APPENDIX J (pp. 247-258)

List of Experts’ Created Responses on TSFRA

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Expert Responses to Most Appropriate Actions in Tutoring Situation
Situation A Part 1- Most Appropriate Actions and Reasons

Imagine you are the tutor in the situation. You know nothing else about the student other than what is stated.

Sarah is a student and is meeting with you for the first time. She tells you she is returning to school for the first time after being out for more than ten years. She is meeting with you today because she is not doing well in her classes and is feeling frustrated. She tells you that she is feeling ready to quit school, but needs to stay in to get a better job.

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Expert Responses to Most Inappropriate Actions in Tutoring Situation
Situation A Part 2- Most Inappropriate Actions and Reasons

Imagine you are the tutor in the situation. You know nothing else about the student other than what is stated.

Sarah is a student and is meeting with you for the first time. She tells you she is returning to school for the first time after being out for more than ten years. She is meeting with you today because she is not doing well in her classes and is feeling frustrated. She tells you that she is feeling ready to quit school, but needs to stay in to get a better job.

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Expert Comments
Other Comments (attached to the last page of the TSFRA– from the experts):

E1– I don’t think the alternatives (other than best, worst, and middle) can be easily ordered and even the middle one is often a toss-up.

E2– This is an outstanding tutor training project…I very much want a copy of part II to use with a new 300-level tutor training class I’ll be teaching next fall. You had mentioned that originally you were going to have people rate them 1-5. I believe that would have been easier for me…I could have simply ranked them according to my perception of their effectiveness. I really enjoyed these activities (TSFRA & TSORA), they helped me clarify in my own mind the role of the student and the tutor. The tutor should be a guide and a resource; the student needs to take responsibility/action which will hopefully lead to her/him becoming an independent learner. Thanks again for the opportunity to participate in your excellent project.

E4– This instrument is a killer, I have already spent two hours and have just begun

E5– Looks interesting. What is the instrument supposed to identify…correct solutions, knowledge of resources, etc. How will you be able to separate (isolate) previous learning and the individual’s bias. Mine is obviously from a counseling and adult education framework. So I would be curious as to what is the correct frame of reference for the answers…I’m sure it is counseling based.

E6– … I’ve completed as much as I can. Given the little we know about each student and his/her situation, I find it too difficult to explain the ratings assigned to each possible strategy or action. Knowing that students are complicated and that their motivations are often hidden or disguised, I need to know more before making a decision. Which is to say that I’m doing too much guessing on this instrument. I don’t mind hip-shooting, but I need more information before doing so.

E7– What a job!- If I’d known when I started this that it would take me nearly 8 hours to fill this out, I never would have started! … If you get 20 “experts” to fill this out, you should have some good information. Good Luck!

E10– … I could have written an article in the time it took me to complete these [TSFRA & TSORA]… As I responded, I was reminded that I was originally trained as a Rogerian psychologist…my reactions to your case studies and questions are truly Rogerian. Hopefully some of your other respondents … can counter-balance mine.

E12– Here are the responses…finally!!!…Your approach looks great, should provide some interesting feedback, perhaps volumes of it.

E13– …Wow! It really made me think.

E15– My first reaction was one of shock to see how much work was entailed in this project. [As a participating program director,] I feel that I should get at least 1/2 of a Ph.D. The rankings got a little difficult at times trying to decide which action was a 0, 1, or 2 [TSORA]. Maybe I just got weary of the exercise…I am also wondering if I did it again, if I would rank it the same way. I do appreciate all the work that went into this project and I found myself really working hard to come up with reasonable explanations…After all my complaining, the project did provide me an opportunity to view a lot of different tutoring situations and helped me to re-evaluate my positions and philosophies on tutoring. I realize tutors are put in these situations everyday which brings me to the conclusion that I didn’t begin to train my tutors well enough. Thanks…

Next: K: Frequencies of Reasons for Becoming a Tutor

Page last updated on December 1st, 2013