MOTIVATIONAL TUTORING

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MOTIVATIONAL TUTORING

• Paul Lalgee
• Assistant Director
• CONEL

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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.

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ROLE OF THE TUTOR IN MOTIVATING LEARNERS
AIM
ACHIEVE
ATTITUDE
identify
acknowledge
find benefits
TUTOR
encourage
ACTION
support
ANTICIPATION
enable
ABILITY
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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

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THE WHEEL OF CHANGE
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CONTEMPLATION
Costs of Status Quo Benefits of Change
Costs of Change Benefits of Status Quo
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AMBIVALENCE

• A state of mind in which a person has
  co-existing but conflicting thoughts and feelings
  about something.

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THE WHEEL OF CHANGE
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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

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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.

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SKILLS AND THE WHEEL OF CHANGE
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MOTIVATIONAL DIALOGUES

• Getting the learner to tell you
• what YOU wanted to tell
• THEM!

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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)

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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
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OWNERSHIP IS THE KEY TO EFFECTIVE TARGET SETTING

Determination
Action
Contemplation
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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.

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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)

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OWNERSHIP - Preparing for review

• Learners complete this sheet before their
  one-to-one session with their personal tutor.

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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.

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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)

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THE TRACKING CONCEPT
6
5
ATG
The Safe Zone
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MTG
3
Attainment values
Score
2
The Danger Zone
1
0
Time
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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
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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.

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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.

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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

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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

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EDUTRACK SUBJECT REVIEW SHEET
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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)

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CONTACT

• Paul LalgeeCollege of N.E. London
• Tel [phone]
• plalgee_at_staff.conel.ac.uk