1. Module 2.3

2.  Evaluate one’s attitudes toward diversity.  Review some general strategies and suggestions about working with diverse students.  Learn some reasons why international students seek tutoring  Gain an understanding of why issues of diversity are important.

3.  Culture refers to the sum total of acquired values, beliefs, customs, and traditions experienced by a group as familiar and normal.  It includes language, religion, customs, and history.

4.  Many students may be experiencing a new culture for the first time.  Encourage the student to talk about their family and country if they are willing.  If asked about American customs, be sensitive to the tutee’s viewpoints.  What is socially acceptable in the United States may be unthinkable in the tutee’s culture.

5.  Many international students may be eager to talk about their country and traditions.  This interaction can be a valuable learning experience for both tutor and tutee.  Be aware that some students may become dependent on the tutor for more than just academic concerns.  Tutor might be seen as a much-needed new friend or a source of information about social interests.

6.  Improve reading rate.  Assistance with understanding course content.  Guidance in adjusting to different academic settings and cultural differences in the classroom.  Practice with conversation.  Seek someone who will answer their questions.

7.  Recognize any personal biases or stereotypes.  Become more informed about the history and culture of other groups.  Identify personal attitudes toward diversity by remembering certain pivotal moments in one’s own life.

8.  Ask yourself the following questions: What was your reaction when you first became aware of differences between people of different backgrounds? Who was the focus of the attention? How did that affect your reaction to the situation? What are the “messages” that were learned about various “minorities” or “majorities” during childhood? Have your views changed considerably since then?

9.  Recall an experience in which cultural differences created an uncomfortable situation. What was the difference? What effect did it have? How can these memories or differences affect tutoring sessions?

10.  Respect each student’s individuality.  Find commonalities with the student and emphasize similarities instead of differences.  Rectify any language patterns or case examples that exclude or demean any groups. Remember to be sensitive to terminology. Speak clearly, naturally, and avoid using slang.  Make it clear in each session that all comments are important.

11.  Encourage participation from the tutee and be mindful of certain behaviors when responding.  Be patient and use repetition to explain concepts.  Frequently ask the student if what is being said makes sense.  Tutors must be aware of tutees who agree simply to satisfy the tutor. Some ESOL and ESL speakers will agree when they really don’t understand.  What is this called again?

12.  Ask students to become tutors and explain concepts in their own words to assess their understanding.  If it difficult to understand the student, ask him/her politely to write what was said.  Create a safe, non-threatening atmosphere for the student to practice manipulating a new set of oral, written, and nonverbal communication.

13.  What is the dominant culture of this campus?  Is the culture of this campus different from other COTC/OSU campuses? How?  What other cultures are present at this campus?  What are some possible conflicts that may arise between these cultures and the dominant culture?