Tutor Training: An Examination of Community College, College and University Tutor Programs in the United States and Canada

Dr. Tom Gier and Dr. Karan Hancock
University of Alaska Anchorage

Introduction

The purpose of this paper is to give the reader an over- view of the actual tutor training practices that are in use today in the United State and Canadian community/junior colleges, colleges, and universities. The authors, coordinators of the College Reading & Learning Association's International Tutor Certification Program, surveyed the tutor training documents of the 118 tutor programs that, as of December 1992, had been certified by CRLA. The following is a breakdown, by institution type, of the 118 programs surveyed. There were 27 community/junior colleges, 39 colleges, and 52 universities. The distribution of these certified programs around the U.S. and Canada was 19 Eastern, 22 Southern, 17 Mid-western, 23 South-western, 32 Western, and 3 Canadian.

In Part One of this paper, six tutoring areas/topics from these 118 programs will be examined:

1) tutor program objectives;
2) amount and duration of tutor training;
3) the modes of training;
4) the topics/areas covered in training;
5) the tutor selection process;  
6) the tutor evaluation process.

In addition to providing the CRLA guidelines that the certified tutor programs follow for each of the topics, the authors will also randomly select excerpts from community/junior college, college, and university programs that illustrate the application of the guidelines and topics. These selections will help the reader to get a more accurate picture of how these areas/topics are dealt with at different types of institutions around the U.S. and Canada. It should be mentioned that though the documents were randomly selected from the certified programs, they do represent typical tutor training practices.

In Part Two of this paper, five tutor training activities will be presented. These activities have been used successfully by numerous tutor training programs around the U.S. and Canada. They are presented here in order to give the reader some actual, hands-on training devices that she/he can take back and use in her/his own program:

1) communication skills;
2) communication/listening;

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3) functional fixedness;
4) role modeling and problem solving; and
5) empathy training.

The reader has permission of the authors to replicate any and all of these activities.

In another article in this monograph, a bibliography, prepared by Marilyn White, Center for Independent Study, Butler County Community College, El Dorado, Kansas, is presented to enable the reader to further her/his own tutor research. It should be noted that this bibliography is an excerpt from the CRLA Tutor Registry and Resource Guide, Second Edition, which will be published in Spring 1993.

For more information concerning any of the program mentioned, tutor training in general, or the CRLA International Tutor Training Program, contact:

Dr. Tom Gier
or
Dr. Karan Hancock
English Department
University of Alaska Anchorage
3211 Providence Drive
Anchorage, Alaska 99508

#1: Examination of Tutor Training Topics

Though goals and objectives are not required as part of the documentation for certified programs, and thus no standards nor guidelines are set, the three following programs' goals and objectives do represent the norm for the certified programs. The first two programs, Glendale Community College and the University of Nebraska at Kearney, list goals for their tutor programs in relation to those who receive their services. The third program listed, University of Texas at El Paso, documents goals for the training of its tutors.

Program 1: Glendale Community College, Glendale, California

The Tutoring Center (TC) and The Writing Lab (WL) exist to serve students, faculty, and staff. Our chief goals are the following:

1) to help students improve not only their grades, but also, more importantly, their understanding, expression, and application of course concepts, through tutoring in the Tutoring Center and in The Writing Lab.

2) to advise students, when appropriate, concerning methods and habits of study, and provide them with relevant examples and materials.

3) to sustain a friendly environment and a receptive attitude that encourage students to overcome adversity and to build upon success.

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Program 2: University of Nebraska at Kearney, Kearney, Nebraska

The objectives of our tutoring program are as follows:

1) To supplement the instructional resources;
2) To increase the probability of students' success in passing academic subjects;
3) To individualize the learning-teaching process;
4) To increase students' self-confidence and motivation.

Program 3: University of Texas at El Paso, El Paso, Texas

The goals of our training program are as follows:

1) To inform tutors of the procedures, policies, and job responsibilities involved in working at Study Skills and Tutorial Services.

2) To define the roles of a tutor and to provide instruction that will help a tutor to acquire the skills that will enable him or her to effectively assume each role.

3) To identify and practice specific techniques for dealing with problem students.

5) To obtain information from the tutors that will enable the supervisory staff to organize the tutoring program so that it efficiently meets the needs of the population it serves.

6) To evaluate the effectiveness of the training program and to assess the know-ledge that was gained by each individual tutor.

7) To inform tutors of the variety of services they can help provide through Study Skills and Tutorial Services.

8) To provide tutors with the opportunity to continue their own growth and development in life management skills, study techniques, and interpersonal skills.

9) To help tutors meet tutor certification requirements.

#2: Amount/Duration of Tutor Training

The CRLA International Tutor Certification Program has the following guidelines for amount/duration of tutor training. It should be noted that these guidelines were arrived at after three years of research and interaction with leading experts and practitioners from all parts of the United States and Canada. They represent not only what actually is being done by leading tutor programs but, also, what should be done according to the latest research. In other words, the guidelines covered in topics 2-6 are both field and research based.

One or more of the following needs to be accomplished for each level of tutor certification:

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1. Minimum of ten hours of tutor training
2. A quarter/semester tutor training course
3. A quarter/semester of tutor training (non-course work)

The following three, randomly selected programs are representa-tive of the over one hundred certified programs. The amount/duration of the training listed will be concerned only with the initial, Level 1 training.

Program 1: Windward Community College, Kaneohe, Hawaii.

Tutor trainees must complete a pre-service seminar consisting of five two hour sessions, plus two hours of hands-on tours of the Learning Assistance Center and Math Labs, plus four hours of workshops on content or study skills, plus one hour "RAP" session, plus one hour evaluation session. Total tutor training hours: 18.

Program 2: Schreiner College, Kerrville, Texas.

To become eligible for tutoring through the Fasken Learning Center, students who have been accepted into the program must complete a minimum of ten hours of training. Eight of the hours are required before the tutor will be assigned clients; an additional two hours is added which covers time management, reviewing how to conduct a tutor session and organizing a tutor session. Total tutor training hours: 1O+.

Program 3: University of Vermont, Burlington, Vermont.

Students in-training must observe other Study Skills tutors for four hours; in addition they attend bi-weekly one-hour Study Skills tutor sessions; they also prepare workshop presentations in pairs. Total tutor training hours: 14.

#3: Modes of Tutor Training

The CRLA International Tutor Certification Program has the following guidelines for modes of tutor training.

1. Classroom instruction and/or workshop instruction PLUS any combination of the following:

a. Tutor training videotapes
b. Conferences with tutor trainer/supervisor
c. Special tutor projects
d. Other

The following three, randomly selected programs are representa-tive of the over one hundred certified programs.

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Program 1: Pima Community College, East Campus, Tucson, Arizona.

The following modes of tutor training are used: 1) workshops; 2) video tapes; 3) written modules; 4) text; 5) conference with instructor/supervisor/peer tutors; and 6) experiential role modeling.

Program 2: Wayne State College, Wayne, Nebraska.

The following modes of tutor training are used: 1) class- room and workshop instruc-tion; 2) conferences with supervisor/division chair/faculty; and 3) Myers-Briggs Personality Type Inventory and audio tapes.

Program 3: State University of New York at Plattsburgh, Plattsburgh, New York.

The following modes of tutor training are used: 1) classroom and workshop instruc-tion; 2) conferences with tutor trainer/supervisor; 3) observa-tion of experienced- tutors; 4) tutoring practicum; 5) bi-weekly staff meetings; and 6) special tutor projects (workshops, conferences, publications, presentations).

#4: Areas/Topics to Be Covered in Tutor Training

The CRLA International Tutor Certification Program has the following guidelines for areas/topics to be covered in tutor training. A minimum of eight of the following topics should be covered in Level 1/Regular training.

1. Definition of tutoring and tutor responsibilities
2. Basic tutoring guidelines
3. Techni-ques for successfully beginning and ending a tutor session
4. Some basic tutoring "Do's"
5. Some basic tutoring "Don'ts"
6. Role modeling
7. Setting goals/planning
8. Communication skills
9. Active listening and paraphrasing
10. Referral skills
11. Study s-kills
12. Critical thinking skills
13. Compli-ance with the ethics and phi-los-ophy of the tutor program
14. Modeling problem solving
15. Other

The following areas/topics are covered in Level 2/Advanced and Level 3/Master.

1. Review of previous level topics
2. Use of probing questions
3. Characteristics of adult learners/learning styles

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4. Cul-tur-al awareness and inter-cultural communications
5. Identifying and using resources
6. Tutoring in speci-fic skill/subject areas
7. Recordkeeping/documentation
8. Assertiveness training
9. How to tu-tor/deal with target pop-ula-tions
10. How to admin-is-ter and interpret a learning style inven-tory
11. Structuring the learning experience
12. Training and supervising other tutors (supervi-sory skills)
13. Group management skills (group interaction and group dynamics)
14. Other

The following three, randomly selected programs are representative of the over one hundred certified programs.

Program 1: Oakton Community College, Des Plaines, Illinois.

The following topics are covered in tutor training.

Level 1 1) Ice Breaker 2) Organizational Chart and Brochures 3) What Is/Is Not Expected of Tutors 4) Tutoring Contracts (ASSIST and Content) 5) Tutor Evaluation Form 6) Special Needs Students A) College Students with Learning Disabilities B) ASSIST information 7) Tutoring Situations A) The Kind of Help That Helps B) Skills Needed C) Tips for Tutors D) Piaget Stages of Development 8) Active Listening 9) Probing Questions 10) Whimby Analytical Skills Inventory 11) Learning and Study Strategies Inventory 12) Mini Study Skills Workshop A) Learning Style Questionnaire B) Learning Style Tally Sheet C) Quiz Sample D) Mind Loads up Best in Spurts E) Reading Textbooks F) Generating Questions from Lecture Notes 13) Myers-Briggs A) MBTI and Reading [original document page 29] B) MBTI and Writing C) MBTI Check List D) Relation Type to Instructional Strategies 14) Tutor Information Forms and Materials A) Mixed Media Materials Available B) Procedures for Record Keeping C) ASSIST Tutoring Information D) Tutorial Record Form E) Tutorial Intake Form F) Tutor Sign-in Sheet 15) Tutor Contracts and Time Sheets A) Forms B) Time Sheets C) Tutor Training Evaluation

Level 2 1) Philosophy 2) Welcome 3) ISS At-A-Glance 4) Probing Skills Videotape A) Summary of Probing Techniques B) Annotated Coding Form 5) Learning Strategies Presentation - Major Trends 6) Learning Strategies Presentation - Practical Strategies A) Previewing a Textbook B) Note-taking Strategy C) Proof-reading D) When In-structors Talk Fast E) Diagram of an Essay F) Develop-ment of an Essay G) Exam Strate-gies Review 7) Learning Strategies Presentation - Assessment A) Incorporating Learning Strategies Into Tutoring Sessions B) Learning Styles Inventory - Samples C) Connections: Learning Strategies 8) Learning Strategies Exercise A) Task Analysis B) Sample Task - How to Obtain a Parking Permit 9) Learning Strategies Questions/Demonstration 10) Record Keeping A) Forms, Forms, Forms B) ISS Tutor Materials C) Suggested Readings 11) Tutoring Tips A) What Is/Is Not Expected of Tutors B) The Kinds of Help That Helps [original document page 30] C) Tips For Tutors D) Skills Needed to Work With Other Students 12) "On Your Own" 13) On Going Tutor Evaluations A) Tutor Evaluation Form - Blank B) Tutor Evaluation Forms - Samples 14) Evaluation of Session A) Tutor Training Evaluation - Tally Sheet B) Tutor Training Evaluation - Sample

Level 3 1) Philosophy 2) Brochures 3) ISS At-A-Glance 4) STEPS Flyer 5) A Tutor's Guide 6) Tutoring Tips A) Who Do We Tutor - Review B) Helpful Hints - Review 7) Organizational Structure A) OCC Organization - Review B) ISS Organization - Review C) Responsibilities of Personnel 8) Record Keeping 9) Learning Styles - Presentation A) Style Inventory B) Feeling Thinking 10) Target Populations: The ESL Student A) Understanding ESL Students B) E.S.L. (article) C) Areas of Communication and Cultural Receivers D) Obstacles to Learning E) Acceptable English for Non-Native Receiver F) Word Problems G) Crack the Book H) Blood, Sweat, And a Lot Of Tears 11) Handling an Emergency A) Crisis Procedures B) How To Get Help C) Procedures For Emergency Situations 12) Assertiveness Training A) Assertiveness Inventory B) Non-Assertive, Assertive and Aggressive Behavior C) The Basic Tenets of Assertion 13) Structuring the Learning Experience A) Structuring The Tutor-ing Experience [original document page 31] B) 8 Step Tutor Training 14) Structuring the Learning Experience - Problem Solving A) Tutoring Scenarios B) What I Did On Saturday! 15) Tutor Showcase A) Bag of Tricks B) That Ol' Gang of Mine C) No Shows D) Signed Numbers E) Meigs and Meigs Tutorial Program F) Frag-ments, Run-ons and Comma Splices G) How To Tame the Ac-counting Monster H) ESL Text Information Chart I) Prewrit-ing I & II J) Taking an Essay Test 16) Evaluations of Sessions A) Tutor Training - Sample Summary B) Tutor Training Evalua-tions - Samples 17) Gemutlich!

Program 2: Ventura College, Ventura, California.

The following topics are covered in tutor training, Level 1.

1) Introduction to Tutoring
A) Definition of tutoring and tutor respon- sibilities
B) Some basic "do's" and "don't's"
2) The Tutoring Cycle
A) Beginning and ending a tutoring session
B) Identifying the task
C) Setting goals and planning
D) Summarizing and confirmation of the tutee's understanding
E) Pre-planning next session
3) Communication Skills
A) Questioning techniques
B) Listening techniques
4) Working with Special Students
A) ESL students
B) DSPS students
C) Learning styles
D) Left brain/right brain preference
5) Resources and Special Topics Covered
A) Health Center
B) Learning Center
C) Sexual Harassment

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Program 3: Rutgers University, New Brunswick, New Jersey.

The following topics are covered in tutor training, Level 1.

1) Introduction to program
A) LRC staff and roles
B) LRC services
C) Tutoring Center paperwork and policies
D) Rutger's employment forms
E) Tutor certification
2) Tutor's Role & Relationship with Tutee
A) Referrals from LRC to Counseling Center
B) Tutor's role
C) Tutor/tutee relationship
D) Active listening
3) Diversity and Multiculturalism
4) Tutoring Strategies and Skills
A) Question strategies
B) Group interaction
C) Referring students to Learning Specialists
D) Study strategy workshops
E) The faculty link

#5: Tutor Selection Criteria

The CRLA International Tutor Certification Program has the following guidelines for tutor selection.

1. Written approval of a content/skill instructor AND/OR
2. Endorsement of tutor trainer/supervisor PLUS at least one of the following:
3. Grades of "A" or "B" in subject content being tutored
4. Documented experi-ence equivalent to #3
5. Other

The following three, randomly selected programs are representative of the over one hundred certified programs.

Program 1: Northern Essex Community College, Haverhill, Massachusetts.

1) Recommendation in writing from pertinent content instructor.

2) Interview with Peer Tutor Coordinator

3) Completion of pertinent course minimum final grade of "B" or have verifiable skills demonstrated by course work at a level above perti-nent course.

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Program 2: College of Charleston, Math Lab, Charleston, South Carolina.

1) Student is nominated by Math Department and approved by Math Lab director.

2) Grades are checked - must have a "B" or better in math courses and high overall average.

Program 3: New Mexico State University, Las Cruces, New Mexico.

All prospective tutors must submit an application and transcript, and interview for the position, along with meeting the following requirements.

1) Must be full-time student.
2) Must be junior, senior, or graduate student.
3) Must have a cumulative GPA of 3.O or higher.
4) Must have grades of "A" or "B" in subject area being tutored.
5) Must have departmental approval in subject area.

#6: Tutor Evaluation Criteria

The CRLA International Tutor Certification Program has the following guidelines for tutor evaluation.

1. A formal/informal evaluation process in place
2. Formal/informal evaluation occurs on a regular basis
3. The results of the evaluation process are made known to the tutors.

The following three, randomly selected programs are representative of the over one hundred certified programs.

Program 1: Minneapolis Community College, Minneapolis, Minnesota.

Tutors rate themselves on an evaluation form and then meet with the supervisor for a conference. This evaluation occurs quarterly. The tutor and the supervisor discuss both the tutor's evaluation form and any other concerns or suggestions about tutoring, tutor training, or the Learning Assistance Center in general.

Program 2: Lakeland College, Vermilion, Alberta, Canada.

Forms for evaluating the tutors are sent to every tutee before the end of each term. Random informal evaluation of the tutors is also conducted by the LAC coordinator through-out the year. The results of both of these are shared with the tutors.

At year end, the tutors are given the opportunity to evaluate the program. This is helpful, clearly, for planning the following year's program. The LAC coordinator also requests the tutors to be introspective and give a self-evalua-tion. This gives the tutors insight into their growth in their role in the teaching-learning process.

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Program 3: Tulane University, New Orleans, Louisiana.

Tutors are evaluated based on the criteria listed below.

1) Mid- and end-of-semester evaluations by tutees

2) Individual end-of-term evaluation interview with tutor coordinator during which mid-semester evaluations are discussed

3) Informal meetings and/or discussions with tutors as needed (pats-on-the-back, suggestions, problem solving)

Tutor Training Activities: An Overview

To say that students wishing to be tutors have excellent content area knowledge and skills is, of course, an understatement and quite obvious. Tutors are required to have an "A" or"B" grade in the subject content being tutored; written approval/endorsement of a content/skill instructor; endorsement of the tutor train-er/supervisor; or documented experi-ence equivalent to an "A" or "B" grade .

Tutors, however, sometimes are lacking in the finer points of "instruction" in other words, "it's one thing to know your subject and another to be able to get it across to someone else." This is why tutor training is such a crucial part of a successful tutoring program.

Tutors in programs certified by the CRLA International Tutor Certification Program are trained in the following areas/topics.

Level 1/Regular: A minimum of eight of the following areas are to be covered.

1. Definition of tutoring and tutor responsibilities
2. Basic tutoring guide-lines
3. Tech-niques for successfully beginning and ending a tutor session
4. Some basic tuto-ring "Do's"
5. Some basic tutoring "Don'ts"
6. Role modeling
7. Goal setting and goal plan-ning
8. Communi-cation skills
9. Active listen-ing and para-phrasing
10. Referral skills
11. Study skills
12. Critical thinking skills
13. Tutor ethics; compli-ance with philoso-phy of the tutor program
14. Model-ing problem solving techniques
15. Others (defined by the individ-ual institution/program)

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Level 2/Advanced certification: In addition to reviewing the topics covered in Level 1, a minimum of four of the following topics should be covered.

1. Review of all level 1 topics
2. Use of probing questions
3. Characteristics of adult learners and learn-ing styles
4. Cultural aware-ness and cross cultural communication
5. Identifying and using resources
6. Tutoring in specific skill/subject areas
7. Record keep-ing/documentation
8. Other (as defined by individual pro-gram/institu-tion)

Level 3/Master certification: In addition to reviewing the topics covered in Levels 1 and 2, a minimum of four of the following topics should be covered.

1. Review of all level 1 and level 2 topics
2. Assertiveness training
3. How to tutor target populations
4. How to admin-ister and interpret a Learning Style Inventory
5. Structuring the learning experience
6. Training and supervising other tutors (supervisory skills)
7. Group manage-ment skills (group interaction and group dynamics)
8. Other (as defined by individual program/institution)

The following tutor training activities are just examples of the hundreds of activities that the colleges, universities, and institutions certified by the CRLA International Tutor Program use in their programs.

#1: Communication Skills

#2: Communication/listening

#3: Functional Fixedness

#4: Role-modeling and Problem Solving

#5: Empathy Training

#1: Communication Skills


How you communicate with yourself influences how you communicate with others. Tutors are asked to think about and share/discuss during tutor training the "things" that can influence INTRAPERSONAL communication --- intrapersonal communication is defined as "how you communicate with yourself."

What influences have or had an influence on how you communicate with yourself and subsequently others?

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Objectives of this activity are:

to help tutors identify their own communication influences and to ascer-tain if they are helpful or harmful

to help tutors realize the influence of environment (cultural and geo-graph-ical) on communication

to help tutors recognize that intrapersonal communication can be influ-enced in a positive manner




#2: Communication/listening


Sometimes tutors have communication problems when ideas or concepts that they are trying to deal with "get lost." Tutors use certain words or phrases which mean something entirely different or mean nothing at all to their tutees. The following activity is used in tutor training to give tutors the opportunity to discuss this and plan for it when it occurs in a tutoring ses-sion.

"To me that means..."

Look at each of the following words, what meaning(s) do you give to each?

spirit ____________	later ____________	down __________
book ______________	alone ____________	up ____________
hot _______________	high _____________	soon __________
nuts ______________	nurse ____________	success _______

Objectives of this activity are:

__ to indicate to tutors that a word's meaning s not the same to everyone

__ to indicate the relevance of culture, gender, etc. to word meaning

__ to help tutors choose words appropriately

__ to help tutors recognize the need to sometimes re-- phrase or use a different modality i.e., draw a picture, diagram, etc.

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#3: Functional Fixedness


This activity can be used in a number of ways for a number of reasons. This activity can be used to strengthen problem solving skills, communication skills, and critical and creative thinking skills.

-- Divide into groups of four to five members.

-- Give each group one of the following items or a 3 x 5 card with the 1 item listed.

-- Give each group time so that all members know what the item is.

-- Time for two minutes: each group member -individually writes down all the things she/he can think of that can or could be done with the item.

-- Then as a group each group discusses the item and compiles a group list of things that can or could be done with the item time can vary usually 10 - 15 minutes is sufficient.

-- Each group shares what the item was and the list of possibilities arrived at.

Some sample items:

-- a paper clip	-- a 3 x 5 card
-- a length of cord or string	-- a coat hanger
-- a Bic pen	-- a paper cup
-- a trash bag	-- an old tire
-- a rubber band	-- a ruler

-- After each group has shared its list for one item, have two groups com-bine to brainstorm what could be done with the two items. Allow for sharing time.

-- Have these two groups join a third group, and so on, until all groups have combined into one big group to brainstorm what could/can be done with all the items.

Objectives:

-- to indicate there's is always more than one way to look at something and that one way to look at something is just that one way

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-- to help tutors look beyond the obvious

-- to hone brainstorming ideas and problem solving techniques

-- to enhance communication skills, oral and listening

-- to strengthen critical and creative thinking skills

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#4: Role-modeling and Problem Solving


Ask any instructor of any age/grade level from kindergarten through graduate school and he/she will tell you that the best teacher is EXPERIENCE. Tutors have excellent experience in a specific content area that's probably why they have chosen to become tutors; they may be lacking in instructional experi-ence, however. To help novice tutors "over the humps" the following type of activity is used in many tutor training programs. Many times veteran tutors lead the session providing the scenarios and discussion.

Role playing:

-- have a novice tutor assume the role of tutor and a veteran tutor the role of the tutee

-- each duo has 5 - 10 minutes to "role play" the scenario with the rest of the participants observing

-- follow each role-playing situation with discussion

Sample situations:

1. The tutee wants the tutor to just do the work.
2. The tutee wants to argue and disagree with the tutor.
3. The tutee criticizes and "bad mouths" her/his instructor or other tutors.
4. The tutee has low self-esteem.
5. The tutee has set unrealistic academic goals.
6. The tutee comes to a session unprepared.
7. The tutee just wants to talk and socialize.
8. The tutee becomes too dependent upon the tutor.
9. The tutee is just not trying or working hard enough- has a major case of "yes, but"-itis.
10. The tutee is late or fails to show for appointed sessions.

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Objectives:

-- to give novice tutors an opportunity to "try out" situations before actual exposure to a similar situation

-- to include veteran tutors in the learning process and to share their experiences, what worked and what did not work

-- to discuss alternative solutions

-- to discuss and become aware of cultural influences

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#5: Empathy Training


This is really several activities that can be used in tutor training either individu-ally or as a package. The activities are primarily to remind tutors that while they have expertise and knowledge in specific areas, there are still areas where they may not be so adept; thus, increasing their empathy with the tutees who come to them with difficulties is very impor- tant.

A. Yeh...but...

-- Make a list of five things you would like to do but don't because of anxiety or fear. Try to limit this list to the academic realm. For exam-ple, speak out more, take a ________ class, etc.

-- Identify the type of fear that blocks you from doing it.

-- Think of what you could do to help you overcome each fear.

-- Answer the question, "Is this fear REALLY justified?"

Example:

Fear:	asking questions in class
Type:	fear of looking dumb
Overcome:	ask questions before or after class, see professor during office hours, ask a classmate, ask the TA
Justified:	not really but I remember I was laughed at once in fifth grade when I asked a question

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B. The power of "less than positive thinking"

-- Make an I CAN'T list of five things that, in your opinion, you can't do.

-- Then really think about each item and decide if you have ABSOLUTELY NO TALENT/ABILITY for the thing, OR simply LESS TALENT than you would like.

-- Then list at least one contradiction for each I CAN 'T.

-- This should demonstrate that sometimes we let negative thinking have more power and control than it should.

Example:

1. I am just hopeless with math I can't do it.

2. However, every year I do my own income taxes; I often do my sister's too. I have NEVER BEEN AUDITED.

3. THEREFORE, I can handle math I can do math when I have to.

C. "OUCH...we have all failed/goofed at one time or another."

Goofing/failing does provide food for thought about what to do or try differ-ent-ly next time; it also provides for insight into critical and creative thinking and learning, not to mention problem solving. It also provides a means of differentiat-ing between being externally located or internally located in other words examining these set-backs, lets us realize that we are responsible for our SUCCESSES and our GOOFS.

-- Think about your own academic goofs, disasters, or failings. Jot them down.

-- What happened? Why did it happen?

-- What did you learn from this goof?

Example:

-- I flunked French my freshman year.

-- I cut a lot of the classes because I thought I knew the vocabulary well enough --after all I had made straight "A's" through four years of high school French.

-- I learned to go to class -- ALL OF THEM (for every subject!). I knew the vocabu-lary well enough, but I missed out on all the nuances and fun of

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learning the language from a native speaker from Paris. I also missed out on those random quizzes. I did not read about in the course syllabus.

D. Non-verbal communication

For a day keep track of the non-verbal communi-c-ation YOU use. Do you always get your point across? What happened when you sent a message, but it was misinter-preted? How can you use your non-verbal communication more effectively?

For a day keep track of the non-verbal communication OTHERS use with you. Did you always "get" the correct message? How did you react to the use of non-verbal communication?

References

Baker, L. L. (1981). Communication. Englewood Cliffs, NJ: Prentice-Hall.

Benjamin, A. (1969). The helping interview. Boston: Houghton Mifflin.

Combs, A. W., Avila, D. L., & Purkey, W. W. (1978). Helping relationships. Boston: Allyn and Bacon.

Edwards, D. D. (1979). How to be more creative. Campbell, CA: Occasional Productions.

Gier, T. & Hancock, K. (1985). Helping others learn: A guide to peer tutoring. Anchorage, Alaska: University of Alaska Anchorage.

Loughary, J. W. & Ripley, T. M. (1979). Helping others help themselves: A guide to counseling skills. New York: McGraw- Hill.

Losoncy, L. E. (1977). Turning people on: How to be an encouraging person. Englewood Cliffs, NJ: Prentice- Hall.

Stewart, J. & D'Angelo, G. (1980). Together: Communicating interpersonally. Reading, MA: Addison-Wesley.

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