RAPPORT
Issue 5 (August 2020)
For each student asking to see me I
can't make assumptions about the
reasons and there is no quick fix …
Students may need much time and
paying 'emotionally intelligent'
attention to someone who is
supposedly just having a quick word
requires attention and presence,
both of which may be lacking in
resource-tight staff and heavy
workload situations. (Portfolio 3, CS
1)
The knock-on effects of running over time
are absorbed by tutors wanting to do the
best by their tutees:
Opportunities to provide lengthy ad
hoc appointment times are limited;
my role doesn’t [allow] these
sometimes essential meetings to
take place. However, without
allowing this student to 'off load' and
discuss at length their concerns, they
may have been at risk of leaving
early'. (Portfolio 23, CS3).
Unfolding understandings through
conversation
Conversations are important in the
personal tutoring relationship; talking is
good. Personal tutors recognise the
benefits of talking and listening where
things 'fall out' of the conversation: 'Many
stories unfold through conversation'
(Portfolio 3, CS 3). Conversations and
the process of listening help tutees realise
their problems:
We talked about when his next set of
assignments was due in. He replied
that he didn’t know because he
found it less stressful not knowing
submission dates and that looking at
Blackboard (virtual learning
environment) was like 'looking at his
bank account' (depressing and
scary). I said that it was probably
less stressful to have the dates than
to miss them by not knowing, and he
seemed to agree with me. (Portfolio
2, CS 1)
In several of the case studies,
conversations are deemed better than
any formal referral: 'Jane was adamant
that she didn’t want specialist help and
just needed to talk' (Portfolio 9, CS 2),
and 'Jon has refused a Learning Contract
discussion and managed difficulties last
year only with short extensions granted
after we met a student support officer
together' (Portfolio 2, CS 1). Frank
conversations in the personal tutoring
relationship have allowed for tutee and
tutor to get things straight - something
that is important for ultimately supporting
students:
'I knew that in order to get under the
surface and open up a more meaningful
dialogue that a different tactic was
needed … I then went on to say “we
need to have an honest and open
conversation and, for me you never
look that interested in seminars, so
what is going on, am I wrong?” To
which she said, ‘no, you’re not wrong’, I
don’t like studying’. When probed a little
further, it transpired that she felt pushed
into studying for her degree by her
father' (Portfolio 14, CS 4).
Emotional Listening
Good listening can be an emotional
experience, requiring energy and time.
Personal tutors can often feel the strain
from their tutees' worries and anxieties, as
demonstrated here:
Reflecting on the meeting … I was
dismayed for her sake about her new
disclosure … It took me quite by
surprise in terms of the intensity of
the interaction and the range of skills
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