Difficult Tutoring Scenarios

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Tutoring Scenarios and Tutor Responses.
Match the difficult tutoring scenario in the left column with the best tutor response in the right column. Click on the scenario first and the tutor response second to establish a match.

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college level

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Edad recomendada: 17 años

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LC Peer Tutoring Program

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Relacionar Columnas Difficult Tutoring Scenarios Versión en línea Tutoring Scenarios and Tutor Responses. Match the difficult tutoring scenario in the left column with the best tutor response in the right column. Click on the scenario first and the tutor response second to establish a match. por LC Peer Tutoring Program 1 7. Fragmentation (another variant of resisting) - Demonstrated by: Inability to concentrate or adhere to task, and easily distracted; Overwhelmed by academic/athletic/social demands; Uncertain about having college-level skills, declaring a major, etc Common Statements: -My teacher did not prepare me for this. -I'm lost in Dr Blank's class. 2 2. Confusion - Demonstrated by: Bafflement/disorientation; Disorganization. Common Statements: -I just don't know what to do. -I don't know what the instructor wants. -I studied for the test and still got a D. -I'm not sure where we are. 3 4. Over-Enthusiasm - Demonstrated by: Exceptionally high demands on self; Tasks of limited time, long range goals versus immediate tasks; Global interest; Often in older students (“Look, I'm over thirty, I don't have the time these kids have.”) 4 5. Resisting - Demonstrated by: Passivity/boredom/hostility/sullenness; Disinterest in class work; Defensive posture; Easily triggered anger 5 1. Blocking - Demonstrated by: Low frustration tolerance; Immobilization/hopelessness; Freezing up/blocking; Procrastination. Common Statements: -It's beyond me. -I'll never get it. I'm stuck. 6 6. Passivity - Demonstrated by: Noninvolvement; Inattention; Boredom; Little discussion; Few questions asked 7 8. Dominance - Demonstrated by: excessive questioning; speaking more often than others; interrupting other students. Potential motivation for domination: - genuine belligerence - frustration of a high-achieving student about the lack of their peers preparation. 8 3. Miracle Seeking - Demonstrated by: General and vague goals; Enthusiasm about being with tutor, but being fairly passive in actual learning process; High level of expectation (often inappropriate); Evasion or inability to concentrate on concrete tasks. - All the suggestions to Miracle Seeking apply - Explain the counter-productive nature of this eagerness - Be understanding, yet assure the student that they have the time - Be pragmatic, yet understanding (“Look, I know you don’t like this class, but your program requires it, so let’s make the best of it.”) - Establish your credibility - Indicate past successes in similar situations - Downplay your role (“Look, I've simply had more exposure to the stuff, that's all.”) - Focus on specific task at hand - Involve student continually with questions on the material - Explain significance of active participation in learning process -Determine what the student does know; show them that they have some foundation -Begin from what they know and build in simple steps - Offer continual support - Reinforce successes - Acknowledge their willingness to participate but also allow for contribution from other students. - Invite other students by name to enter the discussion - Ask the dominating student to hold comments for a while, for example say, "Trevor, hold that thought and we'll come back to you." - Ask the dominating student to listen to all points of view of other students and then provide a synopsis of the discussion. - Incorporate an activity where all students write out a response to a question and then choose some students to read these - State that time is running out and limit each student to a minute/thirty seconds - Consider the use of tokens, allotting three to five to each student for each discussion topic. When the students have 'used' these, they are not able to enter the discussion until the next topic of discussion begins. - Use hand signals and verbally ask them to let others speak - Assign roles for the group discussion, e.g., timekeeper, scribe, summarizer, reporter. - If the student persists, after you have tried interventions, state your intention to include other students so that there is greater diversity in opinions as everyone benefits from this range of ideas. You may need to speak to the student outside of the class and re-iterate that you value the student's comments but that you must insist on ensuring others are offered the opportunity to enter discussions. - All the suggestions to Blocking apply - Give structure and order to the tutee's material (notes, worksheets, papers, etc.) - Empathize (“You’re not crazy about asking a lot of questions in class, are you?”) - Attempt to build a relationship and mobilize the student - Use as many mobilizing techniques as possible – questions, establish mini-tasks for the student to do next week, reinforce successes - Suggest lecture/class calendar and other time-management tips. - Suggest structure in their schedule such as making appointments to get to the library. - Give subject-specific study tips on note-taking, listening, reading text, professor expectations, etc. - Give and review with them any appropriate study tips. - Advise regular lecture/class attendance (where they are having trouble).

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Difficult Tutoring Scenarios Versión en línea

Tutoring Scenarios and Tutor Responses. Match the difficult tutoring scenario in the left column with the best tutor response in the right column. Click on the scenario first and the tutor response second to establish a match.

por LC Peer Tutoring Program

7. Fragmentation (another variant of resisting) - Demonstrated by: Inability to concentrate or adhere to task, and easily distracted; Overwhelmed by academic/athletic/social demands; Uncertain about having college-level skills, declaring a major, etc Common Statements: -My teacher did not prepare me for this. -I'm lost in Dr Blank's class.

2. Confusion - Demonstrated by: Bafflement/disorientation; Disorganization. Common Statements: -I just don't know what to do. -I don't know what the instructor wants. -I studied for the test and still got a D. -I'm not sure where we are.

4. Over-Enthusiasm - Demonstrated by: Exceptionally high demands on self; Tasks of limited time, long range goals versus immediate tasks; Global interest; Often in older students (“Look, I'm over thirty, I don't have the time these kids have.”)

5. Resisting - Demonstrated by: Passivity/boredom/hostility/sullenness; Disinterest in class work; Defensive posture; Easily triggered anger

1. Blocking - Demonstrated by: Low frustration tolerance; Immobilization/hopelessness; Freezing up/blocking; Procrastination. Common Statements: -It's beyond me. -I'll never get it. I'm stuck.

6. Passivity - Demonstrated by: Noninvolvement; Inattention; Boredom; Little discussion; Few questions asked

8. Dominance - Demonstrated by: excessive questioning; speaking more often than others; interrupting other students. Potential motivation for domination: - genuine belligerence - frustration of a high-achieving student about the lack of their peers preparation.

3. Miracle Seeking - Demonstrated by: General and vague goals; Enthusiasm about being with tutor, but being fairly passive in actual learning process; High level of expectation (often inappropriate); Evasion or inability to concentrate on concrete tasks.

- All the suggestions to Miracle Seeking apply - Explain the counter-productive nature of this eagerness - Be understanding, yet assure the student that they have the time

- Be pragmatic, yet understanding (“Look, I know you don’t like this class, but your program requires it, so let’s make the best of it.”) - Establish your credibility - Indicate past successes in similar situations

- Downplay your role (“Look, I've simply had more exposure to the stuff, that's all.”) - Focus on specific task at hand - Involve student continually with questions on the material - Explain significance of active participation in learning process

-Determine what the student does know; show them that they have some foundation -Begin from what they know and build in simple steps - Offer continual support - Reinforce successes

- Acknowledge their willingness to participate but also allow for contribution from other students. - Invite other students by name to enter the discussion - Ask the dominating student to hold comments for a while, for example say, "Trevor, hold that thought and we'll come back to you." - Ask the dominating student to listen to all points of view of other students and then provide a synopsis of the discussion. - Incorporate an activity where all students write out a response to a question and then choose some students to read these - State that time is running out and limit each student to a minute/thirty seconds - Consider the use of tokens, allotting three to five to each student for each discussion topic. When the students have 'used' these, they are not able to enter the discussion until the next topic of discussion begins. - Use hand signals and verbally ask them to let others speak - Assign roles for the group discussion, e.g., timekeeper, scribe, summarizer, reporter. - If the student persists, after you have tried interventions, state your intention to include other students so that there is greater diversity in opinions as everyone benefits from this range of ideas. You may need to speak to the student outside of the class and re-iterate that you value the student's comments but that you must insist on ensuring others are offered the opportunity to enter discussions.

- All the suggestions to Blocking apply - Give structure and order to the tutee's material (notes, worksheets, papers, etc.)

- Empathize (“You’re not crazy about asking a lot of questions in class, are you?”) - Attempt to build a relationship and mobilize the student - Use as many mobilizing techniques as possible – questions, establish mini-tasks for the student to do next week, reinforce successes

- Suggest lecture/class calendar and other time-management tips. - Suggest structure in their schedule such as making appointments to get to the library. - Give subject-specific study tips on note-taking, listening, reading text, professor expectations, etc. - Give and review with them any appropriate study tips. - Advise regular lecture/class attendance (where they are having trouble).

Difficult Tutoring Scenarios

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Difficult Tutoring Scenarios Versión en línea

por LC Peer Tutoring Program

2. Confusion - Demonstrated by: Bafflement/disorientation; Disorganization. Common Statements: -I just don't know what to do. -I don't know what the instructor wants. -I studied for the test and still got a D. -I'm not sure where we are.

4. Over-Enthusiasm - Demonstrated by: Exceptionally high demands on self; Tasks of limited time, long range goals versus immediate tasks; Global interest; Often in older students (“Look, I'm over thirty, I don't have the time these kids have.”)

5. Resisting - Demonstrated by: Passivity/boredom/hostility/sullenness; Disinterest in class work; Defensive posture; Easily triggered anger

1. Blocking - Demonstrated by: Low frustration tolerance; Immobilization/hopelessness; Freezing up/blocking; Procrastination. Common Statements: -It's beyond me. -I'll never get it. I'm stuck.

6. Passivity - Demonstrated by: Noninvolvement; Inattention; Boredom; Little discussion; Few questions asked

8. Dominance - Demonstrated by: excessive questioning; speaking more often than others; interrupting other students. Potential motivation for domination: - genuine belligerence - frustration of a high-achieving student about the lack of their peers preparation.

3. Miracle Seeking - Demonstrated by: General and vague goals; Enthusiasm about being with tutor, but being fairly passive in actual learning process; High level of expectation (often inappropriate); Evasion or inability to concentrate on concrete tasks.