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The Non-Traditional Tutee
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What is a
non-traditional student? |
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Non-traditional is a term
used to describe students who do not enter into college right
after graduating high school. The population often includes adults who may
be creating new career options or may be entering back into education
after taking time off to care for a family. |
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What do
Non-traditional Students Possess/Have in Common? |
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Responsibility |
Fear
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They
have had a few more life experiences than the traditional age college student
(i.e. Love and loss, balancing their life, budgeting money for expenses, and possibly even raising children).
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Non-traditional students may also have time limitations because of a job,
family obligations, or daycare. |
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They are afraid they may
not fit in since they have been out of the classroom for so long.
•They
are also afraid they will not succeed.
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Information courtesy of Owensboro Community and
Technical College |
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Theories
of Adult Learning: |
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Malcolm Knowles (1984)
identifies 4 common components of adult
learning: |
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1.)
Self Direction or autonomy as a characteristic goal of adult learning
2.)
Breadth and depth of life experiences as content or triggers to learning |
3.)
Reflection or self conscious monitoring of changes taking place
4.)
Action or another expression of the learning has occurred
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Needs of Adult Learners: |
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Knowles (1984) also
emphasizes adult learning needs, which include: |
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An understanding of their personal motivation to learn
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Participating in setting their own goals
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A learning environment which respects, is related to, and fully utilizes their accumulated wisdom attained through a lifetime of experience
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Participating in problem solving exercises that simulate real life situations |
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Sharing responsibility for planning, operating and monitoring
the progress of the learning experience
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Experiencing a sense of progress toward mastering their goals
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Benefiting from peer support and reinforcement, as well as
individual attention
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Active participation in the learning process
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General
Study Strategies Needed by Adult Learners: |
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Adult non-traditional students may
benefit from: |
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• Time Management: ability to manage time well will spell
success in dealing with the many commitments adults possess.
• Note Taking: capacity to identify and isolate the main ideas
presented in classroom lecture with accompanying supporting material will result in more efficient review sessions.
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Test Taking Skills: knowledge of how to evaluate test items,
how to plan answers, and how to delegate time allotment to test sections are vital to success in taking exams. |
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Positive Attitude Application: Confidence in ability to learn
and intending to learn are active processes that must be practiced to be developed as well.
• Awareness of
Learning Style: An understanding of how a person
processes new material and information from short term memory to long term memory. Learning how to learn, discovering how learning styles affect teaching and learning, and understanding reading as a search for meaning may promote the difference between success and failure for the adult student.
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If, when tutoring a student,
you feel that they may need any of the above strategies please
encourage them to make an appointment at The Learning
Center. |
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Craig,
J. (2003). Non-Traditional Age Students. In S. Deese-Roberts
College
Reading & Learning Association Tutor Training Handbook,
Auburn, CA
Knowles, M.S. (1984). Andragogy in Action. San Francisco, CA:
Jossey-Bass |
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Tutoring Suggestions: |
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Show genuine
interest.
• Use appropriate reinforcement and encouragement.
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Relate information to known experience.
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Be respectful of their past experience, but do
not allow it to be an excuse for poor performance. |
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Be empathetic.
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Use tutoring time wisely. Remember their time
is usually very valuable.
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If you are younger than your tutee, understand
that older students may feel defensive about being tutored by a
younger person.
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Information courtesy of Owensboro Community and
Technical College |
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