Re: tutor training discussion

[becky.rickly@umich.edu (Becky Rickly)]

Mickey, sorry to be late in responding.  Actually, I've had
tutors-in-training espouse the same views your students have early on.  But
we, too, use a variety of techniques to ease them into establishing an
informed, individual theory of peer tutoring.  After a fairly rigorous
selection process (nominations, applications, interviews), the tutors take
a course where they read a LOT about peer tutoring and the theories
involved, both f2f and online, and they are also required to observe a LOT
of conferences:  at least three in the peer tutoring center, three in the
ECB (where professors have 1/2 hour conferences w/ students), and three on
the OWL.  They are to take field notes during the observation, then analyze
what worked, didn't work.  Many students opt to talk to the students after
the conferences, to find out how well THEY felt the conference helped them.
We do a lot of "standardizing" on papers, again both f2f and online, where
we look at papers and, as a class, decide what kind of help the writer
might need, then we break it down into small role-playing opportunties.
They also bring in papers to be workshopped by the class and/or a single
tutor (w/ a copy for everyone).  I also ask them to come in for at least
four conferences, and I try to model for them the kind of help that
requires that they take responsibility for their education (and writing),
while I provide heuristics, encouragement, and advice from time to time.
Finally, they all select a topic to research first hand (via experience,
observation, and reading if they like) and write on early on; I suggest
that those students who feel that they don't need to care if the students
don't care, etc., might like to write on collaboration ethics, motivation,
or somethig like that.

I really liked Judy's inclusion of experienced tutors in the role-playing
situations.  I want to incorporate more of a dialogue/interaction between
tutors-in-training and those who are experienced.  I'm likely to do
something like that next time I teach!  Thanks!

--Becky