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Subject:

[Fwd: Course for tutors]

From:

Richard Colfer <[log in to unmask]>

Reply-To:

[log in to unmask]

Date:

Wed, 6 Oct 1999 14:14:34 -0400

Content-Type:

multipart/digest

Parts/Attachments:

Parts/Attachments

text/plain (16 lines) , text/plain (705 lines) , text/plain (172 lines) , text/plain (243 lines) , text/plain (63 lines) , text/plain (49 lines)

Everyone,

As requested, here are the responses so far. Many thanks to all who are
responding.



--
Richard Colfer, Director
The Learning Center
New Hampshire College
2500 N. River Rd.
Manchester, NH 03106



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        id rma006129; Wed Oct 6 09:03:37 1999
Reply-To: <[log in to unmask]>
From: "Burck Smith" <[log in to unmask]>
To: <[log in to unmask]>
Subject: RE: Course for tutors
Date: Wed, 6 Oct 1999 10:03:07 -0400
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------=_NextPart_000_0020_01BF0FE1.FCB76980
Content-Type: text/plain;
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Hi --

I am in the process of developing an on-line training program for on-line
tutors. I would love to speak with you about your efforts. I have attached
an overview of what our company plans to do. I look forward to speaking with
you.

-- Burck



Co-CEO
SMARTHINKING, Inc.
715 8th St. SE
Suite 2
Washington, DC 20003
(202) 543 5109
fax: (202) 543 5589
e: [log in to unmask]

-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]]On Behalf Of Richard Colfer
Sent: Wednesday, October 06, 1999 9:48 AM
To: [log in to unmask]
Subject: Course for tutors


We are in the process of developing a credit bearing course for our
tutors. Would like to hear from others re: your experience with
curriculum committees, course structure, text, etc.

Thanks in advance for your response,

--
Richard Colfer, Director
The Learning Center
New Hampshire College
2500 N. River Rd.
Manchester, NH 03106

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Message-ID: <[log in to unmask]>
From: "Noelle Call" <[log in to unmask]>
To: <[log in to unmask]>
Subject: Re: Course for tutors
Date: Wed, 6 Oct 1999 08:34:13 -0600
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Hi Richard,
Sorry, I am trying to send you a copy of our syllabus and journal and don't
know how to paste from two files so I guess you will receive two messages.
Hope this helps.
Tutor Journal

As one component of this class, you will be keeping a Tutor Journal. This
journal can serve several purposes:

First, your journal is a record of your experiences and your feelings as a
tutor. In it you can comment on class presentations, discussions, and
activities, tutoring sessions, the students you are tutoring, problems
encountered, strategies tried, triumphs and frustrations and humorous
moments. As such, it will be valuable resource when it comes time to write
your final paper. And it will help to document your growth in teaching
skills and insights over the quarter.

Second, it is a place for to you reflect on and analyze some challenges and
apprehensions you face each week as you tutor. Often in the rush of all the
things we do, it is difficult to take time to evaluate those strategies and
techniques that were effective and those that were not helpful. The
journal writing process can help you to evaluate your tutoring sessions and
help you get the big picture of you as a tutor.

Third, your journal will provide an opportunity to ask questions as they
occur and will give the instructor a chance to get to know you better and to
give you some feedback on your experiences and your questions.

Week One: Introduction
Questions: 1. Tell a little about yourself. What are your education goals?
What are your professional goals? What are your strengths as a learner?
What personal accomplishment has given you the most satisfaction? What in
life is most important to you?
  2. Why did you decide to tutor?
  3. What do you want to learn in the tutor training class?
  4. What individuals(parents, teachers, friends, etc.)have had the greatest
impact on your intellectual curiosity? Explain how they have influenced
you.
  5. Describe your "ideal" teacher. What personal characteristics does this
teacher possess? What does this teacher do, both inside and outside the
classroom, that makes him/her "ideal?"
  6. What qualities of your "ideal" teacher do you hope to bring to your
tutoring?

Week Two: Tutoring Do's and Don'ts - Beginning & Ending a Session - Tutor
Cycle
Questions: 1. What section of the tutor cycle do you find most difficult to
implement? Why? What part of the cycle do you find helpful to your tutoring?
Please give examples.
  2. What strategies can you use to get the student to reflect on the
material and ask questions?
  3. What additional advice about tutoring would you give a new tutor?
  4. How did tutoring go this week?

Week Three: Active Listening/Communication
Questions: 1. How successful have you been at implementing this week's
listening skills into your tutoring session?
  2. What interesting or surprising information did you learn about yourself
as a listener?
  3. Describe a time when effective listening or communication solved a
problem in a tutoring session or in another type of interpersonal encounter.
Or give an example of how ineffective communication caused a problem for
you.




Week Four: Learning Styles
Questions: 1. How well did your Meyers-Briggs Type Indicator results match
what you believe is your "true" type?
  2. Describe your preferred learning style and study habits.
  3. What kind of problems might you encounter in working with a student
whose learning style and study habits are very different from yours?
  4. How might you overcome those barriers?
  5. How did tutoring go this week?

Week Five: Problem Solving/ Critical Thinking Skills
Questions: 1. Employers stress that problem-solving abilities are one
essential quality that they look for in college graduates. Why do you think
this ability is so crucial?
  2. "To conquer fear is the beginning of wisdom." Bertrand Russell -
Regarding your own learning and education, discuss how you can apply this
quote to your own personal experience.
  3. Describe your most satisfying tutoring session. Why do you feel that
this session was effective?
    4. What, if anything would you like to change about your tutoring
experience?

Week Six: Test Taking and Test Anxiety
Questions: 1. What is your own experience with test anxiety? If you do not
suffer from this problem, then why do you not have it? Can you share an
example of someone you know who suffers and how this affects their
performance?
  2. Explain any test anxiety strategies that have been useful for yourself
or others.
  3. How did tutoring go this week?

Week Seven: Special Needs Students
Questions: 1. Take a few minutes to consider the people/things which have
made you what you are today. These include not just the traditional aspects
(i.e. age, gender, ethnicity, race, national origin, religion, physical
qualities, physical/mental abilities, cultural orientation etc.), but also
other aspects (i.e. family, friends, neighbors, community, school, work
experiences, music, media, events, and others). Write about these
influences in relation to how you currently interact with others. Possibly
you may want to include an experience that made you look at people
differently.
  2. Before this week's class, what did you know or assume about learning
disabilities or students from other cultures?
  3. What interesting/surprising/useful information did you learn about
students with needs that are "different?"
  4. What tutoring strategies do you believe would be effective when
tutoring a student in your discipline who has a learning disability or from
another culture that involves either reading or math?







=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Noelle Call
[log in to unmask]
-----Original Message-----
From: Richard Colfer <[log in to unmask]>
To: [log in to unmask] <[log in to unmask]>
Date: Wednesday, October 06, 1999 8:54 AM
Subject: Course for tutors


>We are in the process of developing a credit bearing course for our
>tutors. Would like to hear from others re: your experience with
>curriculum committees, course structure, text, etc.
>
>Thanks in advance for your response,
>
>--
>Richard Colfer, Director
>The Learning Center
>New Hampshire College
>2500 N. River Rd.
>Manchester, NH 03106



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Message-ID: <[log in to unmask]>
From: "Noelle Call" <[log in to unmask]>
To: <[log in to unmask]>
Subject: Re: Course for tutors
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Here is the syllabus. I found the tutor training manual put together by
Paul Treuer at the Univ. of Minn, Duluth very helpful. It was very
inexpensive at the time. His e-mail is [log in to unmask] good luck
CERTIFIED TUTOR TRAINING COURSE


Instructor: N. Call
Office: TSC 302
Phone: 797-1194/ e-mail: [log in to unmask]
Hours: By appointment
Credit: MHR 2160 One hour P/F

Course Objective:
  To train qualified tutors to become effective peer tutors of other
students. Trained tutors can lead students to mastery of course knowledge
and the ability to develop learning strategies for future courses. Trained
tutors can demonstrate positive leadership skills as they work with students
to solve their learning problems.

Course Description:
 This class will prepare both new and experienced tutors to become more
effective in the tutoring process. The course philosophy states that the
tutor's job includes helping the student with the content matter of a
particular subject, and helping the student gain skills that will increase
their overall learning strategies. Tutoring requires the skills of
assessing where a student is having difficulty with a subject, "teaching"
problem areas, and giving the student skills to continue to learn the
material without a tutor. Tutors are offered the skills to become a role
model to other students as they work to explore ways to solve their students
learning problems. Completion of this course will enable students to lead
others in the basic skills of effective tutoring. In this course we will
address these skills through formal instruction, readings, discussion,
practice and observation.

 The course includes lectures, experiences, discussion, and observation
designed to develop skills in effective tutoring. Tutors try out many
activities with their students, they then reflect on the outcomes in writing
and class discussions. Besides the structured content, the class provides a
forum for discussion of the difficulties that Tutors encounter. Suggestion
circles, brainstorming, role-playing, and shared experiences are some
problem-solving methods used. Tutors are encouraged to work together and to
support each other while developing effective tutor techniques.

 Tutors will have the opportunity to earn nationally recognized Tutoring
Certificates for Level 1 - Tutor.
Prerequisites:
 To enroll in this class students must have the approval of the Director of
the Academic Resource Center, have a B average, and a B+ or better in the
actual courses that are to be tutored, or documented equivalent experience.
A current transcript must be on file with the Director of the Academic
Resource Center.
Materials: Purchase the ARC Tutor Training Manual at the Copy Center in the
TSC. Read and complete assignments before each class.




Attendance:
 To meet the Tutor Certification requirements, students must have 15 hours
of instruction. It is mandatory that you attend class as making up the
information from class will be difficult. If an emergency problem does
arise, please let the instructor know before class so we can create a
possible solution to make up the classtime.

Grading:
 Grades will be based on the written assignments, tutor training journal,
observation, certification of tutor hours, participation in class, and a
final paper. This class must meet national tutor standards and it is
important that students meet the higher level of quality required by the
certification program. This is a Pass/Fail class, with a grade of 80
percent required to pass.

5 written assignments 250 points
Observation 25 points
Certification of Tutor hours 25 points
Journal 250 points
Final Paper 100 points
Participation 200 points

Requirements:

  Five written assignments based on case studies of tutor situations. Each
case study has discussion questions. You should type the answers in
paragraph format. We will discuss the responses in the following tutor
class.

  A certification requirement is that all tutors be observed a minimum of
two times each semester. Included in the process is a follow-up conference.
The instructor or the teaching assistant for the class will do the
observations.

  A major requirement for Level I Certification is 30 hours of tutoring.
The hiring department or the tutor class instructor certifies hours. Some
departments require tutors to keep records. If you are not in a tutoring
program, the course will create record keeping requirements for you. We may
prorate hours and award certification in a subsequent semester.

  Keep a journal notebook (See attached paper) This is due each week of the
course.

  A final paper. Several formats are available and we will discuss these
later.

  The class requires active participation of all students. We award points
each class discussion on your being prepared for class, willingness to
participate in discussions, ask questions, and share your application of
techniques in your tutor sessions. There will be specific "homework" that
we will discuss in the following class session.
If a student has a disability that will likely require some accommodation by
the instructor, the student must contact the instructor and document the
disability through the Disability Resource Center. In cooperation with
Disability Resources, course material may be provided in alternative formats
such as large print, audio, diskette, or Braille.


 Tutor Class Outline - Fall 1999
 (The instructor reserves the right to alter the syllabus outline)


Date Subject Assignment Reading
September 28 Introduction to the field
Get Acquainted
Tutor Roles, Ethics
My Own Study Skills Begin Journals
Complete Case Study #1: Getting to Know You
Do LASSI on the Web Manual pg. 1-22
Case Study #1 Pg.. 70
October 5 The Tutor Cycle
Discuss LASSI results Journal
Case Study #2 Dependency Manual Pg. 22-25
Case Study #2 Pg.. 73

October 12 Active Listening -
Counseling Center Journal/ Complete Keisei/Bates handouts Manual - Pg..
38-39
Case Study #3 p. 76
October 19 Learning Styles and Tutoring Style Case Study #3 Plagiarism
Manual - pg. 34-38
Case Study #3 pg.. 76
http://www.demon.co.uk/mindtool/memory.html
October 26 Learning and Memory - Critical Thinking Skills Journal Manual
Pg.. 34-38
http://www.d.umn.edu/student/loon/acad/strat/test_take.html

November 2 Test Taking Strategies Journal/ Case Study #4 Working with
Disabilities, Case Study #5 Ethnic Semester Manual - pg. 46-59
Case Study #4 pg.. 78
Case Study #5 pg.. 87
November 9 Special Needs Learning Styles - DRC staff and Multicultural
student Services Journal
November 16 Present Final Project




 Tutor Training Class
  Checklist Sheet: Fall 1999

Name:_________________________Subject Area:_____________________

Journals (Note due dates)
 October 5
 October 12
 October 19
 October 26
 November 2
 November 9


Case Study(Note due dates) Observations:
 #1 October 5 1. Date:_____________
 #2 October 12 2. Date:____________
 #3 October 26
 #4, #5 November 2



Hours Turned In for the Semester (30 required for certification)

Date______________

Student Evaluations (four required)
1. Date________

2. Date_________

3. Date_________

4. Date_________



=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Noelle Call
[log in to unmask]
-----Original Message-----
From: Richard Colfer <[log in to unmask]>
To: [log in to unmask] <[log in to unmask]>
Date: Wednesday, October 06, 1999 8:54 AM
Subject: Course for tutors


>We are in the process of developing a credit bearing course for our
>tutors. Would like to hear from others re: your experience with
>curriculum committees, course structure, text, etc.
>
>Thanks in advance for your response,
>
>--
>Richard Colfer, Director
>The Learning Center
>New Hampshire College
>2500 N. River Rd.
>Manchester, NH 03106



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From: "cynthia bioteau" <[log in to unmask]>
Subject: Re: Course for tutors
Date: Wed, 06 Oct 1999 07:43:53 -0700
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Dear Richard,
We have a credit bearing course for our peer tutors that is also CRLA certified. You may find it at either the Manchester or Stratham campuses - right down the road from you!!
Cynthia

Cynthia Bioteau, Regional Director
Learning and Career Center
NH Community Technical College






-----Original Message-----
From: Richard Colfer
Sent: Wed, 6 Oct 1999 09:48:03 -0400
To: [log in to unmask]
Subject: Course for tutors


We are in the process of developing a credit bearing course for our
tutors. Would like to hear from others re: your experience with
curriculum committees, course structure, text, etc.

Thanks in advance for your response,

--
Richard Colfer, Director
The Learning Center
New Hampshire College
2500 N. River Rd.
Manchester, NH 03106




_______________________________________________________
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Message-ID: <[log in to unmask]>
Date: Wed, 06 Oct 1999 13:11:29 -0400
From: "Steven Runge" <[log in to unmask]>
Organization: St. Lawrence University
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Richard,

Patrick Shutz of Mesa State College helped develop such a course.
Article in the most recent "Tutoring Exchange," the peer-tutor SIG
newsletter of CRLA. Since he posted his phone # there, I don't imagine
he'll object to my reproducing it for you here: 970-248-1748.

Steve Runge
St. Lawrence U.
Canton, NY
[log in to unmask]

Richard Colfer wrote:

> We are in the process of developing a credit bearing course for our
> tutors. Would like to hear from others re: your experience with
> curriculum committees, course structure, text, etc.
>
> Thanks in advance for your response,
>
> --
> Richard Colfer, Director
> The Learning Center
> New Hampshire College
> 2500 N. River Rd.
> Manchester, NH 03106


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