personal tutoring. purposes of this session to confirm our understanding of the purposes and...
TRANSCRIPT
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Personal Tutoring
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Purposes of this session To confirm our understanding of the
purposes and procedures of the Personal Tutoring Scheme
To identify key resources
To work out how to make the Personal Tutoring Scheme effective
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Structure of this session Identify key resources
Review purposes
Confirm procedures
Questions and comments at any time
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Key resources Student Induction and Personal Tutoring
Guidelines
Preparatory Year Programme Student Handbook
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Purposes of the scheme - 1
For the University:
Personal Tutoring is a key component of the Preparatory Year Programme, and of the BUE student experience, and needs to be carefully managed with its importance emphasised during the induction period.
It is a key system for Faculties to identify ‘at risk’ students and to ensure appropriate and timely interventions.
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Purposes of the scheme - 2
For the student to gain:
an awareness of the academic and related skills required for successful study in a UK University setting
an enhanced sense of self-direction and responsibility for their own development
an understanding of their progress beyond their current modules and immediate assessments
an opportunity to identify areas for improvement and any support needs
clarification of aims and choices for progression, employment and further study
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Requirements Faculties must ensure that Personal Tutors
formerly meet with their designated students at key points in each semester – Teaching weeks 1, 4 and 6 in each semester.
A formal record must be kept of these meetings by both the Personal Tutor and the student.
The student’s meeting record must be signed by the Personal Tutor to show that the meeting took place. (See sample Personal Tutor’s Monitoring Pro Forma).
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Procedures – establishing the scheme
Student Induction – The induction week provides a framework that establishes the function of the Preparatory Year Programme, its key elements (Subject Knowledge, English Language and Learner Skills) and the role of Personal Tutoring.
Allocation of Personal Tutors - Faculties must ensure that a system is in place to allocate a Personal Tutor to all newly enrolled students in the Preparatory Year. Allocation must take place in the induction week so that all students are clear who their Personal Tutor, the role and the requirements.
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Procedures – identifying issues
Identification of students at risk – Faculties must ensure that systems are in place for the early identification of students at risk so that appropriate and timely interventions can be put in place.
Identification of English Language issues - To ensure the two way communication of information between programme areas and the English programme, the English Programme needs to feed any issues of concern about individual students to each Preparatory Year Coordinator in time for the Personal Tutoring Reviews in Weeks 1, 4 and 6.
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Procedures – running the scheme
Holding meetings – Faculties must have a system in place to inform students of upcoming meetings.
Recording outcomes – Faculties must be clear how they will use the recorded outcomes of each meeting.
Following up issues – Faculties must decide how they will follow up issues raised in meetings including non attendance.
Office Hours - Personal Tutors must announce office hours, office number, so that tutees can see them at other times as well
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Stages in the schemePreparation Purpose of the
meeting Contacting
students
Meeting Strengths Areas for
development Actions
Follow-up Agreement on
addressing development needs
Needs shared as appropriate
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The Purpose of the meeting
Have a clear focus for the meeting. Is it to:
check that the student has settled?
check understanding of BUE requirements, regulations etc?
identify any concerns and support needs?
review progress?
review and offer advice on student’s performance in assessments/exams?
address concerns about performance or attendance?
review progression or career plans?
Use the Preparatory Year Student Handbook as framework to be gone through in a meeting with tutees and referred to on
an ongoing basis!
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Tutors’ skillsEncouraging change (telling or helping?)
Giving constructive feedback Helping guide the meeting Producing a realistic plan of action
What’s going well? What could go better?
Personal Tutors must announce office hours, office number, so that tutees can see them at other times as
well
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Encouraging changeTelling Giving one-way
feedback Criticising
performance Making unilateral
judgments Imposing advice
Helping Explaining context Aiding reflection Identifying
weaknesses Agreeing goals Discussing options Getting
commitment Supporting action
A monologue, or a conversation?
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Areas for discussion
What advice and guidance would you give in the following areas?:
Achievement & progress
Independent study habits
Academic honesty
Learner support
English Language
Extra curricular activities
Progression plans
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Learner supportBe aware of the support services
available to students:
Welfare Counsellor
Employability Skills Counsellor (Careers Advisor)
Students Activities
The Library
Disability issues including Dyslexia
The Student Union
The English Department ‘s Writing Centre
The English Department ‘s Advising and Language Support Office
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Realistic plan of action Help to confront reality Review the options Get buy-in to goals Produce SMART actions:
Specific Measurable Attainable Realistic Timed
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Possible scenarios What might present challenges…..and
possible solutions!