Re: tutor training discussion

[Dee Baer <dbaer@odin.english.udel.edu>]

Sounds interesting--do you have the web site address for this?

On Thu, 13 Nov 1997, Becky Rickly wrote:

> 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
> 
> 
>