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
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...
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!
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
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?
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
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?
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!
