This presentation discusses the role of tutors in providing personalized academic and socioemotional support to students. It begins by outlining the history of tutoring dating back to ancient Greece. The document then discusses how tutors can provide continuity between school and home, help students build confidence and independence, and enhance metacognitive skills. It also covers topics like how the brain works, managing stress and anxiety, cultivating a growth mindset, and achieving a state of "flow" during learning. The overall message is that tutors play an important role in supporting students' academic and personal development in a highly individualized way.

1. MorganAppel, Director
Department of Education and
Behavioral Sciences

2. This presentation and a host of related
materials and resources may be accessed
directly using Slide Share
(https://www.slideshare.net/). Just search
my name and you will be there in a flash!

3. Ancient Acumen
for the 21st
Century
Along with
success comes a
reputation for
wisdom.
-- Euripides
(480 – 406 bc)

4.  Began as informal and semi-/unstructured
educational assistance that dates back to
Ancient Greece (Socrates and Aristotle)
 Throughout the centuries, roles played by
tutors have become increasingly diverse
and differentiated—but always remain
student centered and highly personalized.

5.  Provide continuity between school and home, serving as a
bridge and de facto advisor to parents (synergies)
 Provide dedicated academic, behavioral, metacognitive and
socioemotional support (personalization)
 Working with children and young adults to inspire a growth
mindset—engaging learning fearlessly and building confidence
through competence (dedication)
 Providing opportunities for tutees to become gradually more
independent (transition) and manifold opportunities for success
(reputation)

6.  Intuitive pedagogy (art and science)
 Artistic approach (creative/process/epiphany)
 Ability to attend to unique cognitive and affective
needs (diversificantur in extremis)
 Serve as a guide across the Zone of Proximal
Development (ZPD) rather than as a transporter of
content (enhanced access to sophistication)
 Bolster metacognitive aptitudes (sound habits of
mind that are transferable across disciplines)
 Enhance resiliency and self belief (motivate)

7. Your tutees inevitably fall within
these ranges. What is your job?
This is you!

8. 1. The brain is a complex adaptive system.
2. The brain is a social brain.
3. The search for meaning is innate.
4. The search for meaning occurs through patterning.
5. Emotions are critical to patterning.
6. Every brain simultaneously perceives and creates parts and wholes.
7. Learning involves both focused attention and peripheral attention.
8. Learning always involves conscious and unconscious processes.
9. We have at least two ways of organizing memory.
10.Learning is developmental.
11.Complex learning is enhanced by challenge and inhibited by threat.
12.Every brain is uniquely organized.
Source: adapted from Caine and Caine (1997)

9. How
much
does
one
retain?

10. Brain Bits: In Support
of theTortured
Adolescent
In most adolescents, the part of
the brain that processes
emotions (the limbic system) is
fully operational, whereas the
regions responsible for thinking,
reflecting and controlling
emotional response (located in
the prefrontal cortex) are still
developing.
This is why many middle school
students overtly display
emotions inappropriately in the
classroom (through pained
sighs, rolling eyes and blank
looks).
A fully developed prefrontal
cortex enables most adults to
consciously dampen their
emotions.
Source: ascd.org

11.  Positive feelings about a
learning experience produce
endorphins (euphoria) and
dopamine (stimulates the
prefrontal cortex)
 Negative feelings about a
learning experience produce
adrenaline and cortisol –which
puts the brain in survival mode
and causes anxiety
 Positive and negative feedback
work the same way Consider your role as a tutor

12.  Free will versus determinism (core beliefs)
 Static intelligence v. developed intelligence
 Handling challenges (comfort zones)
 Obstacles (perceptions/persistence/going
gets tough)
 Effort (why bother? versus determination
makes you stronger)
 Criticism (ignore versus learn from)
 Success of Others (threat versus inspiration)
Adapted from Dweck, 2006.

13. Adapted from Dweck, 2006.
What roles can you play with students
and parents?

14. Stressed Spelled
Backwards…
…is desserts —
little
consolation to
those in middle
and high school
who are
compelled to
contend with it
on a daily basis.

15.  Stress is the body’s general response to any
intense physical, emotional or mental demand
placed on it by self or by others.
 Stress in and of itself is not bad (in some
cases, it involves levels of excitement in
engaging in an enjoyable activity, including
falling in love).
Source: Kaplan, 1990

16. ThreeTypes of Stress
(Center on the
Developing Child,
Harvard University)
Toxic Stress has detrimental
long-term mental and physical
consequences. Prolonged
exposure to toxic stress
disrupts brain architecture and
impacts other organs. Other
consequences include higher
risk for stress related diseases
and cognitive impairment later
in life.
Considering what we know
about the brain and fixed
versus growth mindset, what
can we discern about school
and the neurochemistry of
repetition or avoidance?
What are your roles as a tutor
in addressing the presence of
toxic stress?

17. Sources of Stress
Among Students:
What is a Common
Theme?
Class Participation
Transitions
Family Issues
Social Pressures/
Relationships
Time Management/
Organization
Homework/
Expectations
Changes in Routine/
UnstructuredTime

18.  Physiological: headaches, stomachaches,
nervousness, insomnia
 Emotional: excessive crying, lashing out, hostility,
anger, violence
 Relational: conflicts with family and friends,
withdrawal
 Mental: anxiety, panic, confusion, feeling
threatened or frightened, apathy
 Spiritual: helplessness, submission, no way out
Source: Bradley, 2018

19. INTERNAL
 Anxiety-prone personality
 Fear of failure and/or
success
 Anger/fear about a disability
(where applicable)
 Strong need for control
 Low self esteem/worth
 Fear of strong
emotions/intensity
EXTERNAL
 Lack of nurturing during critical
developmental periods
 Divorce/difficult sibling
relationships
 Any type of abuse in family
 Rigid role models
 Performance pressures
 Lack of fit between abilities and
environment
 Discipline (types)
 Bullying
Source: Anxiety and 2E Kids, 2008

20.  Frequent comments related
to stress and worry
 Clinging behaviors
 Excessive nail biting
 Avoidance of school or other
situations/tasks
 Repeated signs of distress
 Repetitive behaviors
 Behavior problems (running
away, defiance, aggression)
 Excessive need for
reassurance
 Loss of appetite/over- or
undereating
 Hyperarousal/difficulty
relaxing
 Excessive concerns about
competence
 Excessive or unrealistic worry
(how fast can that happen?)
 Social isolation
 Avoidance of being alone
 Refusal to participate in
activities previously enjoyed
 Any noticeable change in
behavior or performanceSource: Anxiety and 2E Kids Newsletter, 2008

21.  Take stress and anxieties
seriously (no matter how
young—even though they are
‘just kids’)
 Handling stress is a learned
skill like manners
 Mindfulness training (please
see my Slideshare for a PPT on
this subject)
 Remind children that their
anxieties do not define them
and that taking action—
though scary—is much easier
than living with constant
anxieties
 Explain how stress works and
its purposes (the more you
know)
 Do not hide stress.
Acknowledge it and deal with it
(de-stigmatize)
 Be a good model in handling
stress
 Work to identify the root
causes of stress (categorized:
school, home, other)
 Cultivate resilience and
formulation of realistic
expectations

22.  Incorporate humor as much as
is possible: laugh at your
situation
 Talk to others: Misery, in many
cases, loves company—always
better to know others contend
with the same thing
 Adequate sleep (note the
adequate)
 Spend time with energy
boosters (people, that is)
 Seek help when it is needed.
 Take care of your body:
nutrition and exercise makes an
impressive (and neurochemical)
difference. Run it out.
 Use positive self talk—realistic
and assuring.You’ve handled
worse before and you will get
through this.
 Help others and wind up helping
yourself. Shift the focus.
 Schedule time for relaxation
and understand its purposes—
not a ‘guilty pleasure’ but
absolutely needed!

23.  Balance between individual’s ability and level of difficulty in
the challenge (cannot be too easy or difficult or flow cannot
occur).
 Goals should be clear. Expectations are foreseen and goals are
attainable.
 High degree of concentration in a limited field of attention—
person should be able to focus and become deeply engaged in
the activity.
 A loss of self-consciousness is experienced (unaware of self
and what the self is doing).
 Sense of time transcendence (subjective experience of time is
altered—passes quickly/slowly/slow motion)

24. When in the flow state,
the brain is actively
seeking out information
from multiple sources
to engage in problem
solving activities.
That is where motivation,
Persistence and creativity
make their homes.
That is FLOW.
How might you inspire it
with your tutees?

25.  Mitigate anxieties by providing ‘bite-sized’
opportunities for success in promoting a growth
mindset
 Enhance clarity around content and metacognition
(reduce ambiguity/anxiety)
 Be explicit about growth mindset (in terms of
neuroscience and process) and ways to foster
independence
 Use strategies that enhance both flow and resiliency
 Use praise that supports growth mindset (specificity
and process)

27. Contact Information
Morgan Appel, Director
Education and Behavioral Sciences
UC San Diego Extension
9500 Gilman Drive #0170-N
La Jolla, California 92093-0170
858-534-9273/ mappel@ucsd.edu