Hello, Cheryl...
In case you hadn't gotten a response on your request, I'm passing along the list
website with all of this information...and more!
I hope that the end of your semester is going well...
http://listserv.arizona.edu/lsv/www/lrnasst.html
Sonja Milbourn
...........
"Stoker, Cheryl" wrote:
> One of my staff wants to sign on to this list serve. How do we do that?
>
> Dr. Cheryl L. Stoker
> Director: USC Learning Center
> University of Southern Colorado
> Psychology Building, Suite 232
> Pueblo, CO 81001
> Telephone: 719-549-2581
> Facsimile: 719-549-2912
> e-mail: [log in to unmask]
>
> -----Original Message-----
> From: Carolyn Zaccagni [SMTP:[log in to unmask]]
> Sent: Monday, November 27, 2000 1:14 AM
> To: [log in to unmask]
> Subject: Re: Tutor self-evaluation
>
> >Hello Howard,
>
> Can you please elaborate on questions number 51 & 52 in the tutopr
> self-assessment? I may have lost something in the transmission
> because I only have A M S R N without a question.
> Thanks,
> Carolyn
>
> >Hi Barbara,
> > It lost it's formatting but you may be able to read it.
> Let me know
> >if you can't.
> >Howard
> >
> >
> >
> >
> >
> >
> >University Tutorial Center California State University, Los
> Angeles
> >
> >
> > TUTOR'S SELF-ASSESSMENT
> > by
> > Howard Y. Masuda, Ph.D.
> > Revised 8/95
> >
> > Directions
> >
> >Think about your tutoring sessions during the past week. In fact,
> try to
> >visualize yourself in one of those sessions which you feel is
> representative
> >of your tutoring style as you read and respond to each of the
> questions
> >below. Read each question and then circle the letter of the
> response which
> >best indicates how often you do what is asked. Please be
> honest--the
> >primary purpose of this self-assessment is to help you to improve
> your
> >tutoring.
>
> >___________________________________________________________________________
> _
> >________________
> >
> > A = Always M = Most of the time S
> =
> >Sometimes R = Rarely N = Never
>
> >___________________________________________________________________________
> _
> >________________
> >
> >
> > 1. To help students feel comfortable and welcomed in the
> Center, do I
> >A M S R N
> >regularly approach students who appear to be "lost" or need help
> >and offer my assistance when I am not tutoring?
> >
> > 2. To show an interest in and a concern for the learners, am
> I on time
> >A M S R N
> >for my appointments and ready to begin promptly?
> >
> > 3. To help the learners feel welcomed, do I appear
> approachable and
> >A M S R N
> >not as if they are intruding on or interrupting me?
> >
> > 4. To show an interest in and a concern for the learners, do
> I appear
> >A M S R N
> >attentive and enthusiastic using eye contact and a smile?
> >
> > 5. To help the learners feel welcomed, do I greet them by
> name and
> >A M S R N
> >ask how they are doing rather than immediately asking the learners
> >what questions they have or what they would like to do?
> >
> > 6. To encourage the learners who ask for assistance in
> courses I do not
> >A M S R N
> >regularly tutor to return to the Center, do I offer to at least
> listen to
> >or look at their problems rather than flatly refusing to help them
> >without knowing the nature of their questions or problems?
> >
> > 7. To encourage the learners to participate and do more of
> the writing
> >A M S R N
> >or problem-solving, do I sit on their writing hand side so that I
> do
> >more reading and listening than writing?
> >
> > 8. To help the learners plan for the course and to help me
> plan for the
> >A M S R N
> >sessions, do I discuss the course syllabus with them so that we are
> >both clear on the assignments and requirements?
> >
> >Page 1
> >
> >
> >TutorsSelfAssessment.doc Copyright, 1987
> > TUTOR'S SELF-ASSESSMENT--Page 2
> >
>
> >___________________________________________________________________________
> _
> >________________
> >
> > A = Always M = Most of the time S
> =
> >Sometimes R = Rarely N = Never
>
> >___________________________________________________________________________
> _
> >________________
> >
> >
> > 9. To help the learners better understand and retain the
> material, do I
> >A M S R N
> >begin each session with a short review (preferably do I have them
> >review) or quiz of the material covered in the previous session,
> and
> >then re-explain/re-demonstrate/re-clarify, if necessary?
> >
> >10. To help the learners establish a favorable attitude towards
> the
> >A M S R N
> >material and increase their understanding and motivation, do I
> >discuss (preferably do I have them discuss) why the subject/topic/
> >concept/skill is important, why it is interesting, how it relates
> to what
> >the learners already know or can do or will be learning, or how it
> >relates to the learners' personal experiences and aspirations?
> >
> >11. To provide the learners with a framework for understanding
> and
> >A M S R N
> >remembering the material, do I point out (preferably do I have them
> >point out) what the main points/key skills are and how these main
> >points/key skills are related to what was previously covered and
> how
> >they are organized?
> >
> >12. To help the learners and me gauge the progress of the
> session, do I
> >A M S R N
> >assist the learners to set the goals for the session (i.e., what
> the
> >learners should know, understand, or be able to do after the
> session
> >is completed)?
> >
> >13. To encourage the learners to be responsible for their own
> learning, do
> >A M S R N
> >I discuss what I will do and what I expect the learners to do
> (e.g.,
> >actively participate) as well as ask them to tell me what they
> expect
> >of me?
> >
> >14. To encourage the learners to be responsible for their own
> learning,
> >A M S R N
> >do I have them do the reading (aloud, if necessary and appropriate)
> >of questions or problems, explanations, and examples in the
> textbook
> >and notes?
> >
> >15. To increase the learners' confidence and to help me
> identify
> >specific A M S R N
> >problems they are having, do I ask the learners to do aloud as much
> >of the problem or explanation as possible before I ask any
> questions
> >or do any explaining?
> >
> >16. To help the learners clarify their thinking and to aid me
> in
> >A M S R N
> >identifying specific problems they might be having, do I ask the
> >learners to think out loud while they are trying to answer a
> question
> >or solve a problem?
> >
> >17. To help the learner become a more effective learners, do I
> model my
> >A M S R N
> >thinking process out loud when solving problems or answering
> >questions so the learner knows what I am doing and why?
> >
> >TUTOR'S SELF-ASSESSMENT--Page 3
> >
>
> >___________________________________________________________________________
> _
> >________________
> >
> > A = Always M = Most of the time S
> =
> >Sometimes R = Rarely N = Never
>
> >___________________________________________________________________________
> _
> >________________
> >
> >
> >18. To indicate to the learners that I am paying attention, do
> I
> >maintain A M S R N
> >(comfortable) eye contact and physical space (both of which may
> vary
> >across people, culture, and context) and respond to the learners
> with
> >appropriate facial expressions, gestures, body movements, and
> >comments?
> >
> >19. To encourage the learners to participate as much as
> possible, do I
> >A M S R N
> >frequently ask the learner to summarize, explain, give examples, or
> >perform a task after I give a short explanation or demonstration?
> >
> >20. To help the learners better understand the material and
> increase
> >A M S R N
> >their understanding and motivation, do I provide (preferably do I
> >have them provide) a variety of as many examples as necessary
> >which have practical or learner-relevant applications or relate
> >(preferably do I have them relate) the material to other areas
> known
> >by or of interest to them?
> >
> >21. To help the learners understand the material, do I
> illustrate with
> >A M S R N
> >(preferably do I have them draw) pictures or diagrams or
> >demonstrate with objects as I explain whenever possible?
> >
> >22. To help the learners understand the material, do I clarify
> >A M S R N
> >misconceptions by trying to explain the error in the learners'
> >thinking rather than just providing a correct explanation of the
> >concepts?
> >
> >23. To help the learners understand the material, do I proceed
> to
> >A M S R N
> >explain/demonstrate in small steps, if appropriate, but at not
> >too slow a pace?
> >
> >24. To increase the learners' confidence, do I decrease the
> number of
> >A M S R N
> >prompts or hints as the learners begin to respond correctly?
> >
> >25. To maintain the learners' concentration and to avoid
> confusing them,
> >A M S R N
> >do I focus on only one idea/skill at time?
> >
> >26. To maintain the learners' concentration and to avoid
> confusing them,
> >A M S R N
> >do I avoid irrelevant digressions or providing more information
> than
> >necessary?
> >
> >27. To insure that the learners know and understand the
> vocabulary of
> >A M S R N
> >the course, do I use the terminology and ask them to define terms,
> >give examples, and use the terms?
> >
> >
> >
> >
> > TUTOR'S SELF-ASSESSMENT--Page 4
> >
>
> >___________________________________________________________________________
> _
> >________________
> >
> > A = Always M = Most of the time S
> =
> >Sometimes R = Rarely N = Never
>
> >___________________________________________________________________________
> _
> >________________
> >
> >
> >28. To be sensitive to the learners' states-of-mind, do I
> observe and
> >A M S R N
> >respond to learners' facial expressions, gestures, body movements,
> or
> >comments which might suggest a highly emotional state or a lack of
> >understanding, self-confidence, boredom, or inattention by asking a
> >question, going back to what they understand, relating the material
> >to what they already know, breaking the topic or task into smaller
> >subtopics or subtasks, providing concrete examples, establishing
> >structure and order to the topic or task, allowing them to express
> >their feelings, or shortening the session?
> >
> >29. To be sensitive to the feelings of the learners, do I avoid
> negating
> >A M S R N
> >their feelings by saying "Don't feel ..." when they appear highly
> >emotional (e.g., angry, sad, frustrated, depressed, etc.)?
> >
> >30. To be sensitive to the feelings of the learners, do I allow
> angry,
> >sad, A M S R N
> >frustrated, depressed learners to express their feelings and listen
> >without saying "I know how you feel," sharing my experiences,
> >making a judgment, trying to analyze the learner's situation, or
> >offering advice?
> >
> >31. To insure the learners understand, do I ask them to
> summarize,
> >A M S R N
> >explain, give examples, perform a task, or think out loud rather
> than
> >to ask them "Do you understand?" or "Any questions?" and accept a
> >nod, a "yes," or silence as an affirmative response?
> >
> >32. To help the learners better retain the material, do I have
> them
> >review A M S R N
> >the material more than once beyond the point of completeness and
> >accuracy?
> >
> >33. To insure the learners understand, do I try to ask them
> questions in
> >A M S R N
> >different ways rather than wording the questions the same way each
> >time?
> >
> >34. To avoid confusing the learners, do I ask them to explain
> how they
> >A M S R N
> >arrived at a "wrong" answers to my questions as their answers may
> be
> >the "correct" answers to the different questions the learners had
> in
> >their minds?
> >
> >35. To encourage the learners to participate and allow them
> time to
> >think A M S R N
> >and respond, do I wait at least 10 seconds before I repeat or
> rephrase
> >questions, answer the questions, ask other questions, or continue
> with
> >my explanation or demonstration?
> >
> >36. To encourage the learners to participate and to avoid
> interrupting
> >A M S R N
> >their trains of thought, do I wait at least 5 seconds after they
> appear
> >to have completed their question or response before I say anything?
> >
> >TUTOR'S SELF-ASSESSMENT--Page 5
> >
>
> >___________________________________________________________________________
> _
> >________________
> >
> > A = Always M = Most of the time S
> =
> >Sometimes R = Rarely N = Never
>
> >___________________________________________________________________________
> _
> >________________
> >
> >
> >37. To maintain the learners' trust, do I admit when I am not
> sure or
> >A M S R N
> >don't know the answers to their questions?
> >
> >38. To maintain the learner's trust, do I keep any commitments
> I make
> >A M S R N
> >to them about bringing in materials, finding requested answers or
> >information, preparing supplementary exercises, or arranging
> special
> >meetings?
> >
> >39. To maintain the learners' trust, do I avoid openly
> criticizing
> >A M S R N
> >instructors, other tutors, or other students?
> >
> >40. To maintain the learners' trust, do I avoid revealing
> personal
> >A M S R N
> >information about learners to other tutors, students, or friends?
> >
> >41. To encourage the learners to think for themselves, do I
> avoid making
> >A M S R N
> >decisions for the learners or preaching by using judgmental words
> >such as "You must(Nat)..." or "You should(Nat)..." or "If I were
> you, I
> >would..."?
> >
> >42. To encourage the learners to do as much of the thinking as
> possible,
> >A M S R N
> >do I ask follow-up questions which require them to complete,
> clarify,
> >expand, or support their initial response?
> >
> >43. To encourage the learners to continue trying, do I praise
> their
> >efforts, A M S R N
> >performance, and progress continently, immediately, and frequently
> >without sounding insincere, praising every single word or action,
> or
> >using the same word or phrase over and over again?
> >
> >44. To give the learners appropriate feedback about their
> efforts and/or
> >performance:
> >
> >a. Do I ask new questions or go on to the next
> topic/problem/skill,
> >A M S R N
> >if the learners give correct answers to my questions and appear
> >sure (no hesitation) of their responses?
> >
> >b. Do I acknowledge the correct responses, ask the learners to
> >A M S R N
> >explain how they arrived at the answer, re-explain/re-demonstrate/
> >clarify briefly, if necessary, and then ask re-worded questions, if
> >they give correct responses but appear unsure of their responses
> >(hesitation or responses worded in a question form or tone of
> >voice which sounds like a question being asked)?
> >
> >c. Do I correct the responses and then ask new questions or go
> on to
> >A M S R N
> >the next topic/problem/skill, if the learners give incorrect
> responses
> >due to carelessness?
> >
> >
> > TUTOR'S SELF-ASSESSMENT--Page 6
> >
>
> >___________________________________________________________________________
> _
> >________________
> >
> > A = Always M = Most of the time S
> =
> >Sometimes R = Rarely N = Never
>
> >___________________________________________________________________________
> _
> >________________
> >
> >
> >d. Do I ask simpler questions, provide prompts or hints, or
> re-explain/
> >A M S R N
> > re-demonstrate/clarify if many errors made, if the learners
> give
> >incorrect responses due to lack of knowledge or understanding?
> >
> >45. To show patience, an understanding of the learners' lack of
> >A M S R N
> >confidence, and a receptiveness to the learners' questions, do I
> avoid
> >responding to their questions or answers with a frown, a raised
> voice,
> >a "put down" (e.g., "That's wrong!," "Everybody knows how to do
> >that!," "It's very simple!," "What's the matter with you!," "You
> have
> >to work harder!") or a sigh?
> >
> >46. To respect the needs of the learners, do I work at the
> their pace
> >A M S R N
> >rather than trying to cover as much material as possible in the
> limited
> >time available?
> >
> >47. To avoid confusing and frustrating the learners, do I try
> to make
> >sure A M S R N
> >the learners have mastered (knows, understands, can do) the
> >information/concept/procedure/skill before going on to the next
> >topic/problem by quizzing them?
> >
> >48. To help the learners remember the material covered, do I
> quiz them
> >A M S R N
> >or have them review at the end of the session?
> >
> >49. To encourage the learners to return for the next session
> and to give
> >A M S R N
> >them feelings of achievement and accomplishment, do I again
> >comment on their efforts, performance, and progress, discuss what
> >they might work on before the next session, and invite them
> back?
> >
> >50. To encourage the learners to return for the next session,
> do I ask
> >them A M S R N
> >what I might do differently to improve the tutoring session
> >
> >List below any additional behaviors which a tutor might do to
> facilitate and
> >make a tutoring relationship more effective.
> >
> >51.
> >A M S R N
> >
> >
> >
> >
> >52.
> >A M S R N
> >
> >
> >
> >
> >Review your responses. Focus on the questions to which you
> responded "R" (=
> >Rarely) or "N" (= Never). Think about how you might incorporate
> these
> >"rarely done"/"never done" behaviors into your tutoring so that you
> will do
> >them more frequently. Select one behavior to try during your next
> tutoring
> >session; then, slowly try incorporating the others.
> >
> >-----Original Message-----
> >From: Barbara Speidel-Haughey [mailto:[log in to unmask]]
> >Sent: Wednesday, November 22, 2000 1:57 PM
> >To: [log in to unmask]
> >Subject: Re: Tutor self-evaluation
> >
> >
> >Howard,
> >Is there a way you could paste this form into your e-mail? The MIME
> format
> >doesn't work for many of us, and I would love to see what you
> developed. We
> >are in the midst of tutor evals and have a self-eval component.
> However,
> >I'm not entirely pleased with it and looking for ways to improve
> it!
> >Thanks! Happy Holidays!
> >
> >
> >Barbara J. Speidel, Director of Learning Assistance Services
> > and Interim Administrator for the LRC
> >Southwestern College * 900 Otay Lakes Road * Chula Vista, CA 919l0
> >E-mail: [log in to unmask] * Fax: 619.482.6540
> >
> >
> >
> >> ----------
> >> From: Masuda, Howard
> >> Reply To: Open Forum for Learning Assistance Professionals
> >> Sent: 22, November 2000 9:33 PM
> >> To: [log in to unmask]
> >> Subject: Re: Tutor self-evaluation
> >>
> >> This message is in MIME format. Since your mail reader does not
> understand
> >> this format, some or all of this message may not be legible.
> >>
> >> ------_=_NextPart_000_01C054CB.DBDF4270
> >> Content-Type: text/plain;
> >> charset="iso-8859-1"
> >>
> >> Hi Catherine,
> >> I have attached a self-evaluation which I develop some
> years ago.
> >> I
> >> include it in my tutor manual and suggest that new tutors use
> it. When I
> >> first developed it, I had my tutors complete the self-assessment
> at the
> >> end
> >> of quarter to see if there were any areas we needed to address
> at tutors
> >> meetings. The self-assessment is lengthy but I wanted to create
> a
> >> comprehensive assessment form. Feel free to adapt it to your
> needs.
> >> Howard Masuda
> >>
> >>
> >>
> >>
> >>
> >
>
> Carolyn Zaccagni
> Saint Joseph's University
> Learning Skills Specialist
> Learning Resource Center
> 610-660-1846
> [log in to unmask]
> http://www.sju.edu/LEARNING
--
*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
Sonja Milbourn
Butler County Community College
Center for Independent Study, Instructor
http://www2.southwind.net/~smilbour/bio.html
Office: 316.322.3395
*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
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