Tag: Tutoring Guidelines

Tips and Tricks for a Successful Online Classroom

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The hardest part of the season is upon us, with the end of the semester coming up and students struggling to get make it to the end. As we continue to make adjustments to our teaching to fit into distance learning, our students might be thinking about how they did not sign up for an online class. Certain policies have been put in place to limit students to 30 minutes of instruction per class per day, when reality they might need a couple hours per class per day. The question you might be asking is how you teach someone a condensed lesson from a distance when they might not be computer literate.

Digital Guides

An important tip I have for transitioning to distance learning is developing a step by step video guide on how to use video conference applications available to you. Whether you are using Zoom, Google Meet, Discord, Skype, or something else, you have access to many YouTube tutorials on how to properly use these. Navigating new software can be confusing. It might even seem like a headache at first, but once you get the hang of it you will be able to make accessible distance learning lessons for your classroom.

With most colleges in Minnesota are using Zoom to continue to educate students from a social distance aspect. Unfortunately, not all of us are tech-friendly people, Zoom has some great resources out there; when it comes to easing the frustrations of using new technology. One of the suggestions when using Zoom or any other form of online teaching is to password protect your meetings. This helps keep your students safe from cyberbullying and discrimination from outside sources. Many Zoom classrooms have been Zoombombed and racially motivated hate has been spewed in the lecture from an outside group. Be sure to take precautions to protect your students and yourself.

A difficult part about a lot of this is we need to remember that many of us have always had access to computers and the internet in our lives. While some of these students might have only had access to educational technology for the first time in their lives in the past few years.

When making these guides for students and families:

  • Keep the instructions simple
  • Use audio whenever possible
  • Record your screen
  • Add subtitles when necessary

Family Resources

Now, what do you do when a student does not have access to the internet or have the ability to pay for reliable internet? With social distancing in place and most places closed it makes it a lot more complicated. Do not panic help is out there, numerous companies have partnered together to help students and families struggling with internet access and computer access. While there are many companies out there helping, the easiest way to find out who is helping would be through a list of numerous resources made readily available. Another way to receive assistance is by simply asking the student’s school. A lot of schools have developed ways to provide internet and technology access for their students.

Educating someone is about more than what happens in the classroom. Being the person that can help get solutions to questions, and find where to turn to for help increases the rapport that makes an excellent educator. Especially when students are going to be turning to you in the first place when they don’t understand something and can’t complete assignments. Most of the time it is not until they receive a failing grade or incomplete on their assignment that they eventually reach out. Understandably, a lot of this can be very frustrating for both parties, but just remember that this will pass at some point. Some ways to alleviate frustration can be in the ways our lessons are presented. While everyone learns at a different pace and are at various levels when it comes to learning a language, we need to be flexible with their understanding of a new learning environment.

Educator Resources

Depending on your level of experience as an educator you might find some of this information more useful than others. I am fairly new to teaching, or tutoring in that effect. The one thing that has made my experience more enjoyable is being able to build a greater community and building that relationship with outer mentors and educators. Building a community base will help you as an educator because it allows us to share ideas and share what is working amongst our students. There are multiple resources available in online educator communities.

They can be found through:

  • Personal blogs
  • Support groups on Facebook
  • Google Hangouts
  • Expert blogs
  • Forums directed at teachers by teachers

One of my mentors had shared a post about what are we supposed to do for students struggling with online learning and have developmental educational issues. It got me thinking about how we have students struggling, whether it be developmentally, emotionally, or linguistically. We know those students very well and a lot of these resources can guide you as an educator through what steps to take and what options are out there. In my opinion, one of the greatest resources we have as an educator is other educators, reaching out to these individuals, and seeing what is working for them is one of the greatest resources we have.

University Student Tips

When it comes to students that are struggling in general, they are going to need a lot more face-to-face interactions. Unfortunately, with COVID-19 this has limited typical face-to-face interaction and we are attempting to help our students through digital face-to-face meetings on the previously mentioned video conferencing applications.

Some tutoring services are limiting students to 30 minutes a day per class. If we are having a student that was working before this with 3 to 4 hours of help each day how can we expect them to succeed with less help?  Setting up the student with the correct way to study online and getting the help they need is going to be one of the few ways the students will succeed. This is strictly just my opinion.

When creating your weekly lesson plans it is suggested that you create these like you would in a classroom setting. Turn on a webcam with your lesson plan behind you so your students can follow along. This small gesture attempts to give each student some normalcy in their learning experience. It also gives them a chance to go back and view it again later.  With some students possibly being essential workers, their schedules could have been flip flopped at all hours of the night and day. They may also have kids at home, on top of their work obligations. who need their help with schoolwork.

Tips for Staying on Task

While a lot of this can be completely subjective, it might work with someone’s students and might not work with others. Everyone learns at a different pace and through different means. Some of the best ways, in my opinion, to get a student to stay on track are:

  1. Making homework due every few days, but allow yourself to be fluid when it comes to turn-in dates. I recently had a conversation with a fellow educator that his student’s parents were laid off and still have not been approved for unemployment. With this child being the sole income, he is working 50 hours a week currently to provide for his family, while continuing to attend class. We have to consider unique situations like this and be flexible with our students.
  2. When a student does fall behind allow them to catch-up within reason. There might be numerous aggravating factors out there that are causing them more of a heartache. Recent studies show the use of the helpline for suicide prevention has increased exponentially in the past month. By allowing your students to continue to succeed, you might be able to keep them on the right path.
  3. When a student misses an exam that cannot be reopened, allow them the chance to write a paper about the information that would have been covered on the exam. Even before COVID-19 had hit us, a lot of us were not amazing test takers. I know I sure wasn’t, test anxiety hit me every time.
  4. While individual extra credit might feel like we are just trying to push students through, it also helps decrease the dropout rate of courses. Depending on the student you are working with some of these might be a collectivism culture so the family comes first then schoolwork. This is something that should be taken into account when it comes to building that rapport with students. A student that feels like they matter in a classroom will always succeed.

Above all else, take time for self-care at some point in all this. A burnt-out educator does not help anyone. Just remember to be patient at all costs.

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The New Normal: ESL Tutoring Online

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When we left for Spring Break, it seemed like business as usual and we expected to return to school a week later picking up where we left off. As the writing center coordinator at St. Cloud Technical Community College (SCTCC), I took a few days off to rest, relax, and recharge for the remainder of the semester. When I returned to work, Spring Break had been extended for two weeks and instructors were informed they would deliver courses online for the remainder of the semester. For those of us working at SCTCC’s tutoring center the Center for Academic Success (CAS), it meant finding ways to continue to offer our services to students, but from a distance.

With these changes came new guidelines for students coming to the CAS for help, and also my staff as well. Not only are my tutors dealing with the challenge of taking all of their classes online, but now must learn a new manner for tutoring. No more will they have the opportunity for physical contact with a student’s paper, or have the chance to sit across from the student having a conversation on assignment expectations.

Their interactions will be with computer screens through Zoom chats or responding to student drafts by typing comments. As a tutor who overall believes in minimalist tutoring, I fear that tutors may begin acting as editors rather than tutors. Instead of giving explanations for why a change should be made, they may make the change for the student returning a paper improved from a writing perspective. While the student may appreciate this, the encounter has hurt the tutor’s standing with the student and has stultified the student’s writing journey. While I am concerned with the possibility of this happening to any of the students, it raises particular concern for our ELL students. If they become reliant upon tutors making corrections to papers, these students will be placed in a precarious position moving forward both at SCTCC and at other academic institutions.

My Greatest Concern
A reason for my concern is finding the balance between instructor/student expectations and what it means to be a good tutor. Often ELL students come in with assignment sheets that read “for every grammatical or spelling error, one point will be deducted from this paper” or similar expectations. As a result, many students want to focus on sentence level issues like spelling or subject/verb agreement. An experienced tutor will notice these errors in the paper, but usually there will be bigger issues such as organization or lack of a coherent thesis statement (or the complete lack thereof). While these problems are not exclusive to ELL students, they occur with more frequency. Balancing the student’s desire for grammar and spelling help against higher order concerns like assignment expectations and learning about the process of writing is just one of the many challenges a tutor faces.

A Resource to Help
In an effort to prevent negative practices from occurring, I revisited by Ben Rafoth’s article titled “Responding Online.” The article is chapter ten in the book ESL Writers: A Guide for Writing Center Tutors 2nd Edition edited by Rafoth and his colleague Shanti Bruce. The entire book is a great resource and has been a constant companion throughout my tutoring and coordinating journey. If you work with ELL students on any subject, this book is fantastic resource filled with information on working with ELL students, and I highly recommend it.

In the tenth chapter, Rafoth discusses how he helped his writing tutors provide constructive feedback to ELL students who had emailed papers to the writing center. Rafoth gave many useful tips, but in particular offers four guidelines for his student tutors to follow when responding to online submissions.

  1. Less is more when it comes to writing comments
  2. Focus and consistency is paramount
  3. Direct but polite feedback is regarded as most helpful
  4. How tutors read a writer’s paper affects the responses

Each of these tips builds upon the previous one making it a practical progression for the ESL tutor to follow when responding to student drafts. While Rafoth is primarily concerned with his tutors responding to ELL students (as am I), his suggestions are ones that would be applicable for any tutor responding to online papers.

Less is more when it comes to writing comments
The first issue Rafoth delves into is giving too much feedback. Often in an effort to be thorough, student tutors comment on every problem in a paper. They do not necessarily ‘edit’ the paper, but they comment on every missed comma, additional space, and misspelled word along with higher order concerns as well. While thoroughness is admirable, it creates situations where the student is overwhelmed by the number of comments and suggested corrections. If a tutor has more comments than the student has text, the tutor has made too many comments.

Rafoth admits that the conscientious nature of the comments comes from the right place, but it lacks the direction that some ELL students require. If students see too many comments, they may think starting over would be easier. I have seen this tendency with some of my own student tutors and feel the need to fight this habit in myself occasionally.

Focus and consistency is paramount
The second element Rafoth emphasizes is the need for focused and consistent feedback. I have noticed that at times tutors will not have an overall goal with the comments they write. Sometimes it concerns punctuation and other times content. Rafoth mentions it is best to stay on one track when working with an ELL student. The tutor should focus on one issue and giving advice and pointers in regard to that issue. If the tutor starts to discuss other issues in addition to the primary one, it may cause confusion in the student who might believe that the spacing issues in the fourth and sixth paragraphs are linked to the issues with the thesis statement in the first paragraph. Thus maintaining a focus throughout the paper is not only useful for the student, but also for the tutor.

Direct but polite feedback is regarded as most helpful
Rafoth’s third suggestion is the one I struggle with the most. He mentions direct, yet polite feedback is the most useful and helps to build the confidence the student has in the tutor. Frequently, when offering feedback, I write a sentence like: “Perhaps you might want to consider thinking about it this way,” or “It might be beneficial for you to restate your thesis at some point in your conclusion.” When I reread my comments, I make them more positive and declarative statements as opposed to suggestive and wishy-washy comments.

Statements like the ones above are not useful as the student may think the tutor is unsure of their advice. Stronger statements like: “modify your thesis to discuss what the rest of your paper is about” or “you should restate your thesis in your conclusion.” This tendency to offer suggestive comments no doubt comes from a history of wanting the student to maintain ownership over his or her paper. If I come across too strongly with my comments, the paper may become more about what I envision for the paper as opposed to what the student wishes to write. This was useful to reread during this time of online tutoring and was something I passed on to all of my student tutors.

How tutors read a writer’s paper affects the responses
The final point Rafoth makes refers to how a tutor reads a paper and how the feedback will be affected. Tutors need to come into the tutoring session with realistic expectations of what the writer is capable of and where they are academically. Many tutors hope to get their students to the point of being able to produce a solid academic paper at the end of a tutoring session. This is not always possible. In fact, what it does is create unrealistic expectations for some ELL writers early in their academic careers. It is better to meet the student where they are in the writing process, and understand that there will be some errors you may not fix. There might be some issues that are not addressed until the next assignment, but the important thing is to have realistic expectations. An ELL student, taking their first college class, will most likely not produce the same quality paper as a NES (Native English Speaker). Thus, we should not read their papers with those expectations in mind.

Closing Thoughts
Rafoth’s book was a great help to me when I was learning the ins-and-outs of working with ELL students and it has helped me to learn different methods for working with these students. Revisiting his book at this time helped me provide insights to the student tutors I am working with and will help us to better serve the students that will be making use of our online tutoring services for the remainder of the semester.

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