context of an event so that many factors are brought into focus tointerpret the words. In Low Context Cultures, many of these factors are screenedout.

Author Unknown*

Halverson, C. "Managing Differences on Multicultural Teams", Cultural Diversity at Work. May 1992.


76

Cultural ContinuumMore High Context

(Cuature A CCulltuTe

More Low Context

Yellow races, people of Asia Brown, Black, Red, Mixed,indigenous peopleof the world

Values

I cnat C

White, Europeanpeople of the West

Security-money-success Share with others Freedom-funObligation-duty-honor Compassion/caring Instant actionEducation Spirit-nature-harmony Feel.good! Be happy!

(---- Communication and Problem Solving Styles

More inward/indirect More indirect/outward More outward/directMore group/other More group/other More self/individualoriented oriented directed

Vertical 0Unequalstatus

Hierarchy of Relationships

Time Orientations

Horizontal relationshipsEqual status

Long-term view Flexible MechanicalPatient Intuitive Strict-by the clockGolden past Respond to Now and future

immediate signals

Adapted from Cross Cultural Swinging by Liang Ho, 1990, 1993'

'Available from author. Call or write: 5529 1/2 N. Kenmore #2A, Chicago, IL 60640; ( 312) 728-8642.


7 7

More High Context Cultures (Culture A)In the continuum on the preceding page, Culture A is termed "More High

Context" because more attention is paid to inward, indirect communication. Manyfactors are preprogrammed in the mind: gestures, social setting, historicalperspective, tone and posture, and sodal status.

Key Internalized Values: more self-reflective, group oriented and sensitive togroup harmony and group approval, more deferring to others, respect for hierarchyof status and authority, family honor and obligations are important, departedancestors continue to receive respect.

Stereotyped NTegatives: too polite, controlled, sneaky, passive, agreeable, slow torespond, proud, stoic, evasive, cold, groupy, unemotional, materialistic, success-driven, indifferent to outsiders.

More Medium Context Cultures (Culture B)In the continuum of High to Low, these cultures are indirect and outward in

their communication. These people display an intuitive and flexible problemsolving style.

Key Internalized Values: more group oriented and sensitive to group harmonyand approval; greater reverence to humanity's connection with land-nature-spirit,holding these values as sacred and inviolate; seeking harmony and balance withnatural environment; taking and using only what is needed; respect for hierarchy,status and authority.

Stereotyped Negatives: uncivilized, not technology-oriented enough, too simpleminded, childlike in trust, easily hurt, more emotional and sensitive, notmaterialistic, not oriented towards progress, lack of drive and motivation for "moreand better" things; more primitive, "under-developed or developing" whencompared t ) Type A and C cultures.

More Low Context Cultures (Culture C)People from "More Low Context" cultures are direct and outward in their

communication patterns and problem-solving style and do things in sequence, onething at a time.

Key Internalized Values: more oriented toward the individual, owning privateproperty; make progress quickly and in a planned manner; technology oriented;display and reward initiative; frontier spirit; possesses a strong drive towardsaccumulating knowledge, material products, capital wealth; need to control theenvironment to suit individual needs; reliance on written rules and regulations forsocial interaction, cohesion and control.

Stereotyped Negatives: too individualistic and selfish; materialistic; work-drivento produce more consumer goods and spread technology; lacking in flexibility todeal with human situations; outer control and results oriented; values "things" and"efficiency" over "people"; too abstract, linear, and one dimensional thinking whenplanning and dealing with problems.

Adapted from Cross Cultural Swinging by Liang Ho, 1990, 1993'

'Available from author. Call or write: 5529 1/2 N Kenmore #2A, Chicago, IL 60640; ( 312) 728-8642.


78

Improving Communication Skillsby Sherry Langley, Tutor

In tutoring and peer counseling, we have to be able to communicate effectively.This is a skill that can be learned and developed. One of the key components tobecoming a good communicator is Active Listening. Here are some tips to use asyou practice active listening.

LANA at the person who is speaking (if appropriate)By maintaining eye-contact you show the speaker that you are interested in

what he/she has to say. However, be aware of cultural differences that may makeeye contact inappropriate.

Be aware of your facial expressions and body languageYou may think you are listening, but you could be giving the speaker "silent"

signals that indicate otherwise. Respond appropriately with a nod or a smile. Sit upstraight or lean towards the speaker. Avoid distracting behavior such as fidgeting,tapping your pen, or doodling on paper.

Use encouragers to promote talldngThis includes words and phrases such as:

"Tell me more.""Ilm-hmm.""and?""Then what happened?"

Ask questions to clarify what_the speaker is sayingRepeat one or two key words or phrases to let the speaker know what you are

hearing.

Acknardedgemhat..the_spsakszialeclingAppropriate responses include statements such as:

"It sounds like you are feeling . . .""You feel . ."

Let the speaker finish what he/she is sayingDon't interrupt, jump to conclusions, or change the subject.

MaintaiaggisrandsammueEveryone is entitled to his/her opinion. Try to be non-judgmental.


Stress Management

Coping With Stress

Stress Symptoms

Prevention

Progressive Relaxation

Tips for Managing Stress

XIII

80

Coping With Stress

In today's world, we are faced with stressors in almost every aspect of our lives.Going to college ranks high in creating stress. Add to that, job responsibilities,family obligations and day-to-day living, and the list of stressors can becomeoverwhelming.

Some stress is good for usit keeps us motivated. However, when stress beginsto adversely affect us, we need to take a look at ourselves and our lifestyles to seewhat we can do to improve on the ways we prevent and manage stress.

The following pages include material on stress symptoms and ways to preventstress from Dr. Greg Buell of the Counseling and Testing Center at Wichita StateUniversity. This is followed by a description of progressive relaxation andadditional tips for managing stress.

It is important to realize that when stress builds and it is not vented, it will findother ways to escape. Before this happens, it is necessary to develop techniques tohelp manage stress.

Managing stress is tuning it downwiten it's too much, and increasingit when it's too little.

Dr. Donati Tudesingii

Stress Management-81

1

Stress Symptoms

Here is a list of common symptoms of stress:

General instability, over excitation, depression

Heart pounding

Dryness in mouth/throat

Impulsive behavior, instability

Urge to cry, run, or hide

Concentration difficulties

Easily fatigued

Emotional tension, over alert, keyed-up (startle response)

Trembling, nervous tics

Bruxism, grinding of teeth

Nervous, laughter

Sleep disturbance, nightmares

Eating disturbance

Hyperactivity (wired); inability to relax

Sweating

Frequent need to urinate

Migraines

Diarrhea, indigestion, vomiting

Premenstrual tension or missed cycles

Pain in neck, lower back

Increased smoking, substance use

Remember: The best treatment for any of these is a "relaxation" response.

Greg Buell, Ph.D.

Stress Management-82e?

Prevention

The following are some ways to prevent stress:

Have breakfast at home or on way to work

Avoid coffee, soft drinks; have water/fruit juice; avoid smokeuse of othersubstances

Set priorities

Establish a spiritual activity or home base for yourself

Write things down, don't overdo memory

Do only one thing at a time

Reduce noise level in office

Restrict interruptions when busy

Speak up about petty annoyances before they escalate (Deal withrelations)

Take breaks; relaxation and/or exercise

-

Greg Buell, Ph.D.


P q

Progressive Relaxation

Progressive relaxation was developed by Edmund Jacobson in the early part ofthe twentieth century. The method involves tensing and relaxing the major musclegroups. By first tensing the muscles, the person can identify the sensation associatedwith tension and then get a "running start" toward relaxation through a release ofthe tension. While Jacobson's method required a long period of time to learn, othershave developed shortened methods. The following is an example of a method oftensing for the sixteen muscle groups. After each tensing, the muscle is relaxed.

Muscle Group

1. Dominant hand and forearm

2. Dominant upper arm

Method of Tensing

Make a tight fist while allowing upperarm to remain relaxed

Press elbow downward against chairwithout involving lower arm

3. Nondominant hand and forearm Same as dominant

4. Nondominant upper arm Same as dominant

5. Forehead Raise eyebrows as high as possible

6. Upper cheeks and nose Squint eyes and wrinkle nose

7. Lower face Clench teeth and pull back corners ofmouth

8. Neck Counterpose muscles by trying to raiseand lower chin simultaneously

9. Chest, shoulders, and upper back Take a deep breath; hold it and pullshoulder blades together

10. Abdomen Counterpose muscles by trying to pushstomach out and pull it simultaneously

11. Dominant upper leg Counterpose large muscle on top of legagainst two smaller ones underneath(specific strategy will vary considerable)

12. Dominant calf Point toes toward head

13. Dominant foot Point toes downward, turn foot in, andcurl toes gently


84

Muscle Group Method of Tensing

14. Nondominant upper leg Same as dominant

15. Nondominant calf Same as dominant

16. Nondominant foot Same as dominant

Progressive relaxation is a skill that must be learned and practiced like otherskills. It may require the assistance of others to initially learn.

Bernstein, D. A., Carlson, C. R (1993). Progressive relaxation: Abbreviated methods. In P.M. Lehrer & R. L. Woolfolk (Eds.), Principles and practice of stress management (2nd ed.)(pp. 53-87). New York: The Guilford Press.

Unless we come apart and- rest awhile, we mayjust plain come

apart.Nance Hamer


85

Tips for Managing Stressby Sherry Langley

Plan for social and physical activity. You cannot study all the time. By planningactivities you enjoy, you re-energize yourself and are better able to concentratewhen you do study.

Keep a daily planner. This tool alleviates stress by tangibly showing you whatyou need to accomplish.

Don't procrastinate! By using the daily planner and by disciplining yourself toaccomplish the planned tasks, you'll avoid stress build-up that comes fromputting jobs off.

Learn to say "NO". You can't possibly be "everything" to everybody. Be honestwith yourself and know your limitations.

Accept circumstances that are beyond your control. Why worry about all the"little stuff' when you can conserve that energy to cope with situations in whichyou have more control.

Try to maintain a positive outlook. Negative perception habits drain your energy.

Eat well-balanced meals and get enough sleep. You'll hear students say, "I don'thave time to eat right" or "I stayed up till 3:00 a.m. studying for this exam". Onoccasion, you have no alternatives, but ultimately these are poor habits to developand only add up to more stress.

Learn to solve problems. If you've been relying on skills that don't help you cope,explore other options.

Build a support network. By talking to family, friends, and even other studentswe release a lot of frustration and anxiety. Sometimes, just knowing we're notalone in a situation makes us feel better.


56

i

i

Forms

Description of Forms

Tutor-Student Assignment

Tutor-Student Initial Contact Report

Tutor-Student Contract

Tutor-Student Weekly Contact Sheet

Tutor-Student Missed Appointment Slip

Tutor-Student Change of Tutoring Status

Tracking of Student Progressin Tutored Course

Tutor Quality Feedback

87

Description of Forms

The following forms are used in the tutoring process:

Tutor-Student Assignment - Form providing information on the student that iscompleted by the Program Counselor and used in matching the student with aTutor.

Tutor-Student Initial Contact Report - Form attached to the Tutor-StudentAssignment and given to the Tutor which documents the Tutor's attempted contactswith the student, outcome of those contacts, and information on the intital meeting.

Tutor-Student Contract - Contract signed by Tutor and student outlining theresponsibilities of the Tutor and the student in regards to tutoring and days andtimes for tutoring.

Tutor-Student Weekly Contact Sheet - Form completed by the Tutor and signedby the student documenting tutorial sessions completed, concepts covered, andgrades received by the student.

Tutor-Student Missed Appointment Slip - Form completed by the Tutordocumenting missed sessions by either the student or the Tutor, reasons for missedsessions, and scheduled make-up dates.

Tutor-Student Change of Tutoring Status - Form completed by the Tutor andapproved by the Program Counselor documenting changes in tutoring from originalcontract such as changes in days/times, transfer to another Tutor, withdrawal fromtutoring, or suspension from tutoring.

Tracking of Student's Progress in Tutored Course - Tracking form kept by theTutor to document the student's progress in the course and in tutoring.

Tutor Quality Feedback - Form completed by the student providing feedback onthe Tutor.

Tutorind gorms-89

Tutor-Student Assignment

Student nam.e: Date of assignment:

Course: Counselor:

Home phone: Work phone:

Best time to call:

Best days/times to tutor:

Comments:

Learning style(s):

Requested study skill assistance:

Listening/Note Taking Tips for Math SuccessMemorization Textbook Comprehens1nPreparing for Exams Time ManagementOther

Tutor-StudentInitial Contact Report

Tutor Name:

Student Name.

Date of Assignment

DAM Time Outcome

1.

2.

3.

4.

5.

p.Initial Session Information

Wit limt Elagt

Return to office within 48 hours.

Tutoring Forms-9089

1

OperationSuccess

TutorTutored Course(s)

TUTOR-STUDENT CONTRACT

StudentSemester

Responsibilities of the Tutor:A. The Tutor shall be attentive and knowledgeable concerning the content and progress

of the Student in the tutored course.B. The Tutor agrees to post messages to the Student on the "Student Message Board."

IL Responsibilities of the Student:A. The Student agrees to provide his or her Tutor with a copy of the course syllabus or a

schedule of exams. assigments, etc. that are required in the tutored course in order toassist the Tutor to prepare for tutoring sessions.

B. The Student shall study. complete homework, and identify the problem areas needingclarification before coming to tutoring sessions.

Responsibilities of Tutor and Student:A. The Tutor and Student agree to meet at least once a week.B. The Tutor and Student agree to meet at the following times:Day: Day: Day:Time: Time: Time:C. As a courtesy, the Tutor and Student shall contact each other at least

hours in advance if either is unable to attend a session. A call can be made to theplace of residence or work or a message can be left in the Program office.Arrangements to make up the missed session during the week should t made at thetime of the call.

D. The Tutor and Student agree to be prepared and be on time for all sessions.E. The Tutor and Student shall wait 15 minutes before counting the session as being an

unexcused absence for the late party.F. The Tutor and Student agree not to miss tutoring sessions. Missed appointments

made up within the same week will not be counted as missed sessions..1. Upon the 3rd missed session, tutoring will be suspended.2. (i) To reinstate tutoring. the Tutor and/or Student are required to submit a

written statement to the Counselor explaining the circumstances and providingreasons to resume tutoring.

(ii) Thereafter, a meeting between the Student. Tutor and Counselor is held todetermine whether to resume tutoring.

3. The Tutor and Student agree to limit any absences from tutoring and will provideadvance notice to the other if an absence is unavoidable. Every effort will be thenmade to make up the session.

G. The Tutor and Student understand that signing for more hours than those actuallytutored is forgery and will result in the dismissal of both from the Program.

H. The Tutor and Student are aware that tutoring takes place on campus.I. The Tutor and Student agree that a violation of any part of this contract could result

in the termination of tutorial assistance.

Tutor-Advisor Date Student

Tutoring Forms-91

9 0

Rev. 8/92

TUTOR-STUDENT WEEKLY CONTACT SHEET

Tutor Week # Student

SessionNumber Date Time Hrs. Concept Covered

Grades recetvedfrom tests/quizzes/homework/papers

StudentSignature

1

2_

-

3Rev. 8/92

Tutor-StudentMissul Appointment Slip

Date: Wk #:

Time:

Student Name:

Tutor Name:

Student Miss 0 Tutor Miss 1:1Appropriate notification given? Yes NoReason for Missed Appointment:

Session to be made up? Yes No

Date: Time:

One copy is given to the student, andone copy is turned in to the office.

Rev. $192

Tutoring Forms-92

TUTOR-STUDENT CHANGE OF TUTORING STATUS

Student Name: Grant Year:

This change is for (check all that apply):

Change of hours tutored per weekTransfer to new tutorStudent withdrawal from tutoringTutoring suspendedOther (Specify)

D

Day(s)/times(s)Change of classStudent withdrawal from class

All changes must be approved by the

Current Information

Tutor:

Program Counselor (please print).

New Information

Tutor:Class: Class:Days/times: Days/times:No. of hrs. per week: No. of hrs. per week:

Other(explain):

This change is: 0 Semester-long; 0 Temporazy (specify time period)

If Temporary: From To

. This change is effective: Date: Sem.Wk:Reason for change:

Signatures: Tutor: Date:Approved

Program Counselor: Date:O Denied

Comments:

Tutoring Forms-93

92

Tracking of Student's Progressin Tutored Course

Student Name: Student Counselor:Tutor Name: Course:Date of Contract: Week Number Contract Signed:Meeting Days and Times:Student's Learning Style(s):

Expected Overall Grade after Weeks 01-04: Actual Grade:Expected Overall Grade after Weeks 05-08: Actual Grade:Expected Overall Grade after Weeks 09-12: Actual Grade:

IExpected Overall Grade after Weeks 13-16: Actual Grade:

SemestegWeek

1

2

4

5

6

DateMaterial Notes onCovered Student*

NextAssignment

Grades Received Counselor'sand Type Initials

Os.

*Tutor comments on student's preparedness, attentiveness, improvement and other qualitiesTutoring Forms-94

9 3

M rJCIIICJIC

Week Datew141.Crli.1

Covered1,ivaca 1311

Student*1 'Mat I.

Assignmentv.., a cruya a-s.,...,.a s..0

and Types...A.A.1113...Val 3

Initials

9

10

11

12

13

14

15

16

*Tutor comments on student's preparedness, attentiveness, improvement and other qualities

Missed Appointments: Date Made-up(yes or no) If yes, date of make-up

Additional Notes

Tutoring Forms-95

9d

You are a valued student

What you have to say is important to us. Please take a moment to let usknow how we are doing by filling out this form or calling Deema at 689-3715.Tell us what your tutor is doing right and what he/she could do better.

Date: Tutor:

Signature (optional)

Tutor Quality Feedback

Tutoring Forms-96

,,-/L..,

Operational and Unifying Principles

Promote academic achievement

Respect people of all cultures

Empower one another

Foster growth in self-esteem

Encourage open communication

Reserve the right to be human

Exercise team leadership

Achieve goals through quality management

Promote personal and professional development

97 96

document resume ud 030 859 author de silva, … · i appreciate the input of each one of the four...

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