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STEP 7 - POTENTIAL PROBLEMS |
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Regardless of
preparation, you may have occasional problems. Listed below are
common problems, along with suggestions for handling them.
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What if the tutee says: |
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My assignment is
due tomorrow. Will you help me? |
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TUTOR'S RESPONSE:
Let's take a
look at the type of problem you have. We'll work on something similar, so that you'll be
able to do the assignment.
Reason:
It is not your job
to do students' homework assignments. If you do, the students will not learn how to
do the work on their own. Waiting until the last minute to do assignments may also be
a sign of poor time management skills. Model time management behavior in your
sessions, and/or refer students to the resources in the TLC.
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I've
already done my homework. I just need you to check it for me. |
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TUTOR'S RESPONSE:
Well, you know,
we don't proofread assignments. But, I'll tell you what I can do. If you'll
show me the areas you're worried about, we'll discuss those problems in general and take a
look at your book. Then, YOU can check your homework.
Reason: It is not your job
to make sure that everything a tutee turns in is perfect. Helping students with
specific homework problems is NOT what you were hired to do. Review similar homework
problems and help the student develop the critical thinking skills necessary to do
his/her homework assignment independently.
Tutees must learn how to check their own work and how to have confidence in the answers
they give. If they can do this, they will:
- have less
anxiety during tests;
- be able to
defend their answers;
- understand the material
in-depth;
- develop better
self-esteem; and
- become a more
independent learner.
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I've written this paper that
I have to give in Spanish to my class. Will you help me? |
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(Possible
meaning: I did get it
written in English, but I can't write it in Spanish. Will you do the translation for
me?)
TUTOR'S RESPONSE: You've gotten
off to a good start. You have the paper written. Do as much of the translation
as you can. I can't help you with that. But, once you've done as much as you
can, right or wrong, then I'll see what type of problems you're
having. We'll work on
those areas. Then, YOU can go back and finish your paper.
Reason:
It's not your job
to do students' assignments. You cannot be with the student forever. They need
to learn how to do work on their own.
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I have class (or work) during
the times you're tutoring. Can't you meet with me some other time? |
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TUTOR'S RESPONSE: I'm sorry.
We're only budgeted for a certain amount of time and money.
Reason:
Nothing is ever
perfect. Our hours are based on availability of tutors and
money. We cannot be all things to all
people. This is not your fault.
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I'm your friend. I can't come during
your scheduled times. Can't you make an exception for me? |
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TUTOR'S RESPONSE/S:
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I know how
tough it is. With my classes and work, I rarely have any spare time either. Have you
considered forming a study group with others in your class?
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Have you
checked to see what your instructor's office hours are?
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We also have
other TLC tutors. Have you checked to see if any of their hours coincide with
your free time?
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Have you
considered hiring a tutor? If so, I may be able to come up with some recommendations.
(Look in the box on the desk for off-campus tutors.)
Reason:
It's really hard to
say no - especially to someone who considers you a friend. Although it is difficult,
saying no will help the tutee take responsibility for his/her own learning. You
should not be the sole resource for your tutee.
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This
instructor is really crazy. She won't even listen to reason. I think she's out to
get me. |
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TUTOR'S RESPONSE: Sounds like
you're having a bad time. I'm sorry you're finding it difficult to succeed in this
class. Perhaps you could show me some of the problems you are having difficulty
understanding. I may be able to help clarify them for you. We may also need to
review how you are studying for this class. You may have to invest more study time
so that lectures are more meaningful and less stressful. I can refer
you to one of our study skills tutors (Jelaine McCamish or Judy Coomes).
Reason:
Regardless of how an
instructor is performing, it will not help the student by complaining with them. The
student will still have to find a way to understand the material and pass the course.
Avoid talking about instructors. Students sometimes use this as an excuse for
doing poorly. The more you help them find ways to learn effectively, the less
dependent they will be on learning ALL the material through lectures and class time.
(Also, remember that anything you say about the instructor WILL get back to
that instructor, which will reflect negatively on the TLC.)
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Nothing
works. I just can't get it. I study all the time. I don't know what to do. |
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TUTOR RESPONSE: If you
want, you can take a quick test to determine your learning style. It's
fun,
and it doesn't take very long. Once you know whether you learn better by seeing, or by
doing, or by hearing, we'll both be able to figure out study strategies to help
you. Then,
we'll take a look at your book. Also, I can refer you to a tutor in study
skills (Jelaine McCamish or Judy Coomes). You'd be surprised how much
that can help.
Reason:
Sometimes, the
students really are studying, but in a non-beneficial manner. The TLC has resources
and tutors to
help with study skills.
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I can't take it
anymore. I'm dropping out. |
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TUTOR RESPONSE:
I'm sorry to
hear that. Before you make any decisions, why don't you talk to one of the counselors in
the Campus Center? They may be able to help you find another alternative.
Reason:
Is the
student having family problems, emotional problems, or something other than
academic problems that are contributing to his/her feelings of
hopelessness? If so, this
situation is beyond your job scope. Please make a referral to someone with more
training.
If you have any questions, refer the student to an Instructional Specialist
or the TLC director.
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