RAPPORT
Issue 5 (August 2020)
The International Journal for
Recording Achievement,
Planning and Portfolios
The role of listening in personal tutoring.
Emma Heron
Head of Teaching & Learning Enhancement
College of Social Sciences & Arts
Sheffield Hallam University, UK
Abstract
The National Union of Students' Charter on Personal Tutoring (NUS, 2015) suggests
that key attributes of a good personal tutor include being a caring and responsive
member of teaching staff who can communicate effectively and listen well. This chapter
explores the relationship between personal tutoring and listening and demonstrates,
through the use of case studies from practising personal tutors, how particular
dimensions of listening are central in the relationship.
She mentioned that she only wanted
one more tattoo – a semicolon – a
very discrete tattoo, possibly on her
wrist. I asked why and she started to
tell me [it] would be a daily reminder
that she has chosen to continue
living. She explained the daily battle
she has with anxiety and
depression... at this point, I was
struggling not to cry.
(Portfolio 9, CS 2)
Listening matters
Drawing on studies from outside Higher
Education, Itzchakov & Kluger (2015)
discuss the organisational benefits of
listening and suggest that high quality
listening can result in greater selfawareness,
self-confidence and personal
growth of individuals within the
organisation which in turn leads to a
stronger and happier institution. Key to
listening well, they continue, is an
understanding of 'the listener' (in our case
personal tutors rather than managers)
and the individual (in our case the tutee
rather than employees) and in particular
Itzchakov and Kluger ask how the
individual perceives their relative worth in
the organisation: 'how attentive is my
listener?', 'does the listener understand
my message?', and 'does the listener
really care?' are each pertinent questions
raised for any listening organisation. Their
importance is especially significant when
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