Tutela a guiding influence

In this issue of Tutela, we celebrate our days of labor -- the holiday that's just occurred and our work as tutors and students. What kind of intellectual labor occurs for students and tutors? What does it mean to be a successful student? What are some of the roadblocks to success? How can you, as a tutor, recognize those roadblocks in your students' lives, and how do you model successful student behavior to your students? And how can you become a more successful tutor?

Many people in the Office of Support Service Programs donate their intellectual labor to make Tutela a success. In this issue, Andy Freeman, the Coordinator of Academic Planning Services, discusses various ways to define success for students. Terry Ishitani, the Learning Coordinator, explains that wisely choosing a major starts any student on the road to success. Erin McKee, our editor, reminds you of the details you'll need to take care of in order to be a successful tutor; she also provides you with examples from life -- NDIL tutors who share their thoughts about success. The newsletter was laid out by Erin McKee and NDIL Secretary Kristi Murphy, then published in the IMU Copy Center. So you can see that success is often a group effort!

As for me, I can't resist putting in two cents on my changing ideas about success. When I was an undergraduate at the University of Missouri, I felt like a failure. Why? Because I couldn't afford to attend the Ivy League schools where my friends from our private high school matriculated. I told myself that my high GPA and hard work didn't matter because I was at a state school, while my friends were truly challenged. I soon discovered that I was mistaken. Any state school offers enough intellectual challenges and opportunities for any student -- especially if the student takes the initiative and pushes her own limits.

I'll admit, sometimes I'm still tormented by envy and bitterness when I'm around my friends. After all, we grew up intensely competitive with each other, every class a battleground for sharpening our intellects. When I see them at holidays or weddings, I find it tough to leave the battleground behind. But success in intellectual war is lonely. You stand tall at the end, crowing over your victories. Alone.

Despite the old demon of my desire to win, I know this is not the success I care for any longer. At my state school, I met people who were sacrificing everything they and their parents had in order to attend the same university I derided as too cheap and too easy. I made friends who struggled every day with money and jobs and classes. And I was humbled by their realities.

I found that I had a choice. I could arrogantly assume the armor of my educational privilege and joust with my peers, knocking them down at every opportunity. Or I could use my intellect in another way, to see that we all wove the rich tapestry of learning -- together. That different people contributed different designs, different ways of weaving, and that I could learn all kinds of patterns from the people surrounding me.

The first way is satisfying for a moment; winning is a taste that's hard to leave behind, because the spoils seem gratifyingly sweet. After all, "conquering a continent" is our national myth -- and the name of my U.S. history book in that private high school. But I learned, through knowing and caring about other people, that I'd rather sleep soundly surrounded by the beautiful jumble of a tapestry-in-progress than by the orderly silence of victory. Though I'm still tempted by the sound of clashing intellectual swords, though I can be quick to whip out a bright hard dagger of words when an opponent arises, I prefer to walk away from this type of battle. I'd rather use my brain for the community process of making the world more colorful and vibrant.

In my life now, success equals treating others with intelligence, integrity, compassion, vulnerability, and honesty. Success, for me, is ending the day knowing my intellect, love, and energy have further enriched the tapestry.

I'm sure as I mature further, I'll alter my definitions again and again. That's part of the joy of learning, a joy I see present in many tutors, who then try to pass their educational passion along to students. I'm lucky to watch as we create this part of the cloth, and I hope to discover more of your many, many ways of defining success as the semester weaves its way into our lives.

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*** Use your resources regularly. You've already started by reading Tutela, which is a fabulous way to get tips on tutoring. Your Tutor Tool Kit and the NDIL website are other sources of tutoring wisdom.

*** Work on your G.P.A.: your Goal, Plan and Action. Both you and your students should set realistic goals, outline a plan to reach them, and work together to put that plan into action.

*** Find a comfortable setting. Choose a place both you and your student enjoy. It should be relatively free of distraction yet allow you and your student to communicate.

*** Talk to other tutors and share your ideas. The NDIL workshops are perfect opportunities to strengthen your tutoring muscles and meet other tutors. The next one will offer insights on alternative approaches to tutoring. See the announcements for more information. Remember, you'll get information, money, and snacks -- what could be better?

*** Set and keep a tutoring schedule. Get into a rhythm by reserving specific times to prepare for sessions and work with your student.

*** Smile! This is a great job! Keep focused on the positive achievements, and take time to congratulate yourself and your student when things go well. Tutoring can be frustrating, but setbacks are only opportunities to achieve greater things.

 

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Define academic success. Is it always setting the curve? Is it passing your classes? Maybe it's crashing on the G.P.A. roller coaster your freshman year and building yourself up again. Definitions and stories of success are as different as the people who tell them. We all work at different levels and have different goals. As students and tutors, we need to be aware of these and plan our studying and tutoring sessions accordingly.

For me, success is not noticing when I've spent hours on a paper because the subject matter is just that interesting. Success is enjoyment of the subject despite frustrating study sessions and brutal finals. I have yet to find a class that fails to offer at least one interesting concept. As tutors, we have the opportunity to help others find the "sweet spot" in their classes -- the information that will keep them interested and successful.

Tutor Josh Jordan, a junior Classics/English/Linguistics major, says he works to show his students how tidbits of course material are useful in the real world, and by making the session fun. "If the student gets distracted, I make jokes. I try to find something fun in it. There aren't that many Classics jokes, but I know them all," he says.

As a student, Jordan explains that having a plan helps him reach his goals. "First, I review material on a regular basis. Also, I think talking to other students about hard stuff is great. If they're confused too, you've found a study partner. If they're not confused, you've found a tutor."

Tutor Renalda Sandoval, a junior athletic training major, finds that her goals and plans for success in college are different than they were in high school. "My college career has been somewhat difficult. I wasn't a student who really had to study hard in high school. I got to college and suddenly I had to give myself a crash course in studying. "The hardest things for me to overcome in order to do well were my shyness, stubbornness and desire to always think that I'm right. My parents helped me learn what my true potential is, and I realized I had to go and find help when I needed it," she says.

Sandoval says that as a tutor, you need to ask your student what she or he wants out of the session before you start measuring success, and that if they want to be successful, they will put forth the effort. Although tutors are not counselors, Sandoval knows that it's important for tutors to see their students as whole people. Sometimes, she says, outside problems get in the way of the academic portion. "You have to take care of yourself before you can take on the world," she adds.

Tutor Diana Hu, a senior Communications major, agrees that being a successful student is more than doing well in class. "For me, juggling between classes is a trick that I have to play well in college, in order for me to succeed in the future. "Sometimes I wish I could just take a nap under a tree on a sunny day even though I have tons of other things to do. But as an international student, I have to study twice as hard as the local students. I try to dig something interesting out of every class, and I'm more satisfied with my studies in college than in high school. I judge how well I am doing in my classes by myself, not by comparing myself to other people or the way they look at my grades," she says.

Diana uses her own success formula to motivate her students: Success = Confidence + Happiness. "I can't think of anyone who doesn't want these three things. Find happiness and feel confidence in everything you do; success will not be far away, and success will bring you more confidence and happiness," she says.

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What is success for a student? Defining student success requires that we look at two different areas of a student's life: behaviors and outcomes.

As someone in academic development, I can identify many basic behaviors in which successful students are engaged. Successful students get motivated and stay motivated by developing clear academic and career goals. Successful students have a set, ongoing study schedule that is developed in a flexible week by week time management schedule. Successful students recognize that to meet their goals they will have to take challenging courses and in response to this, these students actively seek assistance from their professors, advisors, tutors, and fellow students.

In other words, successful students recognize when they are going to need help and they are assertive about asking for that help. Just as important, successful students persevere in the face of adversity. There will be times in any student's college career when situations both in school and in life become overwhelming. The successful student finds an inner resolve, bounces back and then continues in the face of that adversity.

The other side of defining student success is to look at outcomes. When we look at outcomes it is also important to recognize an individual student's goals. If good grades and a career are the goal, than in many cases, the students who engage in successful student behaviors have desirable outcomes. These students get good grades and find rewarding careers in the field of their choice.

Sometimes, however, a successful outcome is slightly different. When I see a student struggle in the first year of college, then persevere and do better the next year, I don't define that student's success by a grade point average. Rather, I define that student's success by the ability to learn how to learn.

Likewise, I recognize that some students have a goal of life-long learning with no particular degree or career goal in mind; other students have the goal of simply getting accepted into college or being the first in their family to graduate with a college degree. Whether or not students get high grades or land the perfect job, they are still successful because they have met their goals.

Along with the initial successes students enjoy, other levels of outcomes can turn up in ways that are more far-reaching than students may realize. When a student begins to believe he or she is worthy of being in college, when the student's self-esteem grows, when the student becomes a role model for children, then student success can be defined by a much more important link -- a link to humanity, rather than just to grades or careers.

While outcomes help us define student success, the key is in the behavior. Students need to take action. Where does a tutor fit in? The tutor must recognize when a student is demonstrating behavior meant to ensure success -- and then encourage that behavior. This is a large responsibility for tutors, but the benefits come as the tutor provides the student with necessary help and encouragement. Then tutors and other student service personnel get to share in the accomplishments and the outcomes of successful students.

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I live above a star, and yet I never burn;

I have eleven neighbors, and yet none of them turn;

I am visited in sequence, first, last or in between;

PRS are my initials, now tell me what I mean.

What am I?

 

(Look for the answer to the Brainteaser in the next issue of Tutela.)

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I can't believe summer is over and it's time for me to write an article for Tutela! This is also the time for many students to think about declaring a major. As a tutor, you may have open-major students who don't seem motivated to study certain subjects. This can be frustrating for you, but you might think about the possibility that they don't see how these subjects are related to their future majors; helping them understand real-world applications of their courses may contribute to their success. Furthermore, because you are a successful and motivated student, your students may ask you how to choose a major.

Here are some statements from a hand-out called "Major Expectations" -- statements that could help a student decide what is important in her life.

Major Expectations

A. I'm looking for a major that I'll enjoy.

B. I want a major that's easy for me and/or that I can finish in the least possible time.

C. Once I decide on a career, I'll be able to choose my major.

D. I want a major with lots of variety and/or flexibility.

E. I'm worried about majoring in ____________. I don't know what kind of job I can get with that major, or how much money I can make when I graduate.

If only a student could choose the right major by ranking these statements! In reality, it's not so simple. For instance, let's look at a student who chooses statements B and E. She may say things like, "I want an easy major. But I also want a job where I can make at least $85,000 a year." This student obviously needs to create more specific plans in order to be successful. She needs to do some reliable research and make hard choices. And her research needs to be accomplished carefully -- something you, the tutor, can encourage.

Let your students know they must research their potential majors and careers so that they can make good decisions. The student mentioned above needs to find the following information:

• Her academic strengths in order to define an 'easy' major.
• Career options related to her major.
• Internship opportunities in the chosen career field.
• Realistic salary ranges in the chosen career field.

All of this might seem overwhelming to your students. Let them know that a good place to start is Career Center, 18 Phillips Hall, 335-1385. The Career Center has a computer program called Discover. Let your students know that Discover can be used to start an exploration of major and career possibilities! If you have further questions, feel free to call me at 335-1416.

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Okay, tutors! Where are your Book Nook reviews? You know, if you don't submit 50 to 100-word book reviews, you'll be inundated with my recommendations. I'm not on a power trip, but we have this space, and I love to read, so I am filling it with another Suzi Moment. To alter this pattern, please submit your reviews to suzi-steffen@uiowa.edu. Thanks!

My book for the month is ...drumroll please... On Writing Well by William Zinsser. This man does everything well -- teach, write, live. I'd tell you to read all of his books -- for instance, the stunning Inventing the Truth: The Art and Craft of Memoir -- but you might get tired of that. So I'll just say no matter what your major or job or goal in life, On Writing Well can help you become a sharper, stronger writer and thinker. This little book, often used by journalists, might as well be a staple on the bedside of any student. Logic, clarity, and intelligence fill every page. Tutela editor Erin McKee suggested this book to me, and I couldn't have been happier or more inspired as I read it. Give it a try!

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This semester, we have a variety of different workshops planned for your education and for your enjoyment -- and remember, you'll be paid for your time!

Upcoming workshops:

Learning Styles and Role Plays -- September 26, 4:30-6:00, 113 MacLean.

Come listen and participate as Learning Coordinator Terry Ishitani and Tutor Coordinator Suzi Steffen present ideas and tips about ways to approach tutoring.

Diversity and Tutoring -- October 10, 4:00-5:30, 210 MacLean Hall.

Diane Finnerty, Diversity Resources Coordinator for the Office of Affirmative Action, will present a dynamic and participatory workshop on Diversity in Tutoring.

Tutoring Students with Learning Disabilities -- October 25, 3:30-5:00, 60 Schaeffer Hall.

Drs. Helen Brady and Paula Vogel of University Counseling Services present a lively and informational workshop.

MARK YOUR CALENDARS NOW!

 

 

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Page last modified September, 2000. Site maintained by University of Iowa Office of Support Service Programs.  Copyright © 2000 The University of Iowa. OSSP site developed by Ray Mescallado.