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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
*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*