Monday, June 11, 2007
Supporting Returning Adult Students
Do returning adult students have special tutoring needs that are sometimes ignored? Join this discussion if you want to consider presenting on this idea. In addition to talking about your own experiences, you might want to research some articles on this fascinating topic.
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5 comments:
First, I always enjoy working with returning adult students. While sometimes frustrating, in my experience they have all been very interesting and well-intentioned individuals. I find that what I've had to focus on most is not necessarily individual texts, subject matter/content, etc. but on their writing processes, habits, dealing with the pressures of taking classes again, working school into their lives, and such. I find that my experience as a successful student is most appreciated by these clients and my advice is both sought and attempted. It is a lot of fun to see my suggestions put into practice, and I love how excited they are when something works for them.
I certainly thinkt there is a different approach that needs to be made when tutoring these students. Their lives are quite different from those of traditional students, often more stressful, and so there needs to be a great deal of patience, understanding, and identification of commonality in difficult situations. In these sessions there is quite often LESS focus on the text at hand than is the case with many other clients. I don't think I'm explaining this to my satisfaction--I need to consider what it is that REALLY happens in these sessions and how to appropriately describe it. If anyone else understands what I'm trying to say and can articulate it a bit better right now, please do!
Elena,
I hear your perceptive comments. I can't point to any research now, but we can try to find some. Returning Adult Students (RASes) often have unrealistic expectations of what they can accomplish in school and why. Many didn't go to college out of high school and feel they've learned during the years they were out of school what they should have done to be productive when they were in school. But when they get back to school, they're relentless. That devotion may look good, but RASes can put too much pressure on themselves, and they often don't allow themselves to learn from mistakes because mistakes = failing, which is frightening to them. They can also be tough on teachers and tutors, believing that the teacher or tutor is at fault for their inability to succeed at the top immediately. Many get frustrated easily and drop out. A question to consider is--how can/should/do tutors deal with RASes' emotional and academic needs????
Kim,
I totally agree with your reply. I am a Writing Center Coordinator at a college where the majority of the students are RASes. I think the focus that they have towards their studies are an excellent example for other students who are "traditional" students (i.e. 18-21 years of age).
I also agree that their placement of blame for not learning the material is placed predominantly with the instructor or the tutor. Case in point: A student walked into the WC fuming because they received a low grade on a paper. "I expected an A," they exclaimed. I have found that a lot of zealous students that begin the semester with a lot of energy have been burning themselves out by the end of the semester and create a sense of apathy within themselves when the due date for final papers rear their ugly heads.
This apathy translates into a very bad environment for the Center. There will be students who come into the Center and want their paper to be "corrected." When we let them know that the WC is not a "fix-it" shop and the tutors are not mechanics, they do get upset.
One of the big points of the WC that I want to promote is to allow the student to keep the ownership of the essay, the student may not be impressed at all and will conceed (nay, WANT) idea changes that will ensure that they get the desired grade.
I think tutor/teaching the RAS student requires a different approach than the "traditional" student. I definitely believe that the zeal is at the root of this need to change up one's approach.
Gerald,
I know your experience with RASes well. Like you, I've found many non-traditional students have little patience with their own learning experiences. I wonder if a presentation on this topic might focus on issues RASes face in their educational pursuits and issues tutors face trying to teach RASes. Presenters could discuss strategies that help either the RAS or the tutor (or both). Presenters might also offer a few scenarios for discussion--focusing on what might be motivating the RAS in the scenario and what might the tutor do to help. Just ideas. I'm eager to hear what others have to say.
Kim
When it has come to RASes with which I have worked, I've noticed that they tend to fall roughly within two categories: very motivated and aggressive and want the tutor to fix the paper, or they are timid and self-conscious and want the tutor to fix the paper. I have found that the most useful way to work with these students and refrain from being too directive is to present general strategies or concerns, point out how they relate to the specific text, and ask the student to determine which changes to make, based on our discussion.
I have also noticed that these students tend to have more faith in the abilities of older, especially graduate tutors and tutors who are incredibly confident in their abilities, as well as the goals of the writing center. They seem to require someone with great patience, the ability to stand firm (stand up to their complaining, ranting, anger, etc), and significant flexibility in both tutoring techniques and how to explain concepts. Sometimes, a bit of "lecturing," jumping in their case a bit when they are too hard on themselves or procrastinating, is helpful, especially if there is a long term tutoring relationship. This helps the student relax or feel accountable for doing the work, which ever the student needs.
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