Difficult Situations
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The document provides an overview of topics discussed at a November meeting for the Professional Development and Training Committee at the INTO Tutoring Center. It discusses academic integrity, difficult tutoring situations like blocking, confusion, miracle seeking, over-enthusiasm, resisting, passivity, and evasion. Strategies are suggested for how tutors can address each difficult situation, such as focusing on what students do know, breaking tasks into simple steps, emphasizing student involvement, and setting specific goals. The document concludes with tutors role playing different situations.
Difficult Situations
- 1. Difficult Situations INTO Tutoring Center November Meeting Professional Development and Training Committee
- 2. Overview • Academic Integrity • Difficult Situations in a Session • Partner role play
- 3. Get moving! Move to sit with tutors who work in your subject area.
- 4. Academic Integrity • Important to students as learners, us as tutors, INTO USF as an institution • Can be an uncomfortable discussion • Educate in advance • Be respectful and upfront. • Show concern.
- 5. FSU – Tutor Academic Integrity • Went on at least a year, 2006-2007 • Involved a learning specialist, an academic advisor, a tutor, and at least 39 athletes • Tutor had a student take an online quiz for another athlete, with answers provided • Learning specialist wrote portions of student papers • Consequences: lost jobs and reduced scholarships
- 6. Difficult Situations And tips for how to approach them
- 7. Blocking
- 8. Blocking Situation – Lack of Self-Reported Capability Nothing works! I just can’t get it! I can’t do this! It’s beyond me! I’ll never get it I’m stuck. Such a student usually demonstrates o low frustration tolerance o immobilization/hopelessness o freezing up o procrastination
- 9. Possible Approach • Determine what the student does know – show him/her that he/she has some foundation • Begin from what he/she knows and build in simple steps • Offer continual support • Reinforce successes If you want, you can take a quick test to determine your learning style. So we'll be able to figure out together study strategies to help you… Let’s develop a plan for your step-by-step study process...
- 10. Confusion
- 11. Confusion • A specific version of “Blocking” that deals with perceived intelligence • Characterized by a (perceived) lack of understanding or ability to understand by the student, bafflement, or disorganization • Identifiable by phrases such as “I don’t know,” “I’ll never understand how to do this,” or “I studied all night and still did not do well!”
- 12. Confusion (Strategies) • Start by assessing what the student does know. Sometimes, they might not even be immediately aware of this. Start small and work your way up. • In the case of disorganization, advise students on how to structure their notes or papers to be more comprehensible to themselves and others • Be supportive of the stuff that they do know. Sometimes, all the student needs is a little encouragement!
- 13. Miracle Seeking
- 14. Characterized 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
- 15. Suggested approach • 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
- 16. Sharing Time!
- 17. Over-enthusiasm
- 19. Over Enthusiasm Tutee Traits: • Defined as”absorbing or controlling possession of the mind by any interest or pursuit; lively interest” • Demanding of self • Has long-range goals rather than attentiveness to tasks- at-hand • • Older students
- 20. Strategic Approaches: • Explain counterproductive nature of this eagerness. • Be understanding, yet assure the student that he/she has time. • Stress importance of immediate tasks vs long-range “big picture” • Promote Active Learning with student.
- 21. Discussion A 45 yr old Puerto Rican single mother at USF who is taking entry level chemistry with no previous natural science courses comes to you to prepare for the her second exam. She says that she got a 60 percent on the first exam, and has to get a 100 on the remaining tests so she can get an A in the course. She wishes to ultimately enroll in pharmacy school and fears this will prevent her from attaining her dream. During the session, she claims her family life is forcing her to have limited time. How would you handle this situation?
- 22. Resisting
- 23. What should we do?
- 24. You sense it when a student… • Refuses to do what you asked • Refuses to listen • Shows disrespect regarding professors and tutors
- 25. Share moments you facing this situation • What was it? • What did you do • How this ended? • Any suggests?
- 26. Passivity
- 27. Characteristics of Passive Sessions
- 28. Summary Noninvolvement/inattention of students Boredom Little discussion initiated/few questions
- 29. Approach
- 30. Summary Empathize (for example, “You’re not crazy about asking a lot of questions in class, are you❓” or “It’s pretty much of a drag to sit in class, isn’t it❓”) Attempt to build a relationship and mobilize the student Utilize as many mobilizing techniques as possible – questions, problems, mini tasks to be accomplished by next session Reinforce all activities and successes
- 31. Evasion
- 32. Definition Evasion: an act or instance of escaping, avoiding, or shirking something
- 33. Characterization • Manipulation by the student • Superficial instead of focused comments • General praise of the tutor or content
- 34. Approach 1. Emphasize student involvement 2. Play down tutor role 3. Help student focus on specifics a. Tasks b. Involvement in questions and problems 4. If continues, tutor should gently ask the purpose of session a. What does the student expect? b. Tutor cycle is very important here c. Remember to start the session by asking specifically what the student would like to discuss
- 35. Example “We have been meeting consistently, but have not accomplished many of our goals. What should be a specific plan for our next session?” “My goal is to help you succeed in this course and help you become a self sufficient learner. How can I specifically help you with that” SMART goals?
- 36. Put It All Together
- 37. Role Play • Find a partner and assign tutor and student roles. – Students: Act according to the situation explained on your card. – Tutors: Act how you would during an appointment. Try to use strategies we talked about today!