Page 12
University Daily Kansan
Tuesday, April 2, 1963
Downslips?
(Continued from page 1)
of the course through suggestions on study habits, correct approaches to class work, and extra work designed to increase understanding.
TUTORS DO NOT serve the purpose of telling students how to "beat" their instructor, but rather, they are to help the student understand himself and how he can better use his own skills.
Anyone who is interested in becoming a tutor may apply at the KU-Y Office in the Kansas Union, room 110.
A student who feels that he could beneficially use such help should apply also at the KU-Y Office. There he will be asked to fill out an information sheet which tells the tutor which course he needs the assistance in and the reasons for the assistance.
A COMMITTEE reads each application, and then tries to match each need with the best tutor available. The student is told his tutor's name and address, and that he should contact him as soon as possible. If the tutor is not contacted within two weeks, he is given another student to help.
Last semester's results show that the biggest problem encountered was the failure of some students to contact and arrange an initial meeting with their assigned tutor. Thirty-eight per cent of the tutors reported that they were not contacted by their student.
However, 53 per cent of the students who contacted and met with their tutor, raised their grade by one letter grade or in some cases two letters.
ONE GIRL who had trouble with a science course said, "Many points which I didn't understand were clarified by having another student explain them to me. I felt freer to ask questions, and the answers received were much easier to understand."
A boy who had difficulties in comprehending a language said, "I never had a language before coming here, and consequently I didn't know how to study for one. My tutor helped me to develop a good set of study habits. Also, she explained constructions which my instructor would take for granted that we understood."
TUTORS HAVE SUGGESTED that they could be of more service if the student who needs assistance would contact them as soon as possible.
One tutor told, "I was assigned a student who was having trouble with her math course. By the time she came to see me, the situation was almost hopeless. She was doing problems the wrong way that most of our time together was spent in correcting her past learning instead of building on to it."
Another tutor suggested asking advisers and counselors about the problems of each student.
THE MOST FREQUENT suggestion received from tutors was that of having forums and exchange sessions of ideas among the various tutors.
They felt that an intensified forum which would give general suggestions on tutoring methods would help to orientate themselves more capably to the program.
Also, many felt that similar problems which were encountered during the first three or four weeks of tutoring could be discussed at an exchange session.
ANOTHER SUGGESTION for program improvement was to ask each student about his opinions of the program.
If the tutoring service meets with success in the College, it is hoped to expand the program to include the other schools on the campus.
Thus, this program is one step which the student who needs academic assistance may take in the direction of better grades.
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