Apoyo a la expansión del tiempo y espacio escolar en EM

As described in Chapter 2, ongoing and sustained intervention with tutors offers for effective tutor development after the initial training of tutors. Thus mentoring tutors is discussed as a means of developing tutors individually. To this end, the data confirmed the effect of the individualized relationship, as a result of ongoing mentorship between myself as coordinator and the tutors. From the data it is evident that the tutors responded positively to the individualized relationships they had with me as coordinator, in that they felt supported, nurtured and guided. I suggest that this feature of my development programme was significant in that it provided the programme with a personalized approach. This approach was characterized by the “open-door” policy that I adopted as well as the rapport that I developed with the tutors.

Significantly, I viewed the tutors as individuals and allowed time to work through their individualized tutoring challenges. For example, each tutor received a detailed report on their tutoring gleaned from the classroom visit (Appendix G). Before the classroom visit, the tutors filled out a self-evaluation (Appendix F). I used these as a guide for my feedback when reflecting with the tutor after the visit. This “reflection” session served to invite and encourage dialogue between myself and the tutor. An example of this process is illustrated by this scenario: one tutor expressed that he was concerned that his students were not listening to him, and were conducting private conversations whilst he was speaking. I observed that he had managed to establish his authority in the class and that discipline was not an issue. In our discussion, he informed me that he had gained a lot of confidence from the visit. He reiterated that my affirmation had enabled him to see that he indeed had control of his classroom.

Moreover, the respectful way in which I dealt with the tutors was appreciated by them as indicated in their perceptions of their relationships with me. Moreover, I suggest that the goal of classroom visits, the report and dialogic feedback thereafter functioned to engender trust between the tutors and I. In so doing both parties disclosed their thoughts and feelings to secure a closer relationship (Watson-Todd; 2004:111). As Watson-Todd (2004:111) explains once the trainer and the tutor have engaged in such an exchange, there is a reduction of power between them for equal benefit. On the one hand, the tutor’s development is promoted through increased reflection, increased sharing of ideas, and deeper understanding of rationales. On the other hand, the trainer’s own development is also facilitated because of the feedback from the tutors. Danica captured the role of mentorship with this observation,

I believe I have received the necessary support as a new comer to the programme from our regular Monday meetings and the training at the beginning of each semester and above all my coordinator has been of immense help and ready to offer assistance whenever the need arises. Whilst Elvin in his year-end reflection observed

I would not have grown as a tutor without mentoring.

Furthermore, Melissa described her relationship with me in this way,

I think that Jenni and I have a very good relationship. She is extremely supportive and has an “open-door” policy so that I feel welcome in her office. If there is anything that I need to discuss with her I know she will address the issue professionally and with consideration for myself as well as the students.

Matthew responded to my individualized council in this way,

…Jenni’s guidance has been essential in the classroom management, especially because the classes are so diverse. Because of this diversity at times the work material is approached differently with a particular class. Jenni has been instrumental in helping me deal with these aspects of tutoring.

Thus this mentoring technique gleaned positive results. Reed (1973:42) maintains that the success of a peer tutoring programme depends on the leadership and initiatives provided by the programme director/ coordinator. Reed (1973:42) argues further that one of the characteristics of the director/coordinator is that they should be perceptive and sensitive to tutor needs. My aim was to consistently provide and demonstrate support for the tutors in a way that was tangible to them. To this end, the data also reveals how tutors acknowledged the support they received from me as coordinator as a feature of ongoing mentorship and it also revealed the effect of that support. For example, Danica in reflection wrote,

I love Jenni! I got ample support firstly as a new tutor and also as a tutor with a very different academic background to the others. Jenni allowed me to take a more active role in the course and I was able to put a great deal of input towards some of the work. She followed our progress closely at the beginning of the term, but I also appreciate how she always acknowledged our personal growth as tutors throughout the year.

Likewise, Beth asserted that,

I started teaching LES with some anxiety but all the support and encouragement that I got from my coordinator and the other tutors helped boost my confidence as a tutor in the course of the year.

Thus it is evident that the individual tutors felt strongly that they had been supported and encouraged as well as acknowledged for their achievements or contributions. I tried to do this consistently in the reports that I generated for the tutors from the classroom visits (Appendix G). They also felt the support was consistent and sustained throughout the year. In supporting the tutors, I benefitted in my role as coordinator. The more I worked with the tutors and witnessed their development, the more confidence I had to deliver the tutor development programme.