by Bob Lasiewicz, Managing Director, Crossroads of Learning
Effective and affordable online courses geared to counselors, learning support specialists and academic advisors are now available in an expanded series from Crossroads of Learning, a distance learning training company based in La Cañada-Flintridge, CA.
The online Academic Coaching course provides educational professionals an affordable and convenient opportunity to engage in structured and validated training. Each learner is paired one-on-one with an expert mentor to facilitate progress through the college level curriculum. The course is self-paced, to accommodate the flexible schedules of education professionals. Using research-based learning modalities, all Crossroads of Learning courses are all designed to be highly reflective and include spaced repetition and simulations which in turn stimulates learning, understanding, retention and application of the subjects covered.
Elizabeth Gonzales, a recent Crossroads course participant from North Florida Community College wrote “this course brought clarification about the difference between tutoring services and academic coaching services.” Academic coaching is a highly personalized field of practice. The course is designed to help each participant examine and fine tune their own philosophy and practice of academic coaching relevant to the unique temperament, skills, training and experience of each learner.
Click here to read more.
Filed under: Crossroads of Learning,Training/Education
By Katherine Thoresen, originally published in The Tutor Report
Tutoring companies who monitor and assess their Tutor’s professional development or companies offering coaching for tutors might be interested in some tips published by Elena Aguilar on EdWeek regarding feedback and and planning for tutor/teacher coaching.
The first highest leverage practice I want to suggest is to use active listening extensively in your coaching conversations. I’m just about ready to make a supreme declaration that active listening could possibly be the number one key to transformational coaching. Just about ready. What I’ve seen and experienced is that active listening is an antidote to the natural tendencies that our minds have to wander when we’re in conversation. It takes tremendous practice to manage our distractible minds, and while I strongly encourage all of us to make efforts towards quieting our minds, I also know that it’s a long journey to a Buddha-like mind.
I do practice, every day. And in addition, I use active listening because it reminds me that while someone else is talking, and while my own mind is wandering around, after that person stops talking I will need to respond with some kind of statement that indicates that I non-judgmentally heard what they were saying. Something along the lines of, “I hear that you are really frustrated,” or “It sounds like you want some support in thinking that through.”
Click here to read more.
Filed under: Training/Education
Originally published in the UDaily, on 10/22/13
Christiana High's Mike Daugila invites participation in the mentoring of his AVID students.
Jennifer Campos, a senior at Christiana High School (CHS), drew a large grid on the chalkboard and added three captions: Point of Confusion, Notes, and Steps. She then outlined the issues she was having plotting a graph while solving for x. Turning to the students in the University of Delaware’s EDUC 413 class she asked, “How would you help me work through this?”
Campos was one of six students from CHS’s Advancement Via Individual Determination (AVID) program invited to join assistant professor Liz Pemberton’s education class, Adolescent Development and Educational Psychology, to help her students learn how to become AVID tutors. The tutors are trained to use inquiry methods to facilitate the AVID tutorials as well as serve as role models.
The partnership between UD and the AVID program in local school districts gives UD secondary education students an opportunity to gain hands-on experience applying the knowledge they’ve learned in the classroom. “You don’t want to give them the answer,” cautioned Mike Daugila, CHS AVID coordinator and social studies teacher, when talking to the UD tutors. “Learn to ask guiding questions to help them discover the answer for themselves.”
Daugila’s students at CHS are uniquely qualified to help “teach the teachers.” The AVID program is an elective class in all Christina School District high schools and middle schools, as well as some Red Clay Consolidated School District schools. Students learn to become reflective thinkers, not just memorizing facts but developing a deeper understanding of the how and why.
Tutors are expected to ask open-ended questions that encourage students to consider options, express their difficulties, and work through the thought process. “It can be time consuming, but it’s necessary to help them understand and internalize the lesson,” says Daugila. The AVID students find tremendous value in the program. “It helped me become better organized, develop new skills – like talking in front of this class – and provides the opportunity to visit different colleges,” said Kimberly Fries, CHS student.
To read more click here.
Filed under: Academic Learning Centers,Coaching,High School,Training/Education
by Ishmael Brown, originally published in The Tutor Report on 10/28/13
Ishmael Brown, Jr. Owner & Founder of InfiNeXt Educational Solutions and a National Tutoring Association Advanced Tutor.
As tutors, we (certified or not) feel that we have a passion for the subject area(s) that we tutor. We are as fond of our subject area as we are of our tutees. We know that whatever type of problem that a student may bring to us, that we can easily solve it, and that we especially know how to illustrate our process to our tutee.
For years, states have been using their own standards with districts using their own curriculums for those standards. It made the job of being a tutor somewhat easy because some of the states’ standards and/or indicators had not changed in years. There were instances where one state would have Algebra II as a course, while another state would call the same course Math Sequence 3 (or something to that affect).
Neighboring districts would even have vastly different curriculums, but across that state, all of the districts would teach the same standards. But, as of late, there is at least one common denominator (no pun intended) that has crept into the education forefront: The Common Core State Standards.
For those who are not familiar with the Common Core State Standards (or the Common Core as is affectionately called), these standards, introduced and voted on by the National Governor’s Association, are a “common” set of standards that includes an abundance of rigorous and challenging indicators, use a more leveled comparison between states on assessments and better prepares students for college and career readiness.
To read more click here.
Filed under: Training/Education,Tutoring Practices