Thanks Sandra and others for all your very thoughtful responses. 

The point about assessment seems central to this - and to previous LDHEN discussions about embedded versus separate provision. 

However sensitive and supportive academic tutors may be when working with students on our own courses (and we really do try and put most of the principles described into practice!) some students will always feel inhibited by the fact that we also pass judgments on their work at some point. Hence the argument for creating a safe space outside the course environment as well as improving what happens inside it. 

Pauline

-----Original Message-----
From: Sandra Sinfield [mailto:[log in to unmask]] 
Sent: 02 May 2007 11:46
To: Ridley Pauline
Cc: [log in to unmask]
Subject: Re: One to one teaching/advice sessions


Hi Pauline, here are a few thoughts:
How would you characterise the differences between this kind of session 
and other types of tutoring?
The main difference for me here is not the content of the interaction - 
which may or may not be similar to how other academics operate their 
tutorials - it is the NATURE of the interaction that is different. 
Typically, the LD tutor is not assessing the student: the student is not 
being judged by the LD tutor. The supportive relationship creates the 
opportunity for an open dialogue in which it is safe for the student to 
admit to weaknesses, issues, fears & concerns. This enables a positive 
and collaborative role where confidentiality is essential, as are the 
Rogerian qualities of empathy, unconditional positive regard and 
congruence. At best, the tutor operates as an advocate of and guide for 
the student; attempting to empower the student within occult discourse 
rather than to judge, diminish or further mystify the student.

How do you set up a productive session where you may not have the luxury 
of developing a long-term relationship with a student? Hopefully the qualities as outlined above help to set up such a 
productive session - and at the moment we operate such that students can 
return for follow up sessions - or attempt to use LD as part of a raft 
of coping/working strategies. The problem can be how to wean off the 
more passive student who wants to give up power to the tutor - or how to 
ration a scarce resource if the demand becomes too intense. Typically 
one or two sessions are insufficient, however, I have seen students 
where the 'scales drop from their eyes' and one session really does the 
trick.

Any definite do's and don'ts you might want to share?
Do:
§	Have written guidelines stating what the offer is, what you will do 
and what is expected of the student 
(http://www.londonmet.ac.uk/college-of-london/ldu/north-campus/how-to-use-drop-in-sessions.cfm)
§	Offer a safe and confidential space
§	Be Rogerian - unconditional positive regard, empathy, congruence (even 
though sometimes they WILL drive you up the wall!)
§	Encourage students to support each other
§	Have a set of simple key resources to handout to cover recurrent 
problems: How to reference, Essay (etc.) structure, Paragraph structure 
and so forth
§	Have an accompanying set of key reference books (we have a Study 
Skills and a Maths Collection in our drop-ins maintained by the Library)
§	Offer proof reading tips
§	Model successful strategies
§	Lobby to raise the profile of LD
§	Engage in research and go to Conferences (it makes you feel connected 
and it raises your profile)
§	Join LDHEN

§	Finally ( and in agreement with Isabelle) "Identify and [...] develop 
your own healthy coping strategies.  Ensure you can leave stress and 
worries behind you at the end of the working day - which is really 
difficult - and I know of no LDU in which this actually happens!

Don't
§	Be a 'police service' for the university
§	Accept remedial labels (as attached by other academics)
§	Create a remedial space
§	Write students' assignments for them.

Best,
Sandra


Pauline Ridley wrote:

> I'm contributing a couple of chapters to a forthcoming book on one to
> one teaching - and although my main focus is on personal tutoring, I'd 
> like to include a section on one to one sessions with study advisors/LD 
> professionals /whatever term you prefer. I would be glad of any comments 
> or advice from LDHEN colleagues.   
>  
> For instance:
> How would you characterise the differences between this kind of 
> session
> and other types of tutoring? 
> How do you set up a productive session where you may not have the luxury 
> of developing a long-term relationship with a student?
> Any definite do's and don'ts you might want to share?
>  
> I will also trawl through the LDHEN archive as I know some of these
> things have been discussed before - but any ideas and comments will be 
> gratefully received and (of course) acknowledged!
>  
> best wishes
> Pauline
> 
> -------------
> Pauline Ridley
> Centre for Learning and Teaching
> Room 113, Mayfield House, Falmer
> University of Brighton
> Brighton BN1 9PH
> 01273-643406
> Email [log in to unmask] <mailto:[log in to unmask]> 
> Visit the CLT website at http://staffcentral.brighton.ac.uk/clt
> 
>  

-- 

Sandra Sinfield Coordinator Learning and Language Development Learning Area Coordinator (reading & notemaking) Learn Higher CETL www.learnhigher.ac.uk _______________________________________________________________________

The Learning Development Unit (LDU), London Metropolitan University, North Campus, Learning Centre 2-12, The Learning Centre, 236-250 
Holloway Road, N7 6PP.

Direct line: call Sandra Sinfield: (020) 7 133 4045 [log in to unmask]

For LDU City Campus, contact: [log in to unmask]
or call Pam Dorrington on: (020) 7 320 1125

http://www.londonmet.ac.uk/college-of-london/ldu/
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