and Double-Entry Journal
to Unit 1 of our special preview. Here you will get a feel for the
actual course units. Remember that the layout of this unit is the
same as the layout of subsequent units in terms of navigation and
assignments, so once students complete this first section, they
will be acclimated to the course.
note that this is an unedited version of Unit 1 with all links active.
The Unit 1 discussion link, however, will take you to a “mock”
board rather than a live discussion.
you've reviewed this unit, please return to the CSSSI Web site for
the Introduction to The Master Tutor (p. i-vi), and then
take this fun and easy online
pre-assessment quiz, which will open in a new window. When you
are done with the assessment, simply close that window to return
to this page. (A paper version of the quiz can also be found in
The Master Tutor on page vii.)
go to the discussion board, and write
a post of three brief paragraphs: one introducing yourself, a second
stating your expectations for this course, and a third about your
reaction to the pre-assessment (how did you do? any surprises? etc.)
This pre-unit posting is due by 11:59 p.m. on Tuesday. Remember
to support your peers by responding to at least two of their posts.
purpose of this first unit is to get you into the habit of thinking
about yourself as a tutor and to begin examining what that means.
What is a tutor, and what does a tutor do? How can you know if you're
doing a good job of tutoring? These questions will not be fully
answered by this unit, but it will start you on the path to effective
to good tutoring (good performance in any field, really) is the
process of continual self-evaluation The best practitioners in any
intense human interaction--counseling, teaching, tutoring, administering,
etc.--continually monitor themselves and make improvements. Their
initial training has given them the criteria for doing their job
well and introduced some concepts useful for understanding what
they do. However, their ultimate success derives from their effective
application of these concepts and understandings to the day-to-day
decisions of their job. In other words, they know how to think about
what they do, and they use that knowledge to improve what they do.
there is no one foolproof method for tutoring every student, the
best training will help you make good decisions. As a result, a
recurring aspect of the training you receive will be situations
taken from real tutors' experiences. These scenarios will generally
present a dilemma, but not a solution. Your task will be to analyze
the situation, using what you learn from the training to guide you.
Tutoring Decisions =
your knowledge about the subject +
your interpersonal skills +
and Double-Entry Journal:
Master Tutor, Chapter 1 (p. 1-21)
- For The Master
Tutor reading, complete a journal with at least five double-entries.
- This unit's journal
must be e-mailed to the instructor no later than 11:59 p.m.
to visit and read posts on the discussion
board a minimum of three days per week. You are expected to
make at least four primary and eight secondary posts over three
different days each week. (more
Topics (respond to each of the following prompts and at least
two of your peers' posts under each prompt):
your response to the first chapter of The Master Tutor,
with special attention to the goals of tutoring. What questions
come to mind? Are there any points that seem particularly
important? Any that you would like to challenge?
to two of the following scenarios. What is the problem? How
would you handle it?
the Run: On
your way to class, pleased that for once you're going
to be on time, you encounter Tim. Tim is an eager, hardworking
tutee with whom you've had four or five sessions in as
many weeks. By way of greeting Tim, you say, "How's
it going?" You mean this statement as a casual way
of saying "hi." Tim, however, sees it as an
offer of help. He says, "Man, I'm glad I ran into
you because I've got a question about the homework."
Before you say anything, Tim has his homework paper and
textbook out in front of your face. "Now see,"
he exclaims, "the textbook says . . . but the homework
paper says . . ." You now have exactly one minute
to get to class on time. If you leave this second, you
might just make it.
You have been tutoring Elvia for five weeks. She first
came to you for help after failing midterm #1. Next week
is midterm #2. Elvia has just asked you what this test
will be like. You explain to her that she can learn a
great deal by going over the format of the last test.
You know that all of the instructor's tests tend to be
put together in the same way. In passing, you mention
to Elvia that you kept a section of your class notebook
exclusively for returned tests. You found it so helpful
that you still have it. She says, "Oh, this is perfect!
We can look at midterm #2 from last year and that will
really help me get ready!" Elvia definitely wants
you to show her the test that you took last year. You've
never talked about this with your supervisor or the instructor
and aren't sure what you're supposed to do.
and Sympathy: Between appointments, you're
sitting at one of the empty tables in the tutoring area
when you see John, a fellow first-semester tutor, conclude
a tutoring session with a student you don't know. John
comes to your table, drops his books down, and plops down
in the chair next to you. John says, "I hope you
never have Delberta for a tutee. She is completely unmotivated
and dumb as a rock. I'm wasting my time working with her."
Obviously frustrated and downhearted, he looks to you
for agreement and sympathy.
- Send all
e-mail to your instructor.
- All e-mail
should include your signature at the end of the message. Most
e-mail programs have a "signature" function that will
allow you to set up a sign-off that you can simply insert whenever
you have the need. In Outlook Express, for example, go to Tools/Options/Signatures.
Type in the signature as you want it to appear (it must include
at least your first and last name). The next time that you need
to include a signature, simply go to Insert/Signature.
- In the subject
line of every e-mail that you send for this class, include the
following: the course number, your name, and the topic of the
that you've reviewed this unit, please return to the CSSSI
Web site for more information.