Re: tutor training discussion

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

Mickey and Neal, we had a fascinating InterChange discussion on the idea of
biases after taking the web version of the Myers-Briggs Personality Type
Indicator in class.  The students were all pretty much angry at being
catagorized on so little information, and we used that as a way to examine
how our own biases might affect our tutoring.  It was bumpy, of course, at
times, but a really enlightening conversation on all fronts.  Something
like that may not get to the heart of where these biases come from, but
it's certainly a way to get us all to *reflect* on those biases.

--Becky

>Neal, good question...where do biases and predilections come from? I
>don't know how I'd begin to help them unearth that until they see how
>their biases play out. I totally agree that a goal of tutor training
>as well as staff development IS to confront one's predilections, and
>I'm searching for a way to help them do just that. One thing I'm
>considering is perhaps asking them to describe how they learn
>something, especially something difficult for them, and see where that
>goes. Stay tuned.....
>
>
>Mickey
>
>P.S. One of the peer tutors who overheard the class conversation
>(since we meet in one corner of the lab..where the couches are) said
>that she wanted to punch the guy out when he said that it's not his
>job to do much of anything since students have to do their own
>work. We tried to convince our eavesdropping tutor (who was rankling
>at his lack of commitment, compassion, etc.) that drop-kicking the guy
>isn't the best way to let him know how important compassion and caring
>are.    ;-)
>
>
>>
>> Mickey:  I wonder where your students' notions of tutor/student
>> responsibility comes from.  In other words, they can role play, study
>> scenarios, or do just about anything, but their notions of tutor/student
>> responsibility sound quite entrenched.  Would it be helpful or do-able
>> for them to trace the origins of such ideas?
>>
>> With my staff, I try and have them idealize tutor and student
>> responsibilities, but then apply that ideal to excerpts from actual
>> tutoring sessions.  Tutors sometimes find that the dictum "students
>> should be motivated" is much more complicated in real life.  What do
>> "motivational" behaviors look like?  How fixed are they by culture and
>> context?  I guess what I'm saying is that one goal of staff development
>> for me is for tutors/consultants to understand and confront their
>> biases.  I'm not always successful.
>>
>>       Neal Lerner
>>       Mass. College of Pharmacy
>>
>
>
>--
>Mickey Harris
>harrism@omni.cc.purdue.edu