online one on-one tutoring

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Tutoring & Learning Services Office of Undergraduate Studies

Our mission is to enhance the learning and writing skills

our students need to succeed.

Training Manual

USF Tutoring & Learning Services Location: USF Tampa Library (LIB 206)

813-974-2713 www.usf.edu/learning

http://www.usf.edu/learning

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Welcome to Tutoring & Learning Services (TLS)! A position as a tutor offers many enriching opportunities. Beyond the benefit of extra income and an on-campus job, you will gain instructional experience as well as develop skills that demonstrate to future employers both a willingness to help fellow students academically and an enhanced dedication to your level of academic excellence overall. Students who seek help have varying academic abilities and the rewards of tutoring are numerous: (1) further develop confidence in yourself as a student and a person, (2) enhance your own knowledge by reviewing the basics with your students, (3) learn to engage and adjust to different learners, (4) gain insight into the work world, and (5) interact with many different people. The role of a tutor is multifaceted, but the primary role is to help students become more confident, more successful, self-directed learners. Most important is that you are providing a vital service in the learning process, and for this you should be proud. This manual is a resource designed to both inform and support you as a student-employee of TLS. Your ongoing interactions and support of your fellow students is vital on many levels, including adding to the academic excellence of USF overall. Dr. Patricia Maher, Director Zoraya Betancourt, Assistant Director Tutoring Ana Torres, Assistant Director Smart Lab Shaina Gonzalez, Academic Support Coordinator Tutoring & Learning Services LIB 206 813-974-2713

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Tutor Requirements

I. Tutor Selection Criteria A. A current USF undergraduate (at least 2nd year), graduate student, or recent graduate

entering another USF academic program in the next semester and . . . B. Transcript indicating overall GPA of at least 3.25, and at least a 3.5 GPA in any courses

certified for tutoring and . . . C. Recommendation of Tutor Coordinator based on personal interview and . . . D. Letter of recommendation from a former or current teacher, faculty member, or former

employer . . . E. Clear and articulate command of English. F. See Appendix for a detailed criteria list and job description

II. Level 1 Certification:

A. A minimum of Level 1 training is required for all tutors and must be completed within the first three months of hiring.

B. Level 1 tutor training is a 12-hour program consisting of 4 3-hr sessions, all face-to-face. C. Tutor training is lead by the Director of TLS or an appointed professional, in addition to

invited speakers. D. Level 1 topics (see Appendix for training topic details):

1) Defining tutoring and tutor responsibilities 2) Learning Theory

a. Who are you as a learner? b. How does your learning profile impact how you tutor? c. How can the learning task be “analyzed” in order to utilize the best strategic

approach? d. What can you learn about your student as a learner from their questions,

actions, notes, frustrations, etc.? 3) Memory and Skills 4) Facilitating an effective tutoring session from beginning to end 5) Communication skills: Listening and Questioning strategies 6) Basic Do’s and Don’ts/ 7) Boundaries and Ethics/Tutor as a role model; Assertiveness; Difficult Students 8) Leading learning groups/Group Dynamics 9) Referrals

E. Eligibility for Level 1 Certification: Successful completion of Level 1 Tutor Training and a minimum of 25 hours of tutoring.

F. During both fall and spring semesters, all TLS tutors are required to complete the USF/TLS tutor evaluation process in conjunction with the Assistant Director or Tutor Coordinator:

1) Each semester tutors encourage students to complete tutor assessment surveys requesting feedback on the tutor and the overall tutoring center.

2) Based on both student feedback and self-reflection, all tutors are to complete a self-evaluation assessment by mid-semester and submit it to the Tutor Coordinator

3) Each tutor must then meet with the Tutor Coordinator individually to review the self-evaluation and set goals.

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III. Level 2 Certification A. Completion of Level 1 Certification and . . . B. Completion of at least 20 hours of tutoring beyond Level 1 Certification and . . . C. Completion of 10 hours of additional formal instruction in topics designed to deepen,

expand, or add to issues related to tutoring.

IV. Level III Certification – Master Level A. Completion of all requirements for Level 1 and Level 2 Certification and . . . B. A minimum of 25 additional hours of tutoring beyond Level 1 and Level 2 Certifications

(for a total of at least 75 hours of tutoring) and . . . C. A minimum of 2 additional hours of real-time, supervised learning sessions in an approved

topic area such as any topics listed in Level 2 training and: 1) Special target populations 2) Learning centers in higher education 3) Training/mentoring other tutors 4) Other approved topics designed to review, extend, or deepen knowledge or skills in

any Level 1 or Level 2 topic. D. Tutors can acquire the additional 2 hours of training using a setting that is direct,

interactive, and in real-time as approved by the TLS Director, Asst. Director, or Tutor Coordinator. This can include TLS programs, or skills developed in coursework or as part of another professional development program. To earn training credit:

1) The learning opportunity or program must be reviewed and approved by the TLS Director, Asst. Director, or Tutor Coordinator.

2) The tutor attends the program or engages in the learning activity. 3) The tutor completes a learning outcome reflection report and submits it to the TLS

tutor coordinator for approval using the Advanced Training form in the Appendix

History, Mission, and Goals History In the spring of 2008, the Office of the Provost approved a proposal to consolidate many academic support entities on the USF campus, integrate them into the Library system, and create a Learning Commons. The overall goal was to optimize learning support services as integrated, seamless opportunities for all students to learn and to meet the criteria for success. Prior to this change, academic success programs and services at USF were decentralized and lacking an integrated organizational structure, resulting in either redundancy of services and/or service gaps, as well as problems informing students of available resources. The Learning Commons project included the establishment of a centralized, comprehensive student learning support department called Tutoring and Learning Services or TLS, reporting to the Office of Undergraduate Studies. The new department was formed based on the consolidation of several different academic support entities on campus, and by the second year, three additional centers were added. In the Fall of 2012 as a result of a collaborative effort between TLS, the Library, and the Mathematics department at USF, the new USF SMART Lab was unveiled. The USF SMART Lab is a learning laboratory for math and science courses that utilizes best research-based practices for teaching and

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learning, intentionally promoting active and collaborative learning strategies. The lab is staffed by faculty and instructional staff who provide on-demand personalized assistance. In addition to the learning materials that are accessible at the lab and through the internet, the SMART Lab provides students with the opportunity to receive one-on-one help from tutors, teaching assistants, and/or instructors. Currently the center offers a range of different options for subject-specific tutoring, a comprehensive Writing Center, and other learning support services in the form of workshops, courses, and specialized program support for first-year access programs. Mission As a partner in the USF Tampa Library Learning Commons, Tutoring and Learning Services strives to keep the learner as the central focus. Through a variety of academic support options, the mission of TLS is to strengthen students’ ability to learn effectively and efficiently and support their timely and successful progression toward graduation. Program Objectives

• Recruit, hire, train, support, and retain qualified students as tutors • Assist students to become confident, self-directed, life-long learners • Offer a variety of learning support options • Represent an active concern for students’ academic well being. • Create an atmosphere of mutual respect and trust for students. • Provide students with accurate, relevant, and appropriate information and referrals. • Continually review policies and practices to ensure that students are appropriately served • Maintain an inviting, helpful, and approachable manner • Make every effort to turn each situation into learning experiences for tutors, student-

employees, and students • Refer students as necessary to appropriate university resources for the purpose of enhancing

their educational experience

Tutoring Center: Located on the second floor of the USF Tampa Library, the Tutorial Center offers a wide range of peer-tutoring from periodic drop-in options to ongoing small groups, and including weekly appointments. Peer tutors are either upper level undergraduate or graduate level students. Below are the “centers” from which students can receive tutoring assistance 6 days (over 50 hours) a week:

• Chemistry Center -A collaborative drop in center supporting Chemistry I, II, Chemistry for Today, Chemistry for -Engineers, Organic Chemistry I, II and other science courses such as Biology -Staffed by Teaching Assistants from the Chemistry Department and peer tutors from TLS

Writing Center: Located on the Tampa Library Commons floor, the Writing Center offers tutoring primarily on an appointment basis. Operated in conjunction with the English Department, Writing Consultants are graduate students who help students generate, organize, and develop ideas for assigned papers.

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Writing consultants help to identify punctuation and grammar errors, as well as teach students how to proofread, document secondary sources, and address a host of other writing-related issues. However, writing tutors do not edit or proofread students’ papers. The goal is to provide quality assistance, tools, and resources to help students become confident, independent writers. SMART Lab: The USF SMART Lab is a learning laboratory for math and science courses that utilizes best research-based practices for teaching and learning, intentionally promoting active and collaborative learning strategies. The lab is staffed by faculty and instructional staff who provide on-demand personalized assistance. In addition to the learning materials that are accessible at the lab and through the internet, the SMART Lab provides students with the opportunity to receive one-on-one help from tutors, teaching assistants, and/or instructors.

• Math Center - A collaborative drop in center supporting College Algebra, Pre-Calculus, Finite Math, Math for Liberal Arts, Business Calculus, and Statistics - Staffed by peer tutors from the Math department, Teaching Assistants and TLS tutors • STEM Center - A collaborative, grant- funded center supporting Calculus I, II, & III, Life Science

Calculus, Physics, staffed by peer tutors and Teaching Assistants

Study Smart Workshops: Organized and coordinated by TLS, the Study Smart Workshop series is a collaborative effort by several departments on the Tampa Campus including TLS, the Tampa Library, The Counseling Center, Housing and Residential Education, etc. A schedule of workshops are scheduled at the onset of each semester and posted on the TLS website. All USF students are eligible to attend and no registration is required. Topics include Test Taking, Test Anxiety, Time Management, Memory and Study Skills, Textbook Strategies, GPA Management, etc. Learning Support Courses: From first-year students to those preparing for graduate school testing, learning support courses are available to help students assess themselves as learners and develop a wide range of strategies to improve study skills, time management, reading strategies, and writing skills. Courses available include: REA 2604 Strategic Learning 1 Credit REA 1605 Advance Learning Systems 2 Credits REA 2105 Critical Reading and Writing 3 Credits/Gordon Rule REA 1205 Advanced Reading 3 Credits REA 1305 Reading Lab 1 Credit ENC 1130 Improving College Writing 3 Credits

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What Characterizes Good Tutors?

Intelligence alone does not indicate success as a tutor; but what kind of person, what kind of student you are does. It takes a certain kind of person to be a good tutor. Some of the characteristics noticeable in good tutors are:

o A positive outlook: The belief that things can be changed through action. o A desire to help others: The willingness to become involved with people at first hand and in

depth. o Empathy: The ability to feel what another person is feeling. o An even disposition: Patience, gentleness, understanding and fairness. o An open mind: A willingness to accept other people and their point of view. o Initiative: The ability to see what needs to be done and to do something about it. o Enthusiasm: A liking for your subject, and a wish to share it with others. o Reliability as a worker: Punctual, dependable, steady.

What Should Students Expect from Tutors?

positive expectations mutual respect flexibility humor enthusiasm acceptance that everyone makes mistakes effective communication applications/reasons for learning connections between new material and prior knowledge "The Big Picture" organization the language of the discipline thinking or wait time before answering separation of relevant from irrelevant information techniques for: time management, test taking, relaxing, studying, notetaking, organizing, representing and remembering concepts and their relationships.

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Benefits of Tutoring Programs* In General: Increases mastery of academic skills Improves self esteem and confidence Improves students attitudes toward school and learning Decreases drop-out rates Breaks down social barriers and creates new friendships Promotes emotional support and positive role models

For the Students: One on one or small group instruction Instruction tailored more directly to the students’ needs Instruction free of competition – students can progress at their own pace Increased praise, feedback and encouragement Positive peer role model Improved social skills

For the Tutors: A sense of pride and accomplishment for having helped someone else Increased academic mastery (especially in cross age and peer tutor situations) Increased self esteem and confidence Enhanced sense of connection to their learning community ***Valuable career related experience***

*Excerpted and adapted from “Tutoring: Strategies for Successful Learning” by Jennifer Fager

and NWREL

How can Students Get the Most from Tutoring?

• Visit Early: Register with TLS as soon as you run into difficulties, even if it’s the first day of class! The sooner you tackle a problem the easier it is to solve.

• Prepare for your tutoring session. Go to class, attempt to complete all homework practice

examples before you see the tutor and read your text. This helps your tutor know where to start.

• Bring your textbook, syllabus, notes, and handouts, your current assignment, and previous

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papers or other work— anything and everything you would bring to class!

• Understand that tutoring will often be group tutoring. Most students find group tutoring helpful because they can share questions and methods for learning.

• Plan Ahead: Remember some times of day, days of the week, and midterm and finals weeks

are very busy at TLS. So Plan your visits, and don’t wait until the last minute before a class or a test to seek help.

What the student can expect in tutoring:

• If it is your first time you will need a few minutes with the receptionist to complete a contract, explain the options for either drop-in centers or scheduled appointments, and set up your appointment. The receptionist will give you an appointment confirmation. You will need your U-number. TLS provides tutoring only for students enrolled in academic courses for the current semester. Once your appointment is scheduled, it will remain the same until the end of the semester unless you change it

• When you arrive for tutoring, simply sign in with your U-number on the computer in the reception area. If you have never met your tutor before the receptionist will be glad to introduce you.

• Your tutoring session will last for 50 minutes.

• IMPORTANT: Expect that the tutor will ask questions, guide the process, and make suggestions in order to help you learn rather than merely giving you answers.

What tutoring can NOT do:

• "The tutor will do my work for me!”-- The Tutoring Center is not a fix-it shop. We do not do your math homework, your research, or your proofreading. We will help you understand the concepts used in your math homework, show you a process for doing research, and point out some errors you need to proofread for. Remember: "The goal of tutoring is to create independent learners."

• "I can just go to the tutoring center if I miss class."-- Tutoring is not teaching. It cannot and

does not substitute for attending class and doing your homework. If you miss class, you need to see your instructor. Then we’ll be happy to help you with questions about your make-up work.

• “I can get all the private help I want.”—Tutoring is most effective in small groups; 1:1

tutoring is only considered for special circumstances.

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Boundaries and Ethics

1. It’s Friday. You and your student have been working together for over an hour, and the

tutoring center is about to close. The student still feels he/she needs more help in order to be ready for the test on Monday and pleads with you to stay in the Library and continue to help.

2. You have met with several a small group of students several times during the first seven weeks of class. Now they confess that they’ve stopped going to class because “you explain it better.”

3. One of your students asked a lot of good questions during your most recent appointment. But now, looking back, you realize that you may have given some misleading information.

4. A student who just started attending tutoring has requested extra hours and indicates he/she is willing to pay privately. You decline, but suggest they contact the Math Department for a list of recommended private tutors. The student sees your name and number on that list and sends you an extremely suggestive text message in the middle of the night. You ignore it, but the next day he/she is waiting for you outside the Library.

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What Would Socrates Say to Undergraduate Tutors?*

By JOHN P. CLEVELAND

When we talk about education, and about tutoring in particular, we often speak of the Socratic method. Often what we mean when we refer to that method is simply something like a question-and-answer format. But in my years of overseeing a tutoring center and training peer tutors, I have found that such a simple explanation is not enough to understand some of the tensions involved in undergraduate peer tutoring.

There is an unmistakable disconnect between the way most students perceive our services and the way we deliver quality tutoring — a misunderstanding that leads to a low-grade but palpable tension in the tutoring center. The conflict between those two viewpoints is ages old and perhaps best illustrated by the Socratic dialogues themselves.

In The Euthyphro, for example, Socrates and a young priest discuss at some length the true nature of piety — yet at the end of their dialogue both men remain stumped as to the correct answer. Although their argument ended in incompleteness, near irresolution, Socrates is unswayed and wishes to pursue the argument again. His true task, after all, is critical inquiry, not simply arriving at a conclusion. Socrates asks his student to begin the discussion again, but to his surprise and disappointment, Euthyphro — who exhibits behaviors and habits of mind quite similar to those of many present-day students — answers, "Some other time, Socrates, for I am in a hurry now, and it is time for me to go."

That hurried and harried demeanor is something we see in many of our students, who often come to the tutoring center in desperation, looking for quick answers and a regurgitation and recitation of several weeks' worth of material. But instead of just giving students the quick answers they seek, we try instead to teach them a process — the process of learning how to learn.

Our tutors are trained to resist passive learning on the part of tutees, and to involve students in the reassembly of the knowledge they have already gained in their classes and readings. Tutors learn to ask lots of questions to force students to recall, use, and process that prior knowledge. Questioning the students also breaks the familiar classroom pattern of passive listening, encourages them to engage in the subject matter, and helps them verbalize what and how they think. When students talk about what they know, what they're learning, and what they don't understand, they become the center of the learning process.

When I train new tutors, I show video clips from real one-on-one tutoring to demonstrate the difference between active and passive learning, then ask the new tutors to tell me what they observed about the positioning of the tutor and the tutee. Nearly everyone notices that the tutor in the video sits back, guiding and coaching the student along, while the tutee works through the homework set. I mention to them how much more effective and educational that is than the opposite approach — when the tutor furiously works away at the homework instead, while the tutee leans back and passively watches.

I recently discovered a telling statistic after surveying students who use our tutoring center: Sixty percent did not think that using the tutoring center helped them to develop thinking skills. Perhaps

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some of our tutors don't do a good enough job of the kind of Socratic method that I advocate. It may be that they, too, think tutoring is mostly about getting the answer rather than the process of understanding. But I also think that many of the tutees project that attitude when they walk in the door, and the tutors simply find it easier to give in rather than do the hard work of getting the students to engage their own critical-thinking skills.

Again I turn to Socrates to explain the ideal relationship between tutor and student. In Plato's dialogue The Theaetetus, Socrates says:

"I am so far like the midwife that I cannot myself give birth to wisdom, and the common reproach is true, that, though I question others, I can myself bring nothing to light because there is no wisdom in me. ... It is clear that they have never learned anything from me. The many admirable truths they bring to birth have been discovered by themselves from within. But the delivery is heaven's work and mine."

Tutors cannot learn for students just as midwives cannot give birth for their patients. Nor do they need to, in many cases: Socrates believed that most of his interlocutors already had knowledge within them, and if they were open to his probing, that knowledge would emerge. I suggest that we understand tutoring the same way.

I tell tutors, tutees, and faculty and staff members that using the tutoring center should not be a last resort. It should not be the place where people go to put Band-Aids on gaping wounds. Moreover, the tutoring center is not just for the down-and-out, struggling students. Even honors students can benefit from using the tutoring center by shoring up their knowledge and honing their study skills.

Likewise, I explain to new tutors that their job is not to teach. It's too much responsibility for them to teach college-level material; they are not expected to be experts and professionals. Rather, their job is being a Socratic coach. Such tutoring, if done well, augments classroom instruction.

What I try to do with the tutoring center is carve out space that allows for a deeper, more substantial approach to education to take place. In doing so, I hope to change bad habits and attitudes so that students can consciously and reflectively engage their own educational experience.

I believe that Socrates' method — while painful for tutors and students alike — is the better way. It creates a community of learners and encourages them to engage in dialogue with one another.

http://chronicle.com Section: Commentary Volume 55, Issue 17, Page A26

http://chronicle.com/

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The Tutoring Process

Tutoring is an age-old practice. The dictionary definition describes a tutor as a person who gives individual, or in some cases small group, instruction. The purpose of tutoring is to help students help themselves, or to assist or guide them to the point at which they become increasingly self-directed as a earner, and thus no longer need a tutor.

Content knowledge is an essential ingredient for a tutor; however, to be truly effective, a tutor must combine content knowledge with empathy, honesty and humor. Empathy requires a tutor to "read" the emotional states, attitudes and perceptions of their students. Empathy is the ability to see others from their personal frame of reference, and to communicate this understanding to the person involved. In order for tutors to establish a supportive relationship with their students, tutors must be open and honest. Students are often reluctant to talk with a stranger about their academic problems. If a tutor is perceived as genuine and having a strong desire to listen, students will be more willing to open up and discuss their problems. Humor can also play an important part in a tutoring session. Humor can reduce tension. Shared laughter is a powerful way to reinforce learning. Humor can set students at ease and increase rapport. Humor can also be used to compliment, to guide or to provide negative feedback in a positive manner.

In addition, a successful tutor demonstrates a caring attitude. Caring consists of being organized for the tutoring session, being punctual, establishing a learning relationship with the student, developing unique teaching strategies, and becoming familiar with the learning process. Ultimately, tutoring is sharing yourself with another student in a way that makes a difference in both your lives.

• As a tutor, you are a bridge between the student and the instructor; therefore, the responsibility should be taken seriously

• Students who seek tutoring are sometimes vulnerable or feel stupid because they need academic assistance; do your best to keep this in mind and relate some of your own challenging personal experiences as a way to “break the ice.”

• Encourage your students to come prepared for each session (course text, syllabus, and study guide, if applicable).

• Be patient and understanding • Be a good listener • Praise your students when they grasp a concept or do well on a quiz or exam • Get the student to be an active participant during each session. Studies prove that active

learning is most effective in terms of retaining information. Tutoring Vs. Teaching Although tutors teach students about course material and academic skills, tutoring is a specialized type of learning. The important thing to remember is that the instructor has the ultimate say over students’ grades and expectations. Tutors should be careful to help students according to instructors’ expectations and guidelines, and avoid criticizing instructors. Tutoring . . .

• Promotes independence in learning; • Personalizes instruction; • Facilitates student insights into learning and learning processes; • Provides a student perspective on learning and academic success;

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• Respects individual differences. Below are two of the most well-known tutoring approaches that you may want to try. It will take a while to feel comfortable and become effective utilizing them. Sometimes you can even blend aspects of several approaches, or develop your own. Socratic Method

You tutor by asking questions rather than just giving instructions. Socratic dialogs are active discussions between the tutor and a student that require the student to formulate and express his/her thoughts. This interactive exchange requires a student to become involved. Any passive or defeatist behaviors are put aside with this one-on-one attention and immediate feedback.

Minimalist Method

This method requires students to solve their own problems under the supervision of a tutor who acts as a coach, a more experienced peer, rather than an editor. During each session, students engage in a series of tasks related to their latest course assignment. While tutors shape these tasks and advise students in the midst of them, it is the students who read, write, etc.

How to Begin and End a Session Regardless of the method, structure is critical when it comes to tutoring. Just as a sports team faces each opponent with a set game plan, tutors should face each tutee with a structured tutoring session. Below you will find ideas how to organize your tutoring sessions.

1: Greeting* • Greet student(s) by name. • Check your “affect”--smile, gesture, small talk, etc. • Record keeping – did they sign in? Record in your binder? • Check seating arrangements and view of whiteboard • New student? Explain how tutoring works (Offer the handout: How can students get the

most from tutoring?)

2: Identify the Task • Encourage students to initiate the first task: What do you want/need to cover today? • Use probing questions if needed to clarify the student’s immediate concerns. ("What is the

hardest part for you?") • Restate the problems to insure you understand what was needed and to focus activities for

session. If you need to refocus session, explain why.

3: Brake the Task Into Pieces • Help students break the task into manageable pieces. • Help students plan the session by analysis of the pieces. • Restate the “I have to” to make sure the important priories will be addressed

4: Be Aware of the Thought Process

• Ask the student to explain the general approach learned in class.

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• Address all possible materials or resources such as organization of learning materials (notes, textbook, video-tutorials, and others) that might enhance success in learning.

• Promote independence! Guide the student to explain the method, strategies, and presentation of the task.

• Scaffold the task by allowing the student to work the pieces of the task and to explain them to you.

• Observe for signs of learning pattern preferences: organization (sequence), details (precision), application (technical), big picture (confluence) concepts?

5: Summarize and Reinforce Confidence • Encourage students to summarize what has just been learned

- "OK, let's review for a minute” or “Show me what we just talked about." • Listen! Listen! Listen! Wait for student’s explanation to run its course without interrupting or

correcting. This is an opportunity for him/her to self-correct by asking questions, then waiting.

• After students explain, offer positive reinforcement and confirm their comprehension and/or demonstrated improvement.

• Comment on progress (i.e. "We got a lot done,") • Congratulate them for working hard and not giving up. • Reassure them that he/she can now do similar tasks independently. • If time allows, encourage them to do another example on their own. • If additional help might be indicated, suggest other learning opportunities, such as a drop-in

center, study groups, workshops, or the Strategic Learning Course (REA 2604).

6: Closing • Confirm time next appointment and/or be sure students know how to cancel. • Ask what helped most and/or what could be improved? • Thank students for contributions (i.e. "You really came prepared) • Or if necessary, make suggestions for next time ("Be sure to come prepared, bring your

books; read the chapter; try the homework before the next session") • Offer the handout: How can students get the most from tutoring? • End session on a positive note ("You made a lot of progress!" or "Even though we got off

track, we learned what to do for next time.") • Reminder: sign out please. • Mark your copy of the contract in your binder.

________________________________________________________ *Adapted from: MacDonald, R. B. (1994). The Master Tutor. Willamsville, New York: The Cambridge Study Skill

Institute, pp. 25 -26. Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing

World.Foundation for Critical Thinking, pp. 38 -40. De Anza College http://faculty.deanza.edu/alvesdelimadiana/stories/storyReader$61

http://faculty.deanza.edu/alvesdelimadiana/stories/storyReader$61

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Activity

Get It Right!*

*©Learning Connections Resources & Let Me Learn, Inc (2004). Used with permission.

Starting in the middle of the page, draw a figure similar in configuration to an 8 but make the figure’s outline ¼” wide. Make the top loop significantly larger than the bottom and with the top tipped at a 45º angle to the left. (This actually looks a bit like a child’s racing car track lying on a floor). Leave the area between the ¼” borders blank. Now draw a ¼” wide 6 “ rectangle that is parallel to the page’s right and left edges, and which intersects in two places with the top portion of the figure 8. The thin, long rectangle should run under the top of the 8’s upper loop and over the bottom portion of the upper loop. Next draw a rectangle ¼” in width and 3” in length which overlaps the bottom of the first rectangle and lies at a right angle to it. This rectangle should connect at the bottom of the first rectangle, jutting out to the left. Then draw a ¼” wide rectangle that attaches to the bottom rectangle by forming a slightly acute angle and moves up the page at this tilt for 4” and then, increasing the angle so that it moves further to the right continues for 2 more inches. Finally join the first rectangle and the last at the top by connecting them with another ¼” rectangle. Now color in each rectangle so that all of the ¼” wide areas are darkened in. (If you just look at your finished product you’d think you had a mind-teaser toy where an “almost triangle” got looped to a tilted eight and you are supposed to figure out how to disengage them.)

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Let Me Learn Process® Learning Patterns ©2010 Let Me Learn. Duplication is prohibited without written permission from Let Me Learn, Inc.

If You Use Sequence First

How you think How you do things How you feel What you might say

I organize information. I mentally categorize data. I break tasks down into steps.

I make lists. I organize. I plan first, then act.

I thrive on consistency and dependability. I need things to be tidy and organized. I feel frustrated when the game plan keeps changing. I feel frustrated when I’m rushed.

Could I see an example? I need more time to double-check my work. Could we review those directions? A place for everything and everything in its place. What are my priorities?

When You Avoid Sequence


These directions make no sense! I did this before. Why repeat it? Why can’t I just jump in?

Avoid direction; avoid practice. Ignore table of contents, indexes, and syllabi. Leave the task incomplete.

Jumbled Scattered Out of synch Untethered Unfettered Unanchored

Do I have to do it again? Why do I have to follow directions? Does it matter what we do first? Has anybody seen my…?

If You Use Precision First


I think in information. I ask lots of questions. I always want to know more. I leave no piece of information un-read. I think knowing facts means I am smart. I think information is power.

I challenge statements and ideas that I doubt. I prove I am right. I document my research and findings. I write things down. I write long e-mails and leave long voice mails. I read old newspapers and watch old sports films even though I know the outcome.

I thrive on knowledge. I feel good when I am correct. I feel frustrated when incorrect information is accepted as valid. I feel frustrated when people do not share their information. I hate being “out of the know.”

I need more information. Let me write up the answer to that. My notes read differently. What I have is… Wanna play trivia? I’m currently reading three different books. Did you get my e-mail on that? Did you know that…? Actually…

When You Avoid Precision


Do I have to read all this? How am I going to remember all of this? Who cares about this ‘stuff’?

Don’t have specific answers. Avoid debates. Skim instead of read details. Take few if any notes.

Overwhelmed when confronted with details. Fearful of looking stupid. Angry at not having the ‘one right answer.’

Don’t expect me to know names and dates! Stop asking me so many questions! Does it matter? I’m not stupid!

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If You Use Technical Reasoning First How you think How you do things How you feel What you might say

I seek concrete relevance—What does this mean in the real world? I only want as much information as I need—nothing extraneous.

I get my hands on things. I tinker. I solve the problem. I do! I figure things out. I study what makes things work. I work in my head and then with my hands.

I enjoy knowing how things work. I feel good that I am self sufficient. I feel frustrated when the task has no real world relevance. I enjoy knowing things, but I do not feel the need to share that knowledge.

I can do it myself. Let me show you how… I don’t want to read a book about it, I want to do it. How will I ever use this in the real world? How can I fix this? I could use a little space.

When You Avoid Technical Reasoning


Why should I care how this works? Somebody has to help me figure this out! Why do I have to make something; why can’t I just talk or write about it?

Avoid using tools or instruments. Talk about it instead of doing it. Rely on the directions to lead me to the solution.

Inept. Fearful of breaking the object, tool, or instrument. Uncomfortable with tools; very comfortable with my words and thoughts.

If it is broken, throw it away! I’m an educated person; I should be able to do this! I don’t care how it runs; I just want it to run!

If You Use Confluence First

How you think How you do things How you feel What you might say I read between the lines. I think outside the box. I brainstorm. I make obscure connections between things that are seemingly unrelated.

I take risks. I talk about things—a lot. I might start things and not finish them. I will start a task first—then ask for directions.

I am not afraid to fail. I enjoy improvisation. I do not enjoy having my ideas criticized. I feel frustrated by people who are not open to new ideas. I feel frustrated by repeating a task over and over.

What do you mean, “that’s the way we’ve always done it”?! The rules don’t apply to me. Let me tell you about… I have an idea… I have another idea!

When You Avoid Confluence


Where is this headed? Where is the focus? What do you mean, “imagine”?

I don’t take social risks. I complete one task at a time. I avoid improvising at the last minute. I look for and want clear parameters.

I feel unsettled. Things seem so chaotic. My head is in a whirl! No more change or surprises, please!

Let’s stay focused! Where did that idea come from? Now what? This is out of control!

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Let Me Learn Process Learning Pattern Tendencies Sequential Tendencies

• Explains directions carefully and repeatedly • Shows a sample • Takes time to work through each step • Encourages lots of practice for each concept • Offers neat and orderly material • Sticks to the step-by-step method

• Timed activities may prove troublesome • Has trouble “getting started” without a plan • Spends too much time focusing on directions • May spend too much time planning, leaving too

little time for the task • Has difficulty deviating from the plan, even when

the alternative is better

Precise Tendencies

• Directions are highly accurate and detailed • Capable researcher: offers additional information or

Verification beyond the typical • Seeks extraneous details to support accuracy

• May get lost in the details and miss the big picture • Tends to double check others • May require excess information before

attempting/solving the task • Expects equal level of detail and accuracy of others • Agonizes over minute details striving for perfection • Asks too many questions

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Let Me Learn Process Learning Pattern Tendencies

Technical Tendencies

• Works well independently • Finds relevancy/logical purpose for assigned tasks • Communicates knowledge well 1-1 • Prefers to construct projects or use diagrams to show skills or

Knowledge • Is often the leader in group assignments – problem solver

Typically is excellent with hands-on-learning

• May not enjoy group input • Must tie all learning to relevance to maintain focus • May use few words; just seems to get it • May have little concern for grades • Difficulty maintaining focus when tasks seem

pointless

Confluent Tendencies

• Can work well with little or no instructions • Comfortable with freedom to take a unique approach • Collects/generates many novel ideas before starting • Able to restart many times with yet another new idea • Enjoys attention/feedback on novel ideas • Prefers speech or public performance to writing

• Easily distracted by interesting tangents, hence losing

sight of the task at hand • May not follow the “typical” method, formula,

instructions, etc. • Frustrated by rigid requirements • May spend too much time generating several “different”

Approaches causing confusion for students

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1. You are working with an adult student taking statistics who is extremely anxious about the

class, mostly worried that some of the related foundational math is material they have forgotten. He/she is very concerned as to whether they can pass since it has been so long since they have been in school.

2. A student comes to you because having trouble in biology. He/she says they are reading the material, but can't seem to remember it well enough to answer the questions on the test.

3. In your tutoring session your students are aware that you took the same course with the same professor and they ask, “Is this going to be on the test?”

4. One of your students consistently checks and double checks the homework with you. He/She is very concerned what everyone else thinks about the work and says without you they cannot succeed.

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LCI Interview Assignment Ask at least two people you know well to take the LCI. When they have their results, use your LCI print out and theirs, and have a conversation. You may want to use the following questions to guide your discussion with the persons you chose for this activity.

• First, share your LCI Profile results and use the materials from tutor training to help you

explain how your Learning Processes work in different situations.

• Next review their LCI results and print out along with the Pattern characteristics discussed in training and found in your training materials to explain their profile to them.

• Did you agree with your Learning Profile? Why or why not?

• Can you give me at least one example of how you feel your profile helps you succeed as a

learner?

• Can you give me an example of how your Learning Profile sometimes works against you or makes it difficult for you to succeed while learning?

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Group Profile/Origami Activity

Discussion: What I bring to the team? What I need from the team? How will we communicate to be most effective?

Bridge Building Activity Rules:

1. You have 15 minutes to complete the origami 2. One group member will be the “tutor” the other two will be “students” 3. The tutor will explain how to make the origami while the students construct it 4. The tutor cannot reveal the end shape 5. The tutor cannot touch the student’s paper 6. Students may start over if they need to 7. In the end the students will attempt to create the shape on their own without any help

REFLECT: What did you observe about each other and your approach? How did each person need to “FIT” for the task?

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15

10

5

Seq Pre Tec Con

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Assignment: My LCI Profile and How I Teach/Tutor Pattern/ Score/ Use Level

Reflect: Pattern level and influence on how I teach/tutor

Sequence: Score: Level:

Precision: Score: Level:

Technical: Score: Level:

Confluence: Score: Level:

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Gibb Communication Model

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Listening and Questioning

It is just as important (if not more important) for a tutor to guide their students in doing most of the explaining themselves. This will reinforce learning and help the tutor identify problem areas. Two of the key ingredients in guiding this successful interchange are: posing questions and active listening. Examples of questioning techniques follow:

• Ask open-ended questions. By posing questions that require more than a yes/no response, you encourage the student to start thinking.

"Where do you think we should start?" "What are the steps involved in working this problem?" "What is the definition?"

• Ask probing questions. Probing questions follow up on a student's contribution. "What will happen if what you said is true?" "What made you think that?" "What is the opposite of this position?"

• Rephrase questions. Try repeating your question in a slightly different manner. Reword your original question. Break your original question into smaller parts. Change the inflection in your voice when repeating the original question. The next key is to ACTUALLY LISTEN to your student’s responses. This sounds easy, but it is harder than you may think. Listening is an acquired skill. In normal conversation, we sometimes don't really listen to others. We hear what they say but don't listen carefully enough to "read between the lines". In order to be an effective tutor, you have to slow down and concentrate on both what your tutee is saying and how they are saying it. Is he/she grasping the concept? Can he/she explain it easily or does it take some effort? Is his/her body language saying anything? Are there any indicators of LCI pattern preferences in their questions or behaviors? In order to get the answers to these and other questions, you must listen carefully and observe purposefully. As you listen, be sure to actively summarize what the student says such as repeating the steps, emphasizing the right order, or the solution, or the main concept, etc. depending on the situation. Remember to encourage students to explain and/or paraphrase using his/her own words to enhance comprehension. Having the student summarize will help you determine if you can move on to another topic or need to stay with the present one. If the summary is difficult for the student, another review might be needed, offering another opportunity to have the student take increase his/her involvement in the process until stay he/she can repeat it with ease.

Silence! A common misconception of new tutors is that your student should ALWAYS feel comfortable. Sometimes, "comfortable" is not the best solution. For example--you have posed a question . . . WAIT! . . . . at least 8-10 seconds! You may start to feel awkward, but sometimes just being patient

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while allowing time for students to think, process, and push themselves, will yield better results. It is an opportunity to encourage “intention” on the part of your students as opposed to you leading the learning. As a tutor, you understand the information, you know what you are looking for in the response, and you are able to respond quickly. Because of this, it is often difficult for a you to anticipate the amount of time a more “novice” or less confident learner needs to process the information. Take this into consideration when that uncomfortable silence sets in. Since this technique is often uncomfortable for both the tutor and student, it can be a difficult tool to implement. Use it appropriately, while always using your judgment and monitoring your student’s comfort to determine if he/she needs a quicker response from you or if it is a good time to push them for more independence.

Gauge Students’ Comprehension. Related to listening and questioning, it is very important to continuously gauge your student’s level of comprehension. Don't assume knowledge. Questions like "Where would you start?" assumes basic knowledge. Sometimes it helps to start with the basics FIRST and insure that the student has the basic understanding of terms and concepts you feel are needed. Here are some ways to gauge your tutee's comprehension: Make sure the student understands associated terminology. Summarizing (as above) might help to start as well as to finish Ask them is there are any terms that need explanation Ask probing questions. Ask for volunteers to draw or diagram (if appropriate).

Drawings and Diagrams

Remember that each learner may require different activities and that learning expectations or tasks have inherent aspects or characteristics that correlate more directly to certain strategies. For example, more technical and more visual learners appreciate drawings/diagrams to convey information. However, while beginning with the diagram helps, some students may still need a more detailed explanation of the diagram. And remember to offer the opportunity for the student to actually draw and explain. The act of building the model may reinforce learning.

Reinforcement and Encouragement

This issue warrants repeating! Students that come to tutoring for help NEED you to notice their successes as well as their mistakes. That's where reinforcements come in. When using reinforcement, make sure to reinforce improvement without over-exaggerating the gains. The more specific you are about the gain, the better. Following are some examples of reinforcement:

• Verbal: "Good job on ______!" "You are really doing much better with _____!"

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"I like the way you did __!" "This is much better than the last time." "I can tell you have really been working hard at this.” “Your effort has paid off."

• Nonverbal Use facial expressions--smile, look surprised. Nod your head. High-five or give the thumbs up sign. Reinforcements help the student have a sense of accomplishment, provide a reward, and give them an incentive to do more themselves. Each step forward is helping them to gain the confidence to try again. Supporting the emotional component is critical for success in learning.

Work Yourself Out of the Job While as a tutor it might “feel” good when your students keep returning, be careful! It is important to determine if your students are becoming increasingly “self-directed” as a result of your help or if the student has become too dependent on your help. After all, what happens when you are no longer there to explain, in the classroom, or taking exams? Remember that a tutor’s job is to help the student to develop the strategies that will enable them to succeed without you. This might include finding other resources as well as developing the study strategies appropriate for the task or class. A tutor should be working his/her way out of a job. By allowing the student to have increasingly more control of the process, you encourage self-direction in learning and help provide much more than simply passing the class. Your goal is to help students gain confidence in their own ability and an awareness of their applying strategies appropriate to the task or challenge. So how do you do this? Let them have the pencil or marker. Let them look up the information in the book. Let them draw the diagram. Let them have control of the mouse/keyboard. Give control back to them! Learning can and is sometimes frustrating and slow and often requires getting it wrong first. If you are "showing" everything to your students, the success is yours, not theirs. Guide the direction of your students’ thinking. Don't do the thinking for them. The more independent they become, the better tutor you are! (*adapted from: http://www.trcc.commnet.edu/ed_resources/tasc/training/tutor_techniques.htm#Questions and Listening)

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1. During a tutoring session, your student begins bad-mouthing the professor. You know this professor and in many ways, you agree.

2. Your student talks a lot about how the professor teaches and interacts in the class. It sounds clear that the professor’s accent and ability to communicate in English are the biggest problem for this student.

3. You have been working with a student 2 to 3 times per week. You secretly dread when this student comes to see you because he/she asks the same questions over and over and does not seem to understand your explanations, though you have tried many different ways of explaining how to solve a linear equation…a concept you feel the student should have learned by now. The student has disclosed to you that he/she failed the exam, which is annoying because you worked so hard to prepare him/her.

4. You have an open hour in the tutoring center and another tutor is working nearby tutoring a subject you know well. You overhear him/her giving incorrect information to the students.

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Boundaries and Ethics 1. You have been working with a small group of students who attend regularly together. Today

you have agreed to review the two chapters related to the upcoming test. A student who has not met with the group before is there today and is very vocal and demanding. He/She is dominating the questions being asked. One of the students has been quiet and shy, has spoken in the past--but not today. Another student is still having trouble with concepts from three chapters back and continues to ask questions from it that the others already understand.

2. As student you have been working with is a lot of fun and in conversations you have discovered that you have several interests in common. The more time you spend with him/her, the more you realize that you would like to ask them out.

3. During your tutoring sessions, one student you have been working with continues to have increasing trouble staying focused. As you work with this student you begin to suspect he/she may have a problem beyond the scope of tutoring, either a substance abuse or emotional problem.

4. You have been working with a student for a few weeks and while in your sessions he/she seems to understand the material very well. However each time he/she takes a test the results are not improving.

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Tutor Reassignment During the course of your tutoring stint, a student may ask to be reassigned another tutor. When a student requests a reassignment, you will be notified and then the proper paperwork and rescheduling is completed. This happens for a number of reasons:

1. The student discovers that others in the same class are working with a different tutor 2. The student does not feel like he/she is getting what he/she wants from you, 3. The student is a chronic “tutor swapper,” meaning that he/she keeps seeking a tutor that will

do all of the work, 4. A friend or fellow teammate is a tutor—this is actually not recommended because it creates a

conflict of interest in the tutor-student relationship. Things to Keep in Mind about Tutor Reassignments

• Do not feel bad if a student no longer wants to work with you. Most of the time the student is the catalyst.

• Do not take a reassignment as a negative reflection on you. This does not make you less of a person.

• Do not take a reassignment as a negative reflection on your ability as a tutor. Each student wants something different from tutoring. Each student also has a different approach to learning. Remember to continue to build on your strengths and identify and improve on your weaknesses.

• Do discuss any situations with an administrator if you have any questions or concerns. Student Termination The other side of the spectrum in relation to tutor reassignment is student termination. As a tutor, you can recommend to terminate a student if you feel he/she is not fulfilling his/her responsibilities. Common Grounds for Student Termination

• Missed Appointments: The student missed 3 appointments with no contact or reasonable explanation. In this case take the contract to the office staff who will remove the appointment from your schedule.

• Student Responsibilities: The student repeatedly expects you to do his/her homework, after you have already discussed this issue with him/her. As above, take the contract to the office staff.

• Possible Manipulation: The student is purposefully trying to manipulate you in some way. Discuss this with an administrator and together you will determine if a change is needed.

• Inappropriate Behavior: The student acts in an inappropriate fashion that makes you feel uncomfortable. Bring this issue to and an administrator immediately.

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University of South Florida

Tutoring and Learning Services Job Description/Qualifications: Tutor

Hours: Tutors work from 10 to 20 hours per week depending on availability. Salary: $9 - $10 / hr. (commensurate with experience and training) Responsibilities: A Peer Tutor is responsible for assisting students’ academic success in selected coursework. Tutors must possess and demonstrate academic achievement in selected courses. General duties include individual and/or group study sessions, attendance at scheduled tutor training sessions and meetings, and assisting other departments events and projects as needed. Duties and Responsibilities:

• Provide course-specific tutoring assistance when scheduled by appointment or walk-ins. • Assist students with additional study skills as necessary to improve chances for success in class. • Maintain accurate documentation concerning the student appointments. • Refer students to the appropriate support centers if assistance beyond tutoring is needed such

as the Counseling Center, Career Center, Advising, etc. • Maintain a professional attitude and behavior at all times • Conduct the tutoring session in designated areas as they are available and for the specified

amounts of time • Maintain a strict level of confidentiality about students who utilize tutoring services • Provide software assistance to the students as related to academic success • Assist at the reception desk as needed • Assist in recommending or creating supplemental materials such as website tip sheets and

links. • Other duties as assigned to improve the quality of academic support by TLS

Supervision TLS Peer Tutors work under the direct supervision of the TLS Assistant Director.. Minimum Qualifications

• Completion of at least one full-time year of college • Minimum GPA of 3.25 on a scale of 4.0 • Minimum grade of 3.5 in courses certified for tutoring • Letter of recommendation related to subject expertise • Ability to articulate well in English • Excellent overall communication skills • Desire to help fellow students.

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Tutor Self-Assessment Worksheet Level 1 Training Assessment

1. In your own words, how would you define tutoring?

2. In thinking about the characteristics that make a good tutor, what strengths do you bring to the process and what areas would you like to further develop? .

3. What do you feel are the three most important responsibilities of a tutor?

4. What does it mean to help your students become more self-directed? Describe some of the ways you as a tutor help in this process?

5. What did you learn in tutor training that you plan to apply/change/implement immediately in your process as a tutor.