Learning Support Center Tutor Training, Level I Module 5 Tutor Training, Level II Module 3 Paradise

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Learning Support CenterTutor Training, Level I
Module 5 Tutor Training, Level II Module
3Paradise Valley Community College
College Reading Learning Association (CRLA)
Certified Tutor Training
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CRLA Certified Tutor Training

• Basic Foundations of Tutoring
• Preferences Approaches to Learning
• Metacognition Study Strategies
• Listening Communicating
• Diversity Special Needs
• Change and Learning New Paradigms
• Toolbox of Tutor Resources Strategies

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Listening Communicating

• Precision Listening and Responding
• Active Listening or Empathetic Listening and
  Responding
• Tutor in the Middle
• Dealing with Confrontive Situations

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Communication Skills
Precision Listening and Responding

• What is it?
• When do you use it?

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Communication Skills
Active or Empathetic Listening and Responding

• What is it?
• When do you use it?

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Listening Communicating
Empathetic Listening and Responding
Purpose
To convey understanding of a students feelings
and develop rapport with the student.
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Listening Communicating
Empathetic Listening and Responding

• Why is it important not to give advice?
• Why is it important not to tell what you did,
  etc.?
• When a student is expressing feelings, the first
  response must always be empathetic.

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Listening Communicating
Empathetic Listening and Responding
Use empathetic listening and responding when you
sense
Anger Frustration Sadness Worry Tension
Bitterness Excitement Happiness UncertaintyDepres
sion
Jealousy Sarcasm Enthusiasm hopefulness
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Listening Communicating
Empathetic Listening and Responding
When to use
When a students statement and/or body language
are emotionally loaded.
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Listening Communicating
Tutor In the Middle

• How should tutors respond when students are angry
  at or frustrated with their instructors?

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Listening Communicating
Dealing with Confrontive Situations

• What do you do when empathetic and precision
  listening and responding arent enough?

Trudy and Darren (VIDEO)
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Listening Communicating
Practicing Listening Responding

• Student begin by role playing a scenario you
  have encountered in tutoring or playing a role
• Tutor decide how you would respond

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Listening Communicating
Dealing with Confrontive Situations
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Listening Communicating
Dealing with Confrontive Situations
The DESC Approach
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DiversityWhat does it mean?
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DiversityGive some examples?
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Sensitive to DiversityFocusing on needs based
on the individual?
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Diversity Special Needs Disabilities
Types
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Diversity Special Needs Disabilities
Types of Disabilities
1. Physical
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Diversity Special Needs Disabilities
Types
1. Physical
2. Psychological
As a tutor what might you encounter in students
who may have psychological problems?
Where would you refer them?
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Diversity Special Needs Disabilities
Types
1. Physical
2. Psychological
3. Learning
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Diversity
Diversity in Learning
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Diversity
I sugect th at thechil b wi the lern ing
disadility mu stfre quent lyex get i
n allcien won berf an bex is ten ceof ten wef
in b tba the mu st co ge wi tha n unsta diew or
ib in consistentabul tsa nd haphaza r b
gerceg tio nshes c on Fuseb dyth ecra zys ym dols
we piv ehim gress ureb dy t he leng tho ft imei
nwic hto b oi tamb frus tra teb dhyl sregea teb
f Ily resh eboe so tlear no hetre bit lon alw
ayamb sow em u stte achh imbit Fere ntly
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Diversity
I suggest that the child with a learning
disability must frequently experience an Alice in
Wonderland existence. Often we find that he must
cope with an unstable world, inconsistent adults,
and haphazard perceptions. Hes confused by the
crazy symbols we give him, pressured by the
length of time in which to do it, and frustrated
by his repeated failures. He does not learn the
traditional way, and so we must teach him
differently.
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Diversity
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Diversity
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Diversity
Definitions and Characteristics of Learning
Disabilities
Attention Deficit/Hyperactivity Disorder

• Distractibility
• Hyperactivity
• Impulsivity

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Diversity
Americans with Disabilities Act of 1990
A person with a disability is someone who...

• has a physical or mental impairment that
  substantially limits one or more major life
  activities
• Has record of such an impairment or
• Is regarded as having such an impairment

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Diversity
How to respond to students

• Who self-disclose
• Who dont self-disclose

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Diversity Special Needs Disabilities
What are accommodations? Why have them? Who gets
them? Do I refer them and to whom?
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Diversity Special Needs Disabilities
Esther Schon, Coordinator Elizabeth
Buckton Disabilty Resource Services
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Change and Learning New Paradigms
Four Stages of Change
What are paradigms?
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Change and Learning New Paradigms
Four Stages of Change
What do paradigms have to do With Change? With
learning?
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Change and Learning New Paradigms
Four Stages of Change
Four Stages of Change
Adapted from a workshopManaging the Human Side
of Change Dennis Jaffe Cynthia Scott, May 8,
1992, PVCC
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Change and Learning New Paradigms
Four Stages of Change
Internal Aspects of Change
4. ACCEPTANCE Commitment Internalization New
balance and understanding Focused,
direction Able to team again High productivity
1. DENIAL Avoidance Living in past It didnt
really happen It will pass Not here, not to
me Its all a joke
Negative Sides of Change
Positive Sides of Change
2. RESISTANCE Externalization Complaining Knows
change will make things worse Low
Productivity Sickness Victimized Blaming Isolation
3. EXPLORATION Chaos Lack of direction Testing/Try
ing out new possibilities Feeling
way Questioning Excitement
Adapted from a workshopManaging the Human Side
of Change Dennis Jaffe Cynthia Scott, May 8,
1992, PVCC
External Aspects of Change
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Change and Learning New Paradigms
Four Stages of Change
Internal Aspects of Change
4. ACCEPTANCE Commitment Internalization New
balance and understanding Focused,
direction Able to team again High productivity
1. DENIAL Avoidance Living in past It didnt
really happen It will pass Not here, not to
me Its all a joke
Negative Sides of Change
Positive Sides of Change
2. RESISTANCE Externalization Complaining Knows
change will make things worse Low
Productivity Sickness Victimized Blaming Isolation
3. EXPLORATION Chaos Lack of direction Testing/Try
ing out new possibilities Feeling
way Questioning Excitement
Adapted from a workshopManaging the Human Side
of Change Dennis Jaffe Cynthia Scott, May 8,
1992, PVCC
External Aspects of Change
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Change and Learning New Paradigms
Four Stages of Change
Internal Aspects of Change
4. ACCEPTANCE Commitment Internalization New
balance and understanding Focused,
direction Able to team again High productivity
1. DENIAL Avoidance Living in past It didnt
really happen It will pass Not here, not to
me Its all a joke
Negative Sides of Change
Positive Sides of Change
2. RESISTANCE Externalization Complaining Knows
change will make things worse Low
Productivity Sickness Victimized Blaming Isolation
3. EXPLORATION Chaos Lack of direction Testing/Try
ing out new possibilities Feeling
way Questioning Excitement
Adapted from a workshopManaging the Human Side
of Change Dennis Jaffe Cynthia Scott, May 8,
1992, PVCC
External Aspects of Change
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Change and Learning New Paradigms
Four Stages of Change
Internal Aspects of Change
4. ACCEPTANCE Commitment Internalization New
balance and understanding Focused,
direction Able to team again High productivity
1. DENIAL Avoidance Living in past It didnt
really happen It will pass Not here, not to
me Its all a joke
Negative Sides of Change
Positive Sides of Change
2. RESISTANCE Externalization Complaining Knows
change will make things worse Low
Productivity Sickness Victimized Blaming Isolation
3. EXPLORATION Chaos Lack of direction Testing/Try
ing out new possibilities Feeling
way Questioning Excitement
Adapted from a workshopManaging the Human Side
of Change Dennis Jaffe Cynthia Scott, May 8,
1992, PVCC
External Aspects of Change
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Change and Learning New Paradigms
Four Stages of Change
Internal Aspects of Change
4. ACCEPTANCE Commitment Internalization New
balance and understanding Focused,
direction Able to team again High productivity
1. DENIAL Avoidance Living in past It didnt
really happen It will pass Not here, not to
me Its all a joke
Negative Sides of Change
Positive Sides of Change
2. RESISTANCE Externalization Complaining Knows
change will make things worse Low
Productivity Sickness Victimized Blaming Isolation
3. EXPLORATION Chaos Lack of direction Testing/Try
ing out new possibilities Feeling
way Questioning Excitement
Adapted from a workshopManaging the Human Side
of Change Dennis Jaffe Cynthia Scott, May 8,
1992, PVCC
External Aspects of Change
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Change and Learning New Paradigms
Four Stages of Change
Internal Aspects of Change
4. ACCEPTANCE Commitment Internalization New
balance and understanding Focused,
direction Able to team again High productivity
1. DENIAL Avoidance Living in past It didnt
really happen It will pass Not here, not to
me Its all a joke
Negative Sides of Change
Positive Sides of Change
2. RESISTANCE Externalization Complaining Knows
change will make things worse Low
Productivity Sickness Victimized Blaming Isolation
3. EXPLORATION Chaos Lack of direction Testing/Try
ing out new possibilities Feeling
way Questioning Excitement
Adapted from a workshopManaging the Human Side
of Change Dennis Jaffe Cynthia Scott, May 8,
1992, PVCC
External Aspects of Change
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Change and Learning New Paradigms
Paradigm shift From Instruction ?
To Learning
Tutoring in a learning centered college
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Change and Learning New Paradigms
PVCC Becoming a learning centered college
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Foundations of Tutoring
Comparing Educational Paradigms
The Learning Paradigm
The Instruction Paradigm
Mission and Purposes

• Produce learning
• Elicit student discovery and construction of
  knowledge
• Create powerful learning environments
• Improve the quality of learning
• Achieve success for diverse students

• Provide/deliver instruction
• Transfer knowledge from faculty to students
• Offer courses and programs
• Improve the quality of instruction
• Achieve access for diverse students

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Foundations of Tutoring
Comparing Educational Paradigms
The Learning Paradigm
The Instruction Paradigm
Teaching/Learning Structures

• Holistic whole prior to parts
• Learning environments
• Whatever learning experience works
• Specified learning results
• Public assessment
• Degree equals demonstrated knowledge and skills

• Atomistic parts prior to whole
• 50 minute lecture, 3 unit course
• One teacher, one classroom

• Covering material
• Private assessment
• Degree equals accumulated credit hours

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Foundations of Tutoring
Comparing Educational Paradigms
The Learning Paradigm
The Instruction Paradigm
Learning Theory

• Knowledge exists in each persons mind and is
  shaped by individual experience
• Learning is a nesting and interacting of
  frameworks
• Learning is learner centered and controlled
• Talent and ability are abundant

• Knowledge Exists out there

• Learning is cumulative and linear
• Learning is teacher centered and controlled
• Talent and ability are rare

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Foundations of Tutoring
Comparing Educational Paradigms
The Learning Paradigm
The Instruction Paradigm
Nature of Roles

• Faculty are primarily designers of learning
  methods and environments
• Faculty and students work in teams with each
  other and other staff
• Teachers develop every students competencies
• All staff are educators who produce student
  learning

• Faculty are primarily lecturers

• Faculty and students act independently and in
  isolation
• Teachers classify and sort students
• Staff serve/support faculty and the process of
  instruction

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Foundations of Tutoring
Define a learning centered college
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Tutor Training Outcomes
Help Tutors add to their own Toolbox of
resources Strategies
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Tutor Training Outcomes
Help Tutors add to their own Toolbox of
resources Strategies
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LSC Fall 2005 Level I, Module 5 Tutor Intern
Learning Log
Learning Logs ask tutors to report thoughtful
reflection of your learning and how you plan to
apply it. Answers that do not seem thoughtful or
reflective will be returned with comments for
changes to receive credit for the Learning Log
Submit Learning Logs to Dr. Rick Sheets door by
Friday, 12/23/2005. They will be returned in
January 2006. (available online
http//www.pvc.maricopa.edu/lsc/staff/LearningLogL
vlIMod5.rtf). Name _____________________________
_____ Date Turned In ____________Tutor
Intern New Tutor__ or Returning Tutor working to
complete Level I training___.Have you completed
all five Tutor Training modules for Level I? ___
___ Not sure, see the list of requirements at
ttp//www.pvc.maricopa.edu/lsc/staff/training.htm
and talk with Rick Sheets or Richard Morales ___
Yes. Are you interested in completing the Level
II training? Yes___ or No___ 1. Sum up todays
session in a sentence or two. 2. Describe what
you felt was best /or worst about todays
session and why. 3. How would you describe/rate
your listening and communication skills. Give an
example. 4. Describe a paradigm shift you or your
students have made and why. 5. Identify at least
one addition you feel you made to your toolbox
of successful tutoring strategies. 6. Describe
how you currently or plan to live the mission
of the LSC. 7. Are there any changes you would
like suggest for the tutor training sessions?
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LSC Fall 2005 Level II, Module 3 for Tutor
Level I, Learning Log
Learning Logs ask tutors to report thoughtful
reflection of your learning and how you plan to
apply it. Answers that do not seem thoughtful or
reflective will be returned with comments for
changes to receive credit for the Learning Log.
Submit Learning Logs to Dr. Rick Sheets by
Friday, 12/23/2005. They will be returned in
January 2006. (it is available online at
http//www.pvc.maricopa.edu/lsc/staff/LearningLogL
vlIIMod3) . Name _______________________________
___ Date Turned In ____________Returning
Tutor Level I__ , II __ , or III__.Have you
completed all three Tutor Training modules for
Level I? ___ ___ Not sure, see the list of
requirements at http//www.pvc.maricopa.edu/lsc/st
aff/training.htm and talk with Rick Sheets or
Richard Morales. ___ Yes. Are you interested in
completing Level III training? Yes___ or
No___ 1. Sum up todays session in a sentence or
two. 2. Was this a worthwhile session for you to
attend? Why or why not? 3. What new insights did
you gain today? 4. How would you describe/rate
your listening and communication skills. Give an
example. 5. Describe a paradigm shift you or your
students have made and why. 6. Did you feel your
experience as a tutor was valued in the
session? 7. Are there any changes you would like
suggest for the tutor training sessions?