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MOTIVATIONAL TUTORING

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Introduce the concept of Motivational Dialogue. ... Albanian, Arabic, English, Farsi, French, Polish, Portuguese, Russian, Mandarin, ... – PowerPoint PPT presentation

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Title: MOTIVATIONAL TUTORING


1
MOTIVATIONAL TUTORING
  • Paul Lalgee
  • Assistant Director
  • CONEL

2
AIMS
  • Introduce the concept of Motivational Dialogue.
  • Share some ideas in relation to Target Setting
    with ESOL learners.
  • Outline the Tutor Tracking process in CONEL.

3
ROLE OF THE TUTOR IN MOTIVATING LEARNERS
AIM
ACHIEVE
ATTITUDE
identify
acknowledge
find benefits
TUTOR
encourage
ACTION
support
ANTICIPATION
enable
ABILITY
4
MOTIVATIONAL STRATEGIES
  • Advice How to give it? When to give it?
  • Barriers Help THEM to remove the obstacles
    to change.
  • Choice Provide it in the face of the
    necessity of change.
  • Determination Increase their desire to change
  • Empathy Communicate your desire to
    understand.
  • Feedback Provide clear, accurate assessment
    of the current situation
  • Goals Help THEM to clarify their aims.
  • Helping Active Helping is NOT Enabling

5
THE WHEEL OF CHANGE
6
CONTEMPLATION
Costs of Status Quo Benefits of Change
Costs of Change Benefits of Status Quo
7
AMBIVALENCE
  • A state of mind in which a person has
    co-existing but conflicting thoughts and feelings
    about something.

8
THE WHEEL OF CHANGE
9
TUTORS TASK AT EACH STAGE OF CHANGE
  • Client Stage
  • Pre-Awareness
  • Contemplation
  • Decision
  • Active Change
  • Maintenance
  • Relapse
  • Helpers Motivational Tasks
  • Raise doubt increase the clients perception of
    risks
  • Tip the balance evoke reasons to change, risks
    of not changing
  • Help to determine best course of action
  • Help to take steps toward change
  • Help identify and use strategies to prevent
    relapse
  • Help to renew the process

10
MOTIVATIONAL DIALOGUES
  • A directive, learner centred style of
    interviewing which helps people to
  • 1. identify risks and goals
  • 2. explore ambivalence
  • 3. set targets
  • 4. maintain behaviour change.

11
SKILLS AND THE WHEEL OF CHANGE
12
MOTIVATIONAL DIALOGUES
  • Getting the learner to tell you
  • what YOU wanted to tell
  • THEM!

13
Quotation 1
  • Tutors need to feel comfortable and confident in
    a different kind of role. Building the learners
    self-esteem and helping them confront the
    challenges of conflicting priorities through
    personal review and target setting must be core
    processes.
  • (Successful Tutoring, M. Green)

14
A PARTNERSHIPTarget Setting is part of a
dialogue with the student.

Tutors role Dialogue Students role
1 Provide information Feedback Discuss
2 Sell importance Goals Identify
3 Guide process Performance gap Analyse
4 SMART Criteria Target Setting Negotiate
15
OWNERSHIP IS THE KEY TO EFFECTIVE TARGET SETTING

Determination
Action
Contemplation
16
OWNERSHIP - Translations
  • Languages
  • Albanian, Arabic, English, Farsi, French,
    Polish, Portuguese, Russian, Mandarin, Somali,
    Spanish, Cantonese, Turkish, Vietnamese
  • Forms
  • Tutoring process, Sample Targets, Code of
    Conduct, Tracking system etc.

17
Quotation 2
  • Where preparation precedes the review session
    the dialogue can be more meaningful and give the
    learner a greater sense of control in setting
    challenging but realistic targets based on
    up-to-date information on progress made.
  • (Successful Tutoring M. Green)

18
OWNERSHIP - Preparing for review
  • Learners complete this sheet before their
    one-to-one session with their personal tutor.

19
OWNERSHIP Setting Targets
  • Learners who speak little English can select
    targets from a list in their own language.
  • Personal Tutor SMARTen these up with the help of
    picture cards.

20
TRACKING IN CONEL
  • All scores are between 1 and 6
  • Factors tracked
  • Attendance
  • Punctuality
  • Attainment
  • Effort
  • Aspect of learning
  • Collected 3 times per year (not short PT courses)

21
THE TRACKING CONCEPT
6
5
ATG
The Safe Zone
4
MTG
3
Attainment values
Score
2
The Danger Zone
1
0
Time
22
LEARNER TRACKING PROCESS
Learner File
Subject Lecturer 1
Subject Review Report Forms
TRAP Sheet
Personal Tutor
Subject Lecturer 2
V.A. Administrator
Key Skills Lecturer
Learner Tracking Sheet
23
SUBJECT REVIEW SHEET
  • Subject lecturers complete this sheet and send it
    to the personal tutor in time for the Review
    Session.
  • There is a different sheets for different areas
    of the college.

24
TUTOR REVIEW SHEET
  • Personal Tutor completes this with the learner
    at the Review Session.
  • Learner works with the tutor to agree and record
    SMART targets on this sheet.

25
WHY COLLATE LEARNER TRACKING DATA?
  • We collect together the tracking scores centrally
  • in order to
  • Identify at Risk learners for Senior Tutor
    attention
  • Identify Learners for recognition and reward
  • Standardise the application of scoring criteria
  • Monitor the reviewing process
  • Prepare areas of the college for entry to
    Edutrack
  • Link formative tracking to summative Value Added

26
ELECTRONIC TRACKING
  • Staff Generally positive about using Edutrack
  • Professional looking Learner reports
  • Managers can Monitor Reports (eg who, when,
    Quality)
  • Access Current archive Reports / Data
  • Quick easy to analyse data

27
EDUTRACK SUBJECT REVIEW SHEET
28
Quotation 3
  • There appears to be an emerging consensus that
    the effective learner experience comes from
    individual one-to-one support that feeds back
    hard-edged information about what has been learnt
    and recognises and celebrates achievements before
    identifying what still needs to be learnt.
    Critically, it must, through a a meaningful
    dialogue, help the learner understand what they
    must do, and how they need to work, to progress
    with that learning.
  • (Successful Tutoring, M. Green)

29
CONTACT
  • Paul LalgeeCollege of N.E. London
  • Tel 02084423423
  • plalgee_at_staff.conel.ac.uk
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