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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




Received: from dfw-ix15.ix.netcom.com (dfw-ix15.ix.netcom.com [206.214.98.15])         by cerberus.nhc.edu (8.9.1a/8.9.1) with ESMTP id KAA14312         for <[log in to unmask]>; Wed, 6 Oct 1999 10:13:20 -0400 Received: (from smap@localhost)           by dfw-ix15.ix.netcom.com (8.8.4/8.8.4)           id JAA06238 for <[log in to unmask]>; Wed, 6 Oct 1999 09:04:30 -0500 (CDT) Received: from vna-va24-14.ix.netcom.com(207.223.181.206) by dfw-ix15.ix.netcom.com via smap (V1.3)         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 Message-ID: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/mixed;         boundary="----=_NextPart_000_0020_01BF0FE1.FCB76980" X-Priority: 3 (Normal) X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2314.1300 Importance: Normal In-Reply-To: <[log in to unmask]> X-Mozilla-Status2: 00000000 This is a multi-part message in MIME format. ------=_NextPart_000_0020_01BF0FE1.FCB76980 Content-Type: text/plain;         charset="iso-8859-1" Content-Transfer-Encoding: 7bit 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. 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//////////////////////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////////////////////// /////////////////////////////////////////////////////////////wEA/v8DCgAA//// /wYJAgAAAAAAwAAAAAAAAEYYAAAATWljcm9zb2Z0IFdvcmQgRG9jdW1lbnQACgAAAE1TV29yZERv YwAQAAAAV29yZC5Eb2N1bWVudC44APQ5snEAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA ------=_NextPart_000_0020_01BF0FE1.FCB76980--
Received: from sticky.usu.edu (sticky.usu.edu [129.123.1.155])         by cerberus.nhc.edu (8.9.1a/8.9.1) with ESMTP id KAA15258         for <[log in to unmask]>; Wed, 6 Oct 1999 10:37:34 -0400 Received: from ADMISSIONS.USU.EDU (admissions.usu.edu [129.123.65.199])         by sticky.usu.edu (Postfix) with ESMTP         id 9283234827; Wed, 6 Oct 1999 08:29:21 -0600 (MDT) Received: from EDU-USU-ADMISSIONS/SpoolDir by ADMISSIONS.USU.EDU (Mercury 1.40);     6 Oct 99 08:30:36 MST Received: from SpoolDir by EDU-USU-ADMISSIONS (Mercury 1.40); 6 Oct 99 08:30:26 MST Received: from noelleca.usu.edu (129.123.106.26) by ADMISSIONS.USU.EDU (Mercury 1.40);     6 Oct 99 08:30:18 MST 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 MIME-Version: 1.0 Content-Type: text/plain;         charset="iso-8859-1" Content-Transfer-Encoding: 8bit X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 4.72.3110.5 X-MimeOLE: Produced By Microsoft MimeOLE V4.72.3110.3 X-Mozilla-Status2: 00000000 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
Received: from sticky.usu.edu (sticky.usu.edu [129.123.1.155])         by cerberus.nhc.edu (8.9.1a/8.9.1) with ESMTP id KAA14356         for <[log in to unmask]>; Wed, 6 Oct 1999 10:42:31 -0400 Received: from ADMISSIONS.USU.EDU (admissions.usu.edu [129.123.65.199])         by sticky.usu.edu (Postfix) with ESMTP         id 8D59234827; Wed, 6 Oct 1999 08:34:18 -0600 (MDT) Received: from EDU-USU-ADMISSIONS/SpoolDir by ADMISSIONS.USU.EDU (Mercury 1.40);     6 Oct 99 08:35:33 MST Received: from SpoolDir by EDU-USU-ADMISSIONS (Mercury 1.40); 6 Oct 99 08:35:03 MST Received: from noelleca.usu.edu (129.123.106.26) by ADMISSIONS.USU.EDU (Mercury 1.40);     6 Oct 99 08:35:01 MST 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 08:38:56 -0600 MIME-Version: 1.0 Content-Type: text/plain;         charset="iso-8859-1" Content-Transfer-Encoding: 8bit X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 4.72.3110.5 X-MimeOLE: Produced By Microsoft MimeOLE V4.72.3110.3 X-Mozilla-Status2: 00000000 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
Received: from isocor6.visto.com (isocor6.visto.com [206.79.140.156])         by cerberus.nhc.edu (8.9.1a/8.9.1) with ESMTP id KAA13084         for <[log in to unmask]>; Wed, 6 Oct 1999 10:52:06 -0400 X-Internal-ID: 37F28C1F00099729 Received: from www6 (206.79.140.76) by isocor6.visto.com (NPlex 2.0.123) for [log in to unmask]; Wed, 6 Oct 1999 07:43:53 -0700 Message-ID: <[log in to unmask]> (added by [log in to unmask]) Sender: [log in to unmask] Reply-To: [log in to unmask] From: "cynthia bioteau" <[log in to unmask]> Subject: Re: Course for tutors Date: Wed, 06 Oct 1999 07:43:53 -0700 X-Mailer: Visto To: [log in to unmask] MIME-Version: 1.0 X-Mailer: Visto Server Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 8bit X-MIME-Autoconverted: from quoted-printable to 8bit by cerberus.nhc.edu id KAA13084 X-Mozilla-Status2: 00000000 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 _______________________________________________________ Get Visto! Groups, event calendars, email, and more... Check it out @ http://www.visto.com/info
Received: from mail.stlawu.edu (stlawu.edu [199.0.76.12])         by cerberus.nhc.edu (8.9.1a/8.9.1) with ESMTP id NAA17020         for <[log in to unmask]>; Wed, 6 Oct 1999 13:20:45 -0400 Received: from stlawu.edu ([207.127.190.222]) by mail.stlawu.edu           (Netscape Messaging Server 3.6) with ESMTP id AAA8994           for <[log in to unmask]>; Wed, 6 Oct 1999 16:14:16 -0100 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 X-Mailer: Mozilla 4.5 [en] (Win98; I) X-Accept-Language: en MIME-Version: 1.0 To: [log in to unmask] Subject: Re: Course for tutors References: <[log in to unmask]> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit X-Mozilla-Status2: 00000000 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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