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Scenarios

Scenarios. Things that happen during sessions and how they are resolved. Scenario 1. The Dude With The ‘Tude

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Scenarios

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  1. Scenarios Things that happen during sessions and how they are resolved

  2. Scenario 1 • The Dude With The ‘Tude • A student comes to the tutoring center for math or writing or reading tutoring after being referred by an instructor.  While attempting to discover what the problem is, the student launches into a soliloquy on the lack of value of math or writing or reading tutoring, and how these are areas that have nothing to do with a business or nursing or engineering major and developmental courses are just ways for college to make money. 

  3. Scenario 2 • A student frequently comes to the T/LC with assignments from a variety of developmental level courses. She will sit at the table waiting for a tutor to come over and then expects the tutor to do all of her work for her. She doesn’t want to read the assignments, take notes or begin to work on any of the projects she is expected to complete. She just wants the tutor to do all of the work for her. Frequently, it becomes a standoff with both the student and the tutor refusing to do the work.

  4. Scenario 3 (1) • A student who has spent the previous four years at a private high school for students with learning disabilities enrolls as a part time student. She has been identified as having severe dyslexia, and all previous testing found her to be of average intellect. However, her achievement test scores fall within the grade 3 - 5 range, and that includes reading, spelling, and math. She is close to being a “non reader”, her writing is barely legible, even to herself, and her spelling is so poor that even her word processing is of little use to her or to others. She has no specialized hardware or software on her home computer or laptop. What do we do?

  5. Scenario 3 (2) • During that first semester (she did not register for classes until August!) we dictated her books on audiotape (too late to request that from RFBD), provided her with a note taker, read/scribed her exams, and provided her with a writing tutor. But, the exam taking process was excruciatingly slow, as the dyslexia made it VERY difficult for her to think through the question (which sometimes had to be read 3 or 4 times) and she had to “mentally search” for an answer. Formulating a verbal response usually resulted in severe stuttering. Test taking was roughly quadruple time, and that was WITH the reader/scribe. Tutoring sessions tended to be slow moving, with little interaction between the tutor and the tutee.

  6. Scenario 4 • Genna is enrolled in a college-level general humanities course in addition to a developmental reading course. It is the third week of the quarter and she has failed her first test. She arrives at drop-in tutoring stating, “I just have to pass this class.” She has her text, but no notes from the class. She is unable to name the current assignment and she reports that she “threw the test in the trash because it was so bad.”

  7. Scenario 5 • Daniel is enrolled in a developmental math course. He arrives at the first tutoring session during the first week stating, “I never was any good at math. I need someone to show me what to do.” He has his text and homework assignment and has attempted to solve the problems, but did not read the text. The homework is due in one hour and he simply wants the tutor to check his work and help him with the problems he couldn’t get. There is a CD- ROM for the text that demonstrates concepts in the text, but he has not used it.

  8. Scenario 6 • A few years ago I had a non-traditional student who "told“ me that the material was too difficult for him. I asked him if he was doing his homework. Yes, he was he replied. When I asked to see the homework, the work was incomprehensible, numbers everywhere, no associating words to help with process, meaningless to me and to him. He couldn't tell me what section, what page, what number question.

  9. Scenario 7 • A student in a developmental writing class came in and told the receptionist she was there to have her paper proofread. When I got to the table to work with her, I discovered that she had not even begun to write—the page was blank. During the initial questioning for the session it became apparent that the student wanted me to give her the topic, the thesis, the ideas, the conclusion.

  10. Scenario 8 • A developmental student is in a class over his/her head. S/he is taking chemistry, but has not had any algebra, and is, in fact, in a basic math course. S/he comes into the for tutoring help with a chemistry problem, and quickly admits to having problems with math.

  11. Scenario 9 • A student flirts with the tutor and eventually asks the tutor for a date.

  12. Scenario 10 • The tutee came to the session mad at the teacher. The tutee would not stop talking about the problem, and when the tutor tried change the subject, the tutee got angry and begin saying abusive things to the tutor.

  13. Discussion • Please click on the Discussion Group prompt on your module task sheet and tell us about a scenario that has happened to you or one of your staff • Thank you for your participation.

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