Talking about our work at the Rollins College Student Resource Center, Florida, USA

Archive for the ‘notetaking in class’ Category

Lauren’s 4th Journal

The UNC Greensboro tutor assessment and evaluation form is very helpful because it explains in depth what each score means. However, it is far too long, and I think the majority of students would neglect to read it all. Consequently, I think the attitude and approachability categories should be combined. I also think that attendance could be deleted. In addition, I think that the modeling category could be incorporated in learning skills or deleted altogether.

Although I have not had extensive tutoring experience this semester, I will do my best to evaluate my performance for the few appointments I had.  In the category of attitude and approachability, I would give myself a 3. I believe I am positive and friendly, and try to make the client feel as comfortable as possible. In the category of processing time, I would give myself a 2. I feel like I need to allow the client more time to think critically on his or her own before I interrupt with my ideas. It can be difficult to let a client struggle with a concept, as I have the urge to help. Therefore, it is my goal for next semester to give the client sufficient processing time. In regards to learning skills, I would give myself a 3. I try to offer suggestions in time management and note taking skills, as my clients have all been freshmen who are often not aware of good study habits.

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Prea’s peppy pre-writing prep for Buddhism paper

I observed the first half of Prea’s hour-long appointment with a Religion student just after Aimee’s CHM session. Very different task (an 8-page paper assignment), very different material (Buddhism, from original and secondary (I think) texts), very different engagement on the student’s part (much quieter than Aimee’s CHM client). From my layperson’s perspective, though, I came away from both feeling more informed about Lewis Dot structures and Buddhism. That’s one thing I love about working up here, and observing you guys.

Prea was peppy maybe because she is, in general, but also because her client was not. At first I wondered just how much he had gotten from the course, and if he’d just come so that the tutor could tell him what to write. Very laid-back, passive. He had the prof’s handout with possible paper topics…so Prea asked him which one he was more passionate about, and he chose the one he said he knew the most about.

So Prea started trying to get him to talk about what he remembered: “What do you remember?” “Do you remember how that (reincarnation) works?” How do you know you have atman?” “How does the self relate to reincarnation?” “Karma, yes, which is….?” He got to searching through his notes, looking at a long handout, for answers.

Prea talked about how to structure the paper (1st 3 pages explanation; last 2 your observations, what is puzzling, strange.) And she gave him advice on how to find what to write, in both parts of the paper. (These are her comments, paraphrased).  You say it is “interesting.” Think about what is so different from what you’re used to in Christianity. What makes sense, what do you disagree with, have problems understanding? In describing, in the first part, you can say what it IS and what it IS NOT.  And… You should just talk about the second model, or maybe the third, since you have three more pages to write.

I left after the first 30 minutes and assume that the session just got more detailed, more into what was in the handouts, in the Upanishads… and what he had in his notes (pretty sketchy, he admitted, and he asked her if he could look at a classmate’s notes). Just now, a day later, I spied Prea with the same client in the Hub. I assume he’s come with a draft, since the paper was due pretty soon.

Good work in getting this student on the right track, Prea, engaging this freshman in thinking about this very different material, finding out what he knew, elaborating on it yourself, then sending it back to him with questions. Yes!

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