Transcript Training Peer Tutors to Work with Unmotivated Students

Training Peer Tutors to Work
with Unmotivated Students
Jasmine Case, Holly Hassemer, Patti See
University of Wisconsin-Eau Claire
What the Research Says

Students leave a university for a variety of
reasons: academic difficulty, adjustment
problems, uncertain goals, lack of
commitment, inadequate finances, lack of
student involvement, and poor fit to the
institution (Tinto, 2001).

Motivation is probably the most important
factor that educators can target in order to
improve learning (Olson, 1997).

Individuals who are motivated intrinsically tend to
develop high regard for learning course
information without the use of external rewards
or reinforcement. (Lei, 2010)

Students who are motivated externally are at a
greater risk of performing lower academically
than intrinsically motivated students.
Nontraditional students report higher levels of
intrinsic motivation than traditional students.
(Dean and Dagostino, 2007; Daniels, 2010; Bye,
Pushkar, and Conway, 2007; Afzal, et al., 2010)
TUTOR TRAINING
PROGRAMS
Specialized Tutoring:
ELL Tutors

Motivation is defined as the extent one
strives to acquire the language because of
their desire to do so and the satisfaction
derived from it.
(Gardner, 1985)

The learner’s enthusiasm, commitment
and persistence are the key determinant
of their success or failure in learning the
target language. (Dornyei, 2002)
Considerations for Training
ELL Tutors
English as a Second Language (ESL) vs
English as a Foreign Language (EFL)
 Role of the tutor and motivation to seek
help/support from a peer
 “Selling” skills to the student—focusing
on higher-order concerns rather than the
lower-order concerns
 Picking “battles”—an accent is okay!

Specialized Tutoring:
Reading and Study Strategies Tutors
Self-Determination Theory of Motivation (Ryan
and Deci) used as a framework for self-assessing
motivation.
Sample Training Activity:
Finding Your Motivation
External Motivation

Reinforcement in the Classroom
(Dangerous Minds)

Rewards in the Classroom (Dangerous
Minds)
Internal Motivation

“Learning is the Prize”