This document outlines a training for tutors on how to instill self-efficacy in insecure students. It defines self-efficacy as one's belief in their ability to achieve goals. The training covers tutoring basics like confidentiality and ethics. It also discusses challenges tutors may face like students' learning disabilities or limited resources. The document suggests tutors find ways to show students their progress, set achievable goals, and use "coping models" to improve students' self-confidence over time. The overall focus is on helping tutors understand how to create a safe learning environment that develops students' sense of self-efficacy and ability to learn.

1. Tutor Training:
Instilling Self-
Efficacy in the
Insecure
Student
By: Wendy Knight, Mirlesna
Azor, and Marilyn
McCallman

2. Agenda

3. Focus of Training
 The focus is on the students being tutored
and how to better serve . This could
include changing methods to tutor
students that lack self confidence or
drive.

4. Intro
 Definitions (Tutor/self-efficacy). I found this
definition- of course you don’t have to
use it though. “Bandura (1977a, 1997)
formally defined perceived self-efficacy
as personal judgments of one’s
capabilities to organize and execute
courses of action to attain designated
goals, and he sought to assess its level,
generality, and strength across activities
and contexts.

5. Tutoring Basics
 Basic tutor ????
 Academic Honesty
 Confidentiality
 Ethics

6. Tutor Guiding Principles
 Always remember a valuable member of the
campus
 Resource to other students
 No question is a stupid question
 Zero tolerance for harassment
 Must be positive
 Must have patience
 Must have respect
 Self
 Others

7. Academic Honesty
 Tutors are not substitutes for missed classes
 Tutors are not to complete tutees work
 Provide feedback
 Help organize thoughts and notes

8. Confidentiality
 Federal Educational Rights and Privacy
Act (FERPA)
 FERPA waiver
 http://www.youtube.com/embed/Zh6iAe
6AaxY
 FERPA training assessment
 Make a handout of questions and we can
give answers to

9. Ethics
 Do not insult teachers or fellow students
 Do not agree with those who insult
teachers or fellow students

10. Assessment
 http://tlp.excellencegateway.org.uk/reso
urce/FLT_CD_6016Q/screens/flt_02_04_01_
00/page.html

11. Challenges Tutors Face
Challenges in
Tutoring Process
 Learning Disabilities
 Social Influences
(histories, family,
friends etc.)
 Mental Illness
 Limited Resources
(time, teaching
aides, back-up)
Challenges in Tutoring
Best Practices
 “Proper etiquette”
“Do’s and Don’ts”
 Connecting with
students exhibiting lower
cognitive abilities,
finding a common
ground to start from
 Utilizing the most
appropriate methods for
learning methods

12. How are these challenges
related to self-efficacy?
 Students feeling incompetent about their
ability to grasp a concept may be
dealing with these previously-stated
issues.
 Learning environments effect the levels of
academic progress students can achieve.
 We must actively work to create safe
learning environments!

13. Key Words

14. Self Efficacy and Learning
 To develop self-efficacy, students need clear information that they
are acquiring knowledge and skills,
 The types of outcomes people anticipate depend largely on their
judgments of how well they will be able to perform in given
situations
 Repeated successes raise self-efficacy, whereas failures lower it
 students should develop a higher sense of efficacy for learning as
they work at a task and experience some success.
 Given these facts: we need to find ways to make student BELIEVE
they can and will do better. We need to set them up for success.
We need to SHOW them their progress.
 Teacher feedback that points out correct operations and remedies
troublesome task aspects provides valid capability information
 When students are given or select a goal, they are apt to feel
motivated and experience a sense of self-efficacy for attaining it.

15. Beware
 Successful performances will not guarantee a stronger sense of efficacy, nor
will failures necessarily have a negative impact
 learning occurs through
 attending includes focusing on incoming information from instructional events,
as well as activating concepts in memory;
 coding is employed to translate information into a form compatible with the
processing system;
 associating refers to relating new information with information in memory;
 rehearsing involves maintaining information in an activated state without
altering it;
 monitoring includes processes such as comparing one's level of learning to the
task goal and deciding whether further cognitive processing is needed.
 Keep in mind, low-achievers who view your cognitive abilities as superior may
not respond to demonstration; try implementing “coping models”
 coping models begin by demonstrating the typical deficiencies and fears
experienced by observers, but gradually improve their performance and gain
self-confidence

16. Student development theory
 Bentura
 Chickering

17. What & What Not To Say
 http://www.youtube.com/embed/cdcuD
UFrl5I
 http://www.youtube.com/embed/CteEJy
CRs-A
 2 Truths and a Lie game…
 Word search???

18. Know your audience
 Add confidence
 Install self reliance
 Fill in the missing academic pieces
 Create connection for the student

19. Multiculturally

20. Resources
 http://www.isu.edu/success/cat/resource
s/manual.pdf