Personal Tutoring

Purposes of this session To confirm our understanding of the purposes and procedures of the Personal Tutoring Scheme To identify key resources To work out how to make the Personal Tutoring Scheme effective

Structure of this session Identify key resources Review purposes Confirm procedures Questions and comments at any time

Key resources Student Induction and Personal Tutoring Guidelines Preparatory Year Programme Student Handbook

Purposes of the scheme - 1 For the University: Personal Tutoring is a key component of the Preparatory Year Programme, and of the BUE student experience, and needs to be carefully managed with its importance emphasised during the induction period. It is a key system for Faculties to identify ‘at risk’ students and to ensure appropriate and timely interventions.

Purposes of the scheme - 2 For the student to gain: an awareness of the academic and related skills required for successful study in a UK University setting an enhanced sense of self-direction and responsibility for their own development an understanding of their progress beyond their current modules and immediate assessments an opportunity to identify areas for improvement and any support needs clarification of aims and choices for progression, employment and further study

Requirements Faculties must ensure that Personal Tutors formerly meet with their designated students at key points in each semester – Teaching weeks 1, 4 and 6 in each semester. A formal record must be kept of these meetings by both the Personal Tutor and the student. The student’s meeting record must be signed by the Personal Tutor to show that the meeting took place. (See sample Personal Tutor’s Monitoring Pro Forma).

Procedures – establishing the scheme Student Induction – The induction week provides a framework that establishes the function of the Preparatory Year Programme, its key elements (Subject Knowledge, English Language and Learner Skills) and the role of Personal Tutoring. Allocation of Personal Tutors - Faculties must ensure that a system is in place to allocate a Personal Tutor to all newly enrolled students in the Preparatory Year. Allocation must take place in the induction week so that all students are clear who their Personal Tutor, the role and the requirements.

Procedures – identifying issues Identification of students at risk – Faculties must ensure that systems are in place for the early identification of students at risk so that appropriate and timely interventions can be put in place. Identification of English Language issues - To ensure the two way communication of information between programme areas and the English programme, the English Programme needs to feed any issues of concern about individual students to each Preparatory Year Coordinator in time for the Personal Tutoring Reviews in Weeks 1, 4 and 6.

Procedures – running the scheme Holding meetings – Faculties must have a system in place to inform students of upcoming meetings. Recording outcomes – Faculties must be clear how they will use the recorded outcomes of each meeting. Following up issues – Faculties must decide how they will follow up issues raised in meetings including non attendance. Office Hours - Personal Tutors must announce office hours, office number, so that tutees can see them at other times as well

Stages in the scheme Preparation Purpose of the meeting Contacting students Meeting Strengths Areas for development Actions Follow-up Agreement on addressing development needs Needs shared as appropriate

The Purpose of the meeting Have a clear focus for the meeting. Is it to: check that the student has settled? check understanding of BUE requirements, regulations etc? identify any concerns and support needs? review progress? review and offer advice on student’s performance in assessments/exams? address concerns about performance or attendance? review progression or career plans?  Use the Preparatory Year Student Handbook as framework to be gone through in a meeting with tutees and referred to on an ongoing basis!

Tutors’ skills Encouraging change (telling or helping?) Giving constructive feedback Helping guide the meeting Producing a realistic plan of action What’s going well? What could go better?  Personal Tutors must announce office hours, office number, so that tutees can see them at other times as well

Encouraging change Telling Giving one-way feedback Criticising performance Making unilateral judgments Imposing advice Helping Explaining context Aiding reflection Identifying weaknesses Agreeing goals Discussing options Getting commitment Supporting action A monologue, or a conversation?

Areas for discussion What advice and guidance would you give in the following areas?: Achievement & progress Independent study habits Academic honesty Learner support English Language Extra curricular activities Progression plans

Learner support Be aware of the support services available to students: Welfare Counsellor Employability Skills Counsellor (Careers Advisor) Students Activities The Library Disability issues including Dyslexia The Student Union The English Department ‘s Writing Centre The English Department ‘s Advising and Language Support Office

Realistic plan of action Help to confront reality Review the options Get buy-in to goals Produce SMART actions: Specific Measurable Attainable Realistic Timed

Possible scenarios What might present challenges…..and possible solutions!