9 Manage Difficult Tutoring Situations
Rose (1976) and West (1990) identify behaviours that make learning difficult. These situations are ones that may come up in any tutoring session. Which of these have you experienced in your tutoring sessions? Consider your potential response.
What might happen in the Tutoring Session? | What strategies can you use? |
Blocking
Low frustration tolerance Immobilization/hopelessness Freezing up/blocking Procrastination
Typical learner responses: “It’s beyond me.” “Their (prof) speaking a foreign language.” “I’m stuck.” |
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Confusion (blocking variation)
Disorientation Helpless feeling about the class
Typical learner responses: “I just don’t know what to do.” “I don’t know what the professor wants.” “I studied for three hours and got a C!” “I’m not sure where we’re going.” |
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Miracle seeking
Global interest concern but little specificity Enthusiasm regarding being with tutor but fairly passive in actual tutoring process High (often inappropriate) level of expectation Evasion or inability to stay ‘on task’
Typical learner responses: “Will you do this for me?” “How do you remember all these terms?” |
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Over enthusiasm (miracle-seeking variation)
High expectations of demands on self: talks about limited time, long-range goals instead of immediate tasks Global interest/enthusiasm often found in older learners
Typical learner responses: ” Look, I’m thirty years old: I don’t have the free time these college kids have.” |
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Apathy
There seems to be no motivation or interest. Typical learner responses: “I’m not good at this. I don’t know what to do. I have a question, but I forgot what it was. I just want to pass the course” |
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Resisting
Expresses sullenness/hostility/ passivity/boredom Disinterested in class/work/tutor or defensive posture towards class/work/ tutor/lecturer Easily triggered anger
Typical learner responses: “I don’t see why I have to do this over.” “They don’t go over this stuff but expect us to know it.” “I won’t use this course in life.” (on the job, in my major) |
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Passivity (often a variant of resisting)
Non-involvement/inattention/low self-esteem Boredom Little discussion initiated/few questions Intimidated or overwhelmed
Typical learner responses: “My prof said I HAVE to come here.” “History’s (or any other discipline) boring.” “Who cares about stats (or any other course) anyway?” |
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Fragmentation (another variant of resisting)
Inability to concentrate or adhere to task, easily distracted Overwhelmed by academic/athletic/social demands Uncertain about having college-level skills, declaring a major, etc.
Typical learner responses: “My high school did not prepare me for this.” “I’ve been away from school for so long.” “I’m lost in Dr. Blank’s class.” |
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Responding in Difficulty Activity
Discuss (in pairs) the responses that Rose and West provide. Which of these have you used before?
What responses could you use to improve your tutoring? Do you have any other responses or situations that you suggest using?
In pairs, practice one scenario using a behaviour listed on the handout.
What difficulties did you experience? How might you do it differently next time?
What surprised you most in this practice session?
Continue your Tutor Training
This concludes the Fundamentals section of the KPU Level Two Tutor Training program.
You will continue your Integration and content training under the guidance of your Learning Centre Coordinator, Learning Strategists, and faculty mentors.
Good Luck in your continuing Tutoring activities.