…..MO 8/24 First day of classes 5:30-6:30 #1 WRITING CENTER STAFF MEETING new and returning! 6:30-7:00 Pizza and drinks w/ new tutors 7:00-9:30 COMMON TRAINING pt. 1 for new tutors & writing consultants: bring your VARK scores. …..WE 8/26 5:30-6:30 #1 TUTOR STAFF MEETING, with new and returning tutors 6:30-7:00 Sandwiches with tutors and new [...]
What was particularly interesting was to see an average of a 25% to 30% increase in the number of students coming to TJs over the years since the fall of 2005. That shows that we are doing something right and either people are coming back and/or more people are coming in general. This is a [...]
E 78% The Enforcer S 60% T 34% J 76% This really nailed me on the head I think. It was interesting that less than 50 questions could tell so much about me. In terms of how this personality type meshes with [...]
One of the most telling graphics to me is that one that shows the number of students, appointments, and hours. In fall of 2008 there were about four times as many appointments as students. However, only about 550 of the 2,000 students at Rollins chose to utilize TJs as a resource. What this says to [...]
ESTP One of the primary traits for ESTPs is that they like things to be very straightforward and aren’t into metaphors or complicated rhetoric. This makes a lot of sense to me when I think about specific teachers that I have liked and disliked. It is much easier for me to learn from a teacher [...]
I feel that I connected most with Margaret’s observation. In dealing with papers, I have a hard time providing the student with an evaluation sheet with plenty of details. Most of the time, I go through a paper and make notes in the margins, discuss the flow by drawing arrows, making connections. I wonder how [...]
There seem to be two types of sessions in foreign language tutoring: one helping students understand differences in grammar (remember Jane working with subjonctivos for the 100th time?) and the other, helping them with compositions they’ve had to write, using x number of vocabulary words, or this and that verb tense. To me, the first [...]
When I approached Rob Hoffman about observing his Intro to Philosophy tutoring session, he said he would be trying to get his client to be more active (to rehearse) all the material they went over the day before. So from the outset, Rob’s goal was to get the client working with the material. He signalled [...]
Two of the people Suzie observed that I could relate most to were Margaret and Julia. Both of these examples reminded me of situations that I feel I have been in so far. The first instance, a student who seems to have very little idea why they are there are what they are trying to [...]
I definitely had a few difficult clients throughout my semester tutoring. I think that because I was the lone tutor for most of the time, I was exposed to a lot more clients than a lot of other tutors. I can remember a few sessions where people came in the day before a huge research [...]
Personally, I think that encouragement/supports could be eliminated. That is all part of a tutoring persona that one has to have. But being encouraging as a rule seems like its drifting from the business at hand, which is to improve study skills and elaborate course concepts. All the “personable” categories, such as approachability and the [...]
I think the attitude and approachability and the encourages/supports categories could all be put together because they are all very similar. In this category I would give myself a 3. This semester I willingly helped out whoever approached me because I knew that as one of the tutors for my major this was my responsibility. [...]
I think the following categories: fosters independence, encourages/supports, and active learning should be combined into one category. After all, the way that one fosters independence is by encouraging and supporting one’s client and helping him or her engage in active learning. I also think the attendance category is unnecessary. 2. If I were to now [...]
4. identify the task: usually at the beginning of each session, I ask the student, “what are your goals for this session?” It gives me a better understanding of how to help the student, as well as gets them talking about the project in general. What’s the topic, how far along they are, etc. 5. [...]
I recently had a few students come in for help on their first writing assignment for their course on Asian Religions. In this post, I will go over how I completed steps 1-4 with one particular student. 4. Identifying the task First, we looked at the different paper topics and the general instructions. I instructed [...]
