Learning Enhancement Service > Teaching One on One

Teaching One on One

Teaching One on One
September 15 and 16, 2004
Presenter: Ken Jones

I’d like to start in small groups today, and have you address two questions. First, why did you come? Second, what are your concerns/issues/problems with regard to the topic.

Let’s generate a list, and then share ideas on what people have found to be effective.

From my own experience and from the literature, there seem to be at least five central areas of concern.

Getting students to come see you
Maximizing the learning
Not being overwhelmed
Dealing with “needy” students
Things beyond our expertise

I’d like to work through ways of dealing with these, but please jump in with your own suggestions as we go.

Getting students to come see you

Remember we are by definition intimidating so:

Make yourself seem approachable in class – arrive early, chat after class
List, post, explain purpose of office hours
Repeat invitation to come frequently"
Be there
Flexible hours and/or place
     Our offices are our space, often intimidating
      University of New Mexico med school found they got a huge increase in interaction with
      students simply by moving from faculty offices to the med school library
Create appropriate atmosphere
     Set them at ease (not with desk between you and them)
      Take them seriously, give them full attention
      Door partly but not entirely closed

More coercive tactics --

Hand in assignments at your office
Require office visit
     As individuals – get to know you
     When writing first paper
      Groups if any group work
      For people with problems on tests/papers

Maximizing the learning

Remember, the goal is to help them learn for selves, not to repeat lecture or give answers

Require that they come prepared
Make your expectations clear – what to bring or think about before.
       For example, “I don’t understand Chapter 9” is not acceptable but “I’m confused about this
       concept in Chapter 9” is.
       Work homework problem as far as can – on paper
       Write out questions/issues in advance
      Terminate session (nicely) if clearly not prepared

Practice good teaching techniques

What do you know? - Get them to explain, then ask them questions to help them pull out what else they know and/or to make connections.
If have incorrect answer/approach, ask them to explain what led them to that conclusion. Then you can help them get back on track.
If you explain something, have them say it back in own words or apply it to something else – “How would you explain what you just learned to your roommate?”
Praise them for what they do well; reward their bravery for coming and alleviate some insecurity

If helping them write a paper, don’t read the draft.

Ask them to talk you through it
Or ask to see a small portion – the introduction/conclusion or one paragraph.

If discussing a grade on an exam

Don’t argue points, focus on understanding
Show them a copy of what a more successful student did and then have them tell you where they could strengthen theirs.
Some have them write out issues/justification in advance

Look beyond immediate question (s)

Be alert; look for underlying barriers to learning like note taking, reading, study skills, personal problems.
“I study harder for this class than any other, but can’t pass.” Ask about how they study, prepare.

Not being overwhelmed

Make them work first
Consider doing paired or group sessions – if similar issues

“I’ll be available at 2 tomorrow to go over x.”

If lots on the same issue

Do review in or out of class

Think about how you taught the subject they aren’t getting

Feel free to tell them it isn’t a good time – and find another
Set limits for yourself if necessary
I won’t do more than x hours per day
Let them know what you see as appropriate length of visit
If they fail to show, don’t just let it go.
Send e-ail reminder
Teach courtesy – as something they will need to make their way in the “real” world.

Dealing with Needy Students

Walter syndrome – need to do work themselves, develop self confidence
Make them work so one on one isn’t easy route
Don’t allow endless visits
Set time at beginning – “Good to see you, I can give you x minutes today”
Mix signals to terminate with praise
Ok, you seem to have it, now I want you to go do the rest of the assignment on your own
Great, you are getting it – as you get up and pull door open

Things beyond our expertise

If really struggling academically, get Academic Advising involved for assessment, special help, tutors, Writing Center and Math Lab
Understand that we are there as surrogate parents; if they trust us, they may come with problems we aren’t equipped to handle directly
Don’t offer solutions; offer support in getting professional help
Here’s the number for Counseling
Can I call for you…

Sources:

Barbara Davis, Tools for Teaching
Will McKeachie, Teaching Tips
Linda Nilson, Teaching At Its Best

Getting students to come see you

Make yourself seem approachable in class
List, post, explain purpose of office hours
Repeat invitation
Be there
Flexible hours and/or place
Create appropriate atmosphere

More coercive tactics --
   Hand in assignments at your office
    Require office visit