University of Ljubljana Career Centres University of Ljubljana Tutor’s Manual University of Ljubljana Tutor's Manual University of Ljubljana Tutor’s Manual Authors: Dr Boštjan Bajec, Katja Bizjak, Sabina Mikuletič Zalaznik, Dr Brigita Novak Šarotar and Dr Sonja Pečjak Editors: Maja Dizdarević and Sabina Mikuletič Zalaznik Translation: Amidas d.o.o. Design and computer layout: Jernej Kejžar Published by: University of Ljubljana Press For the publisher: Gregor Majdič, rector of the University of Ljubljana Ljubljana, 2024 First e-edition. Publication is available free of charge at: https://uni-lj.si, https://kc.uni-lj.si This publication is a translation of the publication titled Tutorski priročnik Univerze v Ljubljani, published in Slovenian language in 2019. This work is available under the conditions of the Creative Commons CC BY-NC-ND 4.0 licence (citing the authors, non-commercial use, without modification). In accordance with this licence, upon citation of the authors any user may reproduce, distribute and make public this work, but only for non-commercial uses and without modification. The Tutor’s Manual was created as part of the project “University of Ljubljana Career Centres – the compass on your career path”, co-financed by the Republic of Slovenia and the European Union from the European Social Fund. The Manual uses the male gender neutrally. The Manual covers both the University of Ljubljana buddy and mentor system. Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 202230787 ISBN 978-961-297-370-4 (PDF) University of Ljubljana Tutor's Manual Dear Tutors, Here is your Tutor’s Manual. It has been created as part The Manual is in two parts. The first part deals with spe-of the project “University of Ljubljana Career Centres – cific topics, while the second provides worksheets and the compass on your career path”, which is cofinanced exercises that you can print out and use independent-by the Republic of Slovenia and the European Social ly in your work. At the beginning of each chapter, the Fund of the European Union. The Career Centres of the main points are summarised in a few sentences, then University of Ljubljana regard the provision of the tu-there is the detailed content, which includes useful tips, toring system as part of their responsibility, since they actual cases and proposed solutions. At the end of each see their role in higher education as not just mediating chapter you will find a list of references, where you can between students and employers, but also as support-obtain further information on the topics discussed. ing students in their studies and in their personal devel-The content has been selected with the aim of provid-opment. ing recommendations for those areas that tutor coordi-The Manual is aimed at tutors, tutor coordinators and nators and tutors have pointed out in recent years. We all those who work with students and who encounter trust that the Manual will help you in your work and will challenges and issues, such as establishing an appro-contribute to the continued high-quality of tutoring at priate relationship and communication with students, the University of Ljubljana. motivating students to study and to achieve the goals set on their career path, achieving effectiveness and rational use of time, effective learning, coping with fail-Prof. Dr Barbara Novak, ure, stress and anxiety. Vice-Rector for Education (2017 – 2021) University of Ljubljana Tutor's Manual CONTENTS 1. 4. Tutoring at the University of Ljubljana 11 Motivation of students to achieve set goals 53 1.1. The purpose of tutoring, its role and tasks in the tutoring system 12 4.1. Techniques and tools for motivating others 55 at the University of Ljubljana 4.2. Setting goals 58 1.2. What can the tutor expect from the student and the student 14 4.2.1. Smart goal setting 58 from the tutor? 4.2.2. Action plan for achieving the goal 59 1.3. Forms of tutoring assistance at the University of Ljubljana 16 4.2.3. Problems with non-responsive students 59 References 17 References 62 2. 5. Establishing a relationship with the student and preparation 21 for meetings Use of time in terms of personal efficiency and guiding students 65 2.1. Group development 22 5.1. Analysis of time use or “What am I doing with my time?” 67 2.2. Before the first meeting with students 26 5.2. What are my values and needs 69 2.3. First meeting with students 29 5.3. Planning activities 71 2.4. Next meetings with students 30 5.4. Separating important and urgent tasks 72 2.5. Proposed activities for individual tutoring 31 5.5. How to avoid less important activities 73 References 34 5.6. How do you make use of the time when something is cancelled? 74 5.7. What about when I finish my assignment? 76 3. References 77 Tutor - student communication 37 3.1. Are you understanding each other properly? 38 3.2. The power of non-verbal communication 39 3.3. Clear communication 40 3.4. Active listening 41 3.5. Conditions for a successful relationship and communication 43 between tutor and student 3.6. When not everything goes to plan in communication 44 3.6.1. Setting boundaries 45 3.6.2. How to communicate with a difficult partner 46 3.6.3. Different types of difficult partners 47 3.6.4. Time for action 48 3.6.5. Winning way of resolving conflict: “I win – you win.” 50 References 51 University of Ljubljana Tutor's Manual 6. 8. Approaches for effective learning 79 Appendices 117 6.1. What does the theory of effective learning for students say? 80 Appendix 1: Expectations of tutors and students 118 6.2. Strategies for effective study and their application 82 Appendix 2: Notes from meeting with student 120 6.2.1. Cognitive strategies 82 Appendix 3: My personal SWOT analysis of study motivation 122 6.2.1.1. Strategies of repetition 83 Appendix 4: My goal 123 6.2.1.2. Elaboration strategies 84 Appendix 5: Assess your goal using the SMART method 124 6.2.1.3. Organisational strategies or strategies 85 Appendix 6: Action plan 126 for arranging information Appendix 7: Spreadsheet of time use 127 6.2.2. Metacognitive strategies 86 Appendix 8: Estimate of time use 128 6.2.2.1. Strategies for planning 86 Appendix 9: My values and needs 129 6.2.2.2. Strategies for monitoring 87 Appendix 10: Template for lecture notes or printing out study material 130 6.2.2.3. Strategies for guiding the learning process 88 Appendix 11: Managing stress in six steps 131 6.2.2.4. Strategies for (self-)evaluation of learning 89 6.2.3. Emotional motivation strategies or how to self-motivate 90 to learn 6.3. Strategies to make studying a piece of cake 93 6.3.1. How do you tackle studying from a textbook? 93 6.3.2. How do you take good notes from lectures? 94 References 96 7. When a long period of stress, failure or anxiety arises 99 7.1. How stress is manifested 100 7.2. Mental disturbance as a consequence of stress 103 7.3. How to recognise anxiety 104 7.4. Anxiety disorders when there is too much anxiety 104 7.5. The causes of stress during studies 106 7.6. Methods of dealing with stress 107 7.7. How can you help yourself overcome anxiety and stress? 108 7.7.1. Relaxation techniques, help in overcoming anxiety and stress 109 7.7.2. Managing stress in six steps 111 7.8. Help at the doctor 112 References 114 University of Ljubljana Tutor's Manual 1. TUTORING AT THE UNIVERSITY OF LJUBLJANA This chapter deals with the following content: - the purpose of tutoring; - roles and tasks in the tutoring system; - defining expectations in the tutor – student relationship; - forms of tutoring provided at the University of Ljubljana. Prepared by: Sabina Mikuletič Zalaznik, University of Ljubljana Career Centres 10 11 University of Ljubljana Tutor's Manual 1.1. Roles and tasks in the tutoring system The purpose of tutoring, its role at the University of Ljubljana A TUTOR is someone who provides additional explanations and tasks in the tutoring system and help students acquire information and knowledge; they at the University of Ljubljana motivate and guide students and thus contribute to their personal and academic development. At the University of Ljubljana (hereinafter: UL) in the Rules A tutor may be a student or a teacher. of the system of tutoring at the University of Ljubljana (2015) we defined tutoring as the systematic and organised provision of assistance to students in their studies and in their ac-The tasks of a student tutor are in particular: ademic development. • regular provision of tutorial hours, during which they advise students regarding studies and other topics and situations; The purpose of the tutoring system is to co-create an envi- • familiarising students with their rights and duties and the ronment that will underpin and encourage: rights of international students, special needs students • all types of support for students during their studies and special status students; and for their studies (IT support, support in formulating • familiarising students with the procedures and rules of the elective part of the curriculum, support in studying operation of the member faculty, the Student Council at specific subjects and so forth); the faculty and other forms of student organisation and • better progress; life (Rules of the system of tutoring at the University of • greater inclusion of students in the work and life of the Ljubljana, 2015). university; • greater inclusion of students in extracurricular activities; The tasks of a teacher tutor are in particular: • special concern for students with special needs, special status and international students. • provision of tutorial hours, during which they advise students regarding their studies, choice of subjects, their further academic path and career opportunities; Since various different actors are involved in the tutoring • help in resolving academic or other issues that arise system, we will have a look below at who are tutors, tutor co-during studies (University of Ljubljana Tutor’s Manual, ordinators and students, the tasks envisaged for them by the 2007). UL tutoring system and what forms of tutoring assistance are provided at UL. A TUTOR COORDINATOR may be any professional, research or teaching staff member of a UL member faculty or a student authorised by the member faculty to coordinate tutoring work (University of Ljubljana Tutor’s Manual, 2007). 12 13 University of Ljubljana Tutor's Manual The tasks of a tutor coordinator are in particular: You can also find the list in the final section of the Manual (Ap- • managing tutor meetings; pendix 1) and this can serve as a tool or handout when working • monitoring the work of tutors; with students. You can adapt it and supplement it depending • offering tutors help in their work; on your needs. • providing tutors with study-related and extracurricular information; What the tutor can expect from the student: • sees to the implementation of the annual tutoring work plan at the member faculty; • the student should be respectful, sincere and trusting • in cooperation with the Assistant for Tutoring or the towards the tutor and should strive for a good Tutoring Committee, compiling a joint annual report on relationship; tutoring at the member faculty (University of Ljubljana • they should provide contact details through which they Tutor’s Manual, 2007). can be reached; • they should attend meetings regularly, and in cases of absence they should excuse themselves in advance; In the tutoring system a STUDENT is the recipient of assis- • they should contact the tutor in the way that was agreed, tance and guidance from the teacher tutor or student tutor. and should abide by the agreed times; Irrespective of their cooperation with a tutor, students are themselves responsible for their academic performance • they should provide information that is important (Rules of the system of tutoring at the University of Ljublja-for conducting the tutorial hours (regarding studies, na, 2015). problems related to studies and so forth); • they should be familiar with the role of the tutor and the tutor’s tasks in the tutor-student relationship. 1.2. What can the tutor expect from the student What the student can expect from the tutor: and the student from the tutor? • the tutor should be respectful, sincere and trusting an should strive for a good professional relationship; • they should inform the student when and in what manner Tutors often find themselves in a situation where students they can be reached (email address, telephone number, expect from them specific information and favours, such as scheduled tutorial hours); providing notes, seminar assignments and similar, which is • they should be available at the agreed times; not the tutor’s job. Equally, students often do not know what they can expect from tutors, what they can ask them for and • they should respond to emails promptly; what information a tutor can provide. We frequently hear • they should arrive at meetings punctually and properly that they do not know when their tutor is available, how they prepared; can be reached and so forth. In order to avoid these issues, it • they should help, advise, support and guide the student, is advisable at the very first meeting to set out clear rules and and should not carry out assignments in their place; expectations for both sides. Below we have condensed the • the information entrusted to them by the student should main tasks or expectations of tutors and students. be treated with care and in confidence; • they should guide the student in seeking information and not seek information instead of the student; 14 15 University of Ljubljana Tutor's Manual • they should give clear instructions regarding Tutoring for students with special needs Assistance for special needs students expectations and further work; in adjusting and becoming involved in • they should not impose their own convictions; academic life and work, and help with those study activities that they are unable • the tutor also has study obligations. to perform themselves. Tutoring for information sources Help in finding and managing sources of What the tutor does not do: information. • they do not seek information instead of the student, Scientific and research tutoring Assistance in research work, from the set problem to the solution. but simply guide the student; • they do not offer tips about cheating in exams; Tutoring for compulsory practical work Assistance in finding and organising compulsory practical work. • they do not comment on or discuss teaching staff, the assessment policy, teaching methods and study Tutoring for students with special status Guiding students in obtaining special status, exercising rights and fulfilling requirements; requirements, and assistance in inclusion • they do not write seminar assignments, reports, in academic life and work. notes etc. instead of the student; Teacher tutoring Tutoring where a teacher is in the role of • they do not provide the student with lecture notes. tutor. 1.3. References Forms of tutoring assistance Anglia Ruskin University. Student guide to our Personal Tutoring at the University of Ljubljana System. Accessed 17 August 2018 from https://web.anglia.ac.uk/ anet/student_services/personal_tutor/student/index.phtml. Barrington, E. & the Centre for Academic Development (2007). Hot Forms of tutoring differ from each other in three criteria: tips for tutors (a survival guide 4th edition). Auckland: University who is in the role of tutor, what form of assistance are they of Auckland. Available at https://cdn.auckland.ac.nz/assets/ offering and for whom the tutoring assistance is intended. clear/.../tutors.../hot_tips_for_tutors.pdf. The following forms of tutoring assistance are provided at Biotechnical Faculty. Tutoring. Accessed 21 August 2018 from member faculties of the University of Ljubljana. http://www.bf.uni-lj.si/oddelek-za-zootehniko/za-studente/ tutorstvo/. Dizdarević, M. (2017). Tutorstvo kot družbena odgovornost Types of tutoring What assistance the tutor offers (Tutoring as a social responsibility). Ljubljana: University of Orientation tutoring Help for freshmen students in adjusting Ljubljana. to the new living and educational environment. Dizdarević, M., Vučetić Dimitrovski, V., Resnik, S., Student Organisation of the University of Ljubljana, Zbukovev, V., Vidmar, Course tutoring Additional assistance to students in A., Tušar, V. (2007). University of Ljubljana Tutor’s Manual. understanding and mastering study Ljubljana: University of Ljubljana. material in individual courses. School of Economics and Business. Tutoring. Accessed 22 August Tutoring for international students Help for students on arrival in Slovenia 2018 from http://www.ef.uni-lj.si/za_studente/tutorstvo. in getting over the culture shock and adapting to the new environment. Faculty of Architecture. Tutors. Accessed 21 August 2018 from http://www.fa.uni-lj.si/default.asp?id=2633. 16 17 University of Ljubljana Tutor's Manual Faculty of Social Sciences. Tutoring. Accessed 21 August 2018 from Faculty of Theology. Tutoring. Accessed 21 August 2018 from https://www.fdv.uni-lj.si/studij/studij-na-fdv/dodiplomski-https://www.teof.uni-lj.si/za-studente/tutorstvo. studij-1-stopnje/tutorstvo. The University of Queensland. A tutor’s guide to teaching and Faculty of Electrical Engineering. Tutoring. Accessed 21 August learning at UQ (2010). Accessed 20 August 2018 from 2018 from http://www.fe.uni-lj.si/izobrazevanje/obstudijske_ https://itali.uq.edu.au/files/462/tutor-training-manual.pdf. dejavnosti/tutorstvo/. University of Leicester. Personal tutor system. Accessed 17 Faculty of Pharmacy. Tutoring. Accessed 22 August 2018 from August 2018 from https://www2.le.ac.uk/offices/sas2/quality/ http://www.ffa.uni-lj.si/studij/info-za-studente/tutorstvo. personaltutor. Faculty of Civil and Geodetic Engineering. Pravilnik za delovanje in University of Ljubljana. Rules of the system of tutoring at ocenjevanje študentskega tutorstva (Rules for the operation and the University of Ljubljana (2015). Accessed 20 August assessment of student tutoring, 2013). Accessed 22 August 2019 2019 from https://www.uni-lj.si/o_univerzi_v_ljubljani/ from https://www.fgg.uni-lj.si/wp-content/uploads/2016/08/ organizacija__pravilniki_in_porocila/predpisi_statut_ul_in_ pravilnik_za_delovanje_in_ocenjevanje_studentskega_tutorstva. pravilniki/2013071211432739/. pdf. University of Ljubljana. Tutoring. Accessed 20 August 2018 from Faculty of Computer and Information Science. Accessed 21 August https://www.uni-lj.si/studij/koristne_informacije/tutorstvo/. 2018 from http://www.fri.uni-lj.si/. Veterinary Faculty. Tutoring. Accessed 21 August 2018 from Faculty of Social Work. Tutoring. Accessed 21 August 2018 from https://www.vf.uni-lj.si/si/tutorstvo/. https://www.fsd.uni-lj.si/fakulteta/studenti/tutorstvo/. Faculty of Health Sciences. Tutoring. Accessed 22 August 2018 from Faculty of Mechanical Engineering. Tutoring. Accessed 21 August http://www2.zf.uni-lj.si/si/tutorstvo-7-2. 2018 from https://www.fs.uni-lj.si/studijska_dejavnost/ tutorstvo/. Faculty of Administration. Tutoring. Accessed 21 August 2018 from http://www.fu.uni-lj.si/studenti/tutorstvo/. Faculty of Arts. Tutoring. Accessed 21 August 2018 from http://www.ff.uni-lj.si/obStudiju/Tutorstvo. Goeller, M., Kalteissen, K. & Varral L. (2008). The Task: A Guide for Tutors in the Rutgers Writing Centers. Rutgers University: Available at http://wp.rutgers.edu/attachments/article/425/ The%20Task-%20A%20Guide%20for%20Tutors.pdf. Faculty of Natural Sciences and Engineering. Tutoring. Accessed 22 August 2018 from https://www.ntf.uni-lj.si/ntf/studij/tutorstvo/. Faculty of Education. Tutoring. Accessed 21 August 2018 from https://www.pef.uni-lj.si/176.html. Faculty of Law. Tutoring. Accessed 21 August 2018 from http://www.pf.uni-lj.si/i-stopnja/tutorstvo/. Accessed 15 October 2018 from https://drive.google.com/file/d/1 meY8xicZW5v1I7L4c5PlfEw3ksLkPSkX/view. Student Organisation of the University of Ljubljana. Good Tutoring Practice (reference manual). 18 19 University of Ljubljana Tutor's Manual 2. ESTABLISHING A RELATIONSHIP WITH THE STUDENT AND PREPARATION FOR MEETING This chapter deals with the following content: - the progress of group development and its parameters, which may be of assistance in working with students, be it in a group or individually; - preparation for meetings with the aim of making them more effective. Author of article: Dr Boštjan Bajec, Faculty of Arts, University of Ljubljana. 20 21 University of Ljubljana Tutor's Manual When you prepare for any kind of meeting, it is advisable to In order to get past uncertainties as quickly as possible, the bear in mind that the development of group dynamics fol-leader can help by: lows its own laws, which are also characteristic of the development of relations between two people, so a knowledge of this • presenting the purpose of the group or meeting (you can present the aims you have for the meeting, or is beneficial both for those tutors working with students for perhaps tutoring in general, your role, what you expect the most part individually and for those working with groups. from students and so forth); • setting out the structure of the meeting (for instance an 2.1. agenda); • ensuring that all the members introduce themselves (it is Group development important for every single member to do this, and given the reservations it makes sense at the beginning to keep The development of the dynamic in a group progresses introductions formal and fairly impersonal – for instance through five stages (Tuckman and Jensen, 1977), as follows: name, surname, perhaps their home town and such); • providing a sense of safety (possibly by you introducing • forming (mutual connecting); yourself first and setting the example for the rest to • storming (upheaval); follow); • norming (calming down); • not singling out individuals (maintain the same attitude • performing (establishing functional relations); to everyone, do not comment on an individual’s • adjourning. introduction, just thank them for it and so forth). The stages of group development progress in the same se-b) In the next stage, storming, friction arises in the group, quence in both formal and informal groups. Each stage plays and this is essential for structures to be created and roles to its part, and it is advisable for each one to be implemented be assigned or taken on. properly if you want the group dynamic to be as solid and successful as possible. In order for this stage to progress effectively, as a leader you must: Below is a descriptive breakdown of each individual stage: • permit discussion of the work as a group (what members a) In the first stage, forming, the members of the group cau-would like to do and so forth); tiously observe each other, and there is a reserve, uncertain- • set boundaries (steer the conversation so it does not ty, involving standard and tested patterns of behaviour and wander off into irrelevant topics and so forth); communication in cliches. • include all members in the conversation; You probably have some experience of encountering an • encourage talk about the views and values of the acquaintance starting off with the ritual greetings and the members (for instance you can ask them why they chose question “How are you?”, to which you expect the response a particular direction of study, what is important to them “Good”, and this is followed perhaps by some talk of the in life and so forth); weather and general topics before anything shifts. The pat- • prevent disputes on the personal level (the leader can tern is similar in a group that is just becoming acquainted. allow disputes about what people want to do and how, but must stop those disputes relating to the personal 22 23 University of Ljubljana Tutor's Manual circumstances of individuals in the group, such as where The role of the leader in this stage is to: they live, gender, etc.); • monitor progress and achievements and report on them • encourage the acceptance of diversity (emphasise that to the group; differences are acceptable, that they can enrich the group, benefit the work and so forth). • promote the independence and self-confidence of members (this can be through praise, encouragements, etc.); c) In the third stage, norming, the group binds together, • delegate problem-solving to the members; rules are developed, along with perhaps new tasks in the • delegate tasks; group, adjustment of behaviour progresses, the role of the • present the members with challenges. group is clarified and trust in members emerges. In the case of course tutoring, this stage would be reflected The role of the leader in this stage is to: for instance in students themselves taking on the setting of • outline the purposes (possibly through discussion of topics, independently finding solutions to problems, an ab-the group’s purposes, so the visions of members can be sent member being quickly substituted and the group work-coordinated); ing well together, even if the tutor is not present. • outline the roles (perhaps by checking who has what role or task and so forth); e) The final stage is that of adjourning, which comes at the • outline the rules (perhaps by checking how members end of the diploma assignment or academic year. The con-understand the rules and so forth); clusion can bring about feelings of sadness, with affection • foster the connectedness of the group (perhaps through expressed towards the leader and members of the group, joint rituals, customs, some pleasant activity and so forth). especially if the third stage, in which the members bonded, progressed very intensively. In this stage, if it progresses intensively, the group binds together strongly, meaning that it can have a deep trust in itself, The role of the leader in this stage is to: and can establish its own strong rules and customs, although this can present difficulties in the inclusion of new members. • sum up the achievements of the group; In the event that in this stage or after it a new member joins • highlight the achievements of individuals; the group, care needs to be taken that the new member is • organise the rituals that signal the conclusion (for given a detailed presentation of the rules (including infor-instance evaluation, the conferring of certificates or mally), important events in the development of the group diplomas and so forth). and so forth, since this will ease inclusion. In the development of the group dynamic after this stage, d) The performing stage means that the group has now ma-it is important to be aware that as the meetings progress tured sufficiently for the roles of members to be functional and the group becomes more mature, group meetings flow and adaptable, meaning that they can be effectively inter-more smoothly and quickly. changed, adapted and so forth. The members are competent, autonomous and capable of independent decision-making. 24 25 University of Ljubljana Tutor's Manual In order for the group dynamic to be maintained as well Tasks that are good to carry out before the first meeting as possible, it is advisable to have group meetings at least Table 1 shows what tasks are advisable to carry out before once a week, which in the context of tutoring probably only the first meeting. Of course you can adapt the preparation applies to course tutoring, where the content of lectures and to the circumstances you are in, but I trust that the table will practicals are discussed each week. In other forms of tutor-help. ing you will therefore need at each meeting to plan more painstakingly the individual steps by which you will foster the group dynamic. It is good to be aware that certain group Table 1: What you need to do before the first meeting members will progress through specific stages more rapidly than others, and this might require them to be slowed down a little (for instance so they do not share too much too soon) Task Time while others are encouraged more (for instance to say a bit get information on how many students at least ten days before the first meeting more about themselves). you are in charge of decide whether the first meeting will be at least ten days before the first meeting held in a group or individually 2.2. reserve a space for the first meeting with at least ten days before the first meeting students Before the first meeting with students think up the content that will be covered at least a week before the first meeting in the first meeting You can set up the first meeting with students in various ways. You can decide that you should first meet up with make up the invitation to the first at least a week before the first meeting meeting the whole group that you are tutoring, or you can start with separate meetings with individual students. In both cases, obtain the contact details of the students at least a week before the first meeting in your meetings try to keep track of the stage of group de-send out the invitation to the first at least a week before the first meeting velopment, since even in the case of meeting individually meeting with students, development progresses through the same draw up the final plan for the first at least two days before the first meeting stages. meeting I recommend that the first meeting be held as a group, even if it is small, since in this way when there are questions from If you are organising a group meeting (both the first and members you can provide more in-depth explanations about subsequent), it is advisable, if you have this option, to agree what tutoring will involve and what the rules are, the group on the date and time of the meeting with the students (ad-can bond and there is better cooperation over the content just the example of preparing for the first meeting in Table 1 being followed in tutor meetings. in this case and send out two invitations – the first for a decision on when students can most conveniently attend, and It is advisable to explain in advance at least in outline in the the second a notice on when you are meeting). invitation what will take place at the first meeting. This lets you set out in advance the structure and allows the students to feel safer, to prepare for the meeting and so forth. 26 27 University of Ljubljana Tutor's Manual In coordinating the meeting it might help you to use one 2.3. of the websites for coordinating meetings (such as https:// doodle.com/), which you can also use for coordinating the First meeting with students times of individual meetings. If you do not have this option, think seriously about when your students most probably At the first meeting with students you can follow the group have time, and call the meeting for that time. dynamic by gradually addressing issues that are appropriate Since some meetings are not possible to hold in person, or for the specific stage. An example of the structure of a first if you are trying to organise meetings before the start of the meeting with students (this is appropriate both for orienta-academic year and it is hard to get hold of the students from tion and course tutoring) is given in Table 2. all corners of the globe, you can organise a meeting through one of the online chatrooms. If you do not have access to Table 2: Example of the structure of a first group meeting with students tools such as MSTeams or Zoom, which require payment for full functionality, you can use Google meet (https://apps. google.com/meet/), or Jitsi meet (https://meet.jit.si/). Part of meeting Content Notes introductory part introduction Introduce yourself in the way you would like Since your online meeting might require you to draw some- (forming) of tutor the students to introduce themselves (i.e. thing, vote on something or conduct some kind of work-just your name, name and surname, some shop, you can get help for this from Mural (https://mural. additional information and so forth). co/), Clickup (https://clickup.com/), and users of Google introduction Appropriate content for getting to know tools can make use of Jamboard (https://jamboard.google. of students each other at this stage is their name and com/). surname and perhaps the place they come from. For each meeting, either online or in a lecture room, you presentation Present the structure of the meeting, how should in any event define the goals you are trying to achieve, of structure long it is expected to take and other points and prepare specific activities aligned with this. At the first (this could also be before the student meeting it would be ideal if you achieve the following goals: introductions), and you can tell them how and when you can be reached (email, office • introduce yourself; hours) and how soon you will respond (try to be as quick as possible) and so forth. • define when and how you can be reached (email, possibly telephone, office and so forth); intensification introduction of Appropriate content for getting to know of connecting members (tutor each other at this stage includes your • get to know the students (as persons, their expectations, (storming) and students) horoscope sign, what drew you to study, fears and so forth) and what is important in your life, who your role models are and so forth. • agree on subsequent meetings (when, where, what content will be covered). connecting in the agreements Appropriate content for this part is an group (norming) on rules agreement on the time and place of meetings, and how you can contact each other (via email, creating a Facebook group Of course the accomplishment of certain goals could be or other suggestions). stretched out over several meetings, especially if you have a large group of students, but have these meetings as much introduction Appropriate content for getting to know of members each other at this stage includes what they as possible together, if possible with no more than a week in enjoy, what of these things could they between, since otherwise it is hard for the group dynamic to do together (you can celebrate birthdays flow. together, go to the cinema and so forth), and agreements about this. 28 29 University of Ljubljana Tutor's Manual determining roles You can agree on who will take the Table 3: Example of the structure of a first individual meeting with a student minutes, who will take care of invitations to tutorial meetings, who will be in charge of remembering birthdays and so forth. Part of meeting Content Proposed content agreements introduction Appropriate content for getting to know introductory part presentation Presentation of structure (what the content going forward of members each other at this stage can include talking (forming) of structure will be, how much time the meeting will (performing) about prior knowledge, fears, expectations take and so forth). around tutoring and so forth. intensification getting to know What are the student’s desires and goals agreement on Explore what content would be desirable of connecting the student and so forth. further content to address at tutorial meetings (this can be (storming) suggested by the members or by you). connecting agreements How you can help as a tutor, how the determining tasks An agreement on who will do what by the (norming) on work student can benefit from your help, next meeting. confidence between the two of you (so that everything entrusted to you remains conclusion summary Sum up what agreements have been between the two of you, and you can only of meeting of events reached (what will be done by the next disclose an issue in the case of consulting (adjourning) meeting, when you are next meeting and with experts, but not the identity of the so forth). person that entrusted this to you and so forth). conclusion Expression of thanks for participation. planning setting student Setting student goals with regard to (establishing goals for the the rules for setting goals (presented in functional specific academic the chapter on motivation in the Tutor’s relations) year Manual), agreement on the tutor’s 2.4. assistance in achieving these goals and so forth. Next meetings with students conclusion review of Summary of agreements at the meeting. agreements The next meeting with students can be individual, so you agreement going An agreement on what to carry out by the can devote yourself fully to the individual, and subsequent forward next meeting, when the next meeting will be, who will initiate it and so forth. meetings can depend on what topics are being addressed – for those that are of interest to multiple students (how to study, be organised and so forth) it makes sense to have a full group meeting (or part of the group), and when you are 2.5. dealing with content relating to individuals, then obviously you would meet with them individually. Proposed activities for individual tutoring For the first individual meeting with a student you can refer to Table 3. The table offers content that could be useful, but For course tutoring it is of course advisable to meet through-of course you can adapt the structure and content depend-out the academic year each week, so that you can prompt-ing on your needs and the circumstances. ly resolve issues regarding the course, look deeper into the material and so forth, while for orientation tutoring there is usually not sufficient content to need a weekly meeting. Table 4 shows an example of the timetable for meetings and other activities that can help you in your work, but of course you should adapt the structure and timing to your circum-30 31 University of Ljubljana Tutor's Manual stances. The proposed timetable envisages an individual third meeting of student repetition before exams first week in the winter semester having 15 weeks, and proposes certain topics that group* exam period are more relevant in a specific part of the semester, and it is good to address these in orientation tutoring. fourth meeting of student repetition before exams second week in the winter group* exam period fifth meeting of student repetition before exams third week in the winter Table 4: Example of the timing of meetings and actions in orientation tutoring over the group* exam period first academic year second meeting with analysis of performance first week of the second individual students in the first exam period, semester Event Content Time possible planning for improvements going first email to students invitation to the last week before the first forward introductory meeting with semester a group of students sixth meeting of student repetition before exams fourteenth week of the group* second semester first meeting with a group presentation of tutoring, first week of the first of students getting to know students, semester fourth email to students enquiry as to how things seventh week of the agreements are going, whether they second semester need any help first meetings with getting to know students, first week of the first individual students establishing goals for the semester seventh meeting repetition before exams fifteenth week of the specific academic year of student group* second semester second meeting with presentation of effective second week of the first fifth email to students good wishes for the exam start of first week in the a group of students ways of studying, semester period, encouragement to summer exam period formulating study plans get in touch if things get difficult third meeting with learning about efficient third week of the first a group of students use of time semester eighth meeting of student repetition before exams first week in the summer group* exam period second email to students enquiry as to how things seventh week of the first are going, whether they semester ninth meeting of student repetition before exams second week in the need any help group* summer exam period fourth meeting with review and discussion of ninth week of the first tenth meeting of student repetition before exams third week in the summer a group of students study plans up until the semester group* exam period exam period sixth meeting with evaluation of work in the last week of the summer fifth meeting with a group presentation of methods tenth week of the first a group of students group, evaluation of your holidays or first week of of students for dealing with stress semester tutoring, agreements for the next academic year during exam time the next academic year first meeting of student repetition before exams fourteenth week of the third meeting with analysis of performance last week of the summer group* first semester individual students in the academic year, holidays and first week of setting goals for the next the next academic year second meeting repetition before exams fifteenth week of the first academic year of student group* semester *For meetings of the student group it is not essential for you to attend, but you can third email to students good wishes for the exam start of first week in the participate to improve the dynamic. You can also go over some material that you period, encouragement to winter exam period studied a while ago. get in touch if things get difficult 32 33 University of Ljubljana Tutor's Manual After individual meetings it is advisable to draw up (you can use Appendix 2 at the end of the Manual) minutes of the meeting (of course you should agree on this with the student, since you might be restricted by the legislation on personal data protection), which you can also send to the student and use in the preparation of your next meeting with them. It also makes sense after each meeting with students to send them a list of the agreements you have reached, what content you addressed and so forth. Be attentive to the agreements and stick to them consistently, or notify the students in good time if you cannot do this, since this will maintain trust. In conclusion When preparing meetings, as well as after them, it is perfect if you have the chance to consult with other tutors about them. An exchange of experiences and evaluations from colleagues can help you in your professional and personal growth and improve your own leadership and organisation of meetings. If you are uncertain about anything you can approach the coordinator of tutors. References Tuckan, B. W. & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419–427. https://doi.org/10.1177/105960117700200404. Additional literature: Deese-Roberts, S. (Ed.). (2003). CRLA: Tutor training handbook (Rev. Ed.). College Reading and Learning Association. Available from: http://www.lsche.net/?page_id=4526. Mihalič, R. (2011). How I conduct a meeting: 30 minutes for leadership. Škofja Loka: Mihalič and partner. Seeds of change (n. d.) Organising successful meetings. Seeds of change. Available from: https://www.seedsforchange.org.uk/ meeting.pdf. 34 35 University of Ljubljana Tutor's Manual 3. TUTOR - STUDENT COMMUNICATION Communication between tutor and student is an important tool for establishing the relationship, and also for achieving the goals that the student wishes to attain during the process. This chapter deals with the following content: - methods of clear communication and active listening, as a basis for successful communicative dialogue; - tips on how to deal with challenging behaviour from a student, and ways of resolving communication and conflict issues. Author of article: Katja Bizjak, univ. dipl. soc. pedagoginja, trainer, coach 36 37 University of Ljubljana Tutor's Manual 3.1. If you want to understand your interlocutor, you must decode Are you understanding each other their message. You can make this easier by asking questions: properly? • “If I understand correctly, you’re telling me that...” • “This means that you feel...” • “Does it seem to you that...” The success of the relationship and joint cooperation be- • “This means for you...” tween the tutor and student depends to a large extent on successful and effective communication. However, prob- • “I have the feeling that...” lems can easily arise here. 3.2. Why? The power of non-verbal communication Each person is a world unto themselves. Not just a world – an entire universe! We are all born with certain abilities, and The fact that things get even more complicated in commu-during our lives we gain a variety of experiences, values and nication is thanks to non-verbal communication, which often knowledge, and sometimes we ask ourselves how we can communicates something different from what you are say-understand each other at all given all these differences. This ing in words. is backed up by the fact that only a third of what we say is properly understood. In communication it holds that words have just 7% of the weight, tone of voice has 38% and body language has a full 55%. What should you do? So it is not even that important what we say, but rather how Good, effective communication is vital for personal and pro-we say it. fessional success. It is a skill that you can learn. Its purpose is In communicating with a student it is important to be mind-to communicate a message to another person, and it is very ful of non-verbal signs (such as various body postures, tone important here that the other person receives the informa-of voice, body language), and if the non-verbal message tion in the way the sender wished to give it. Effective com-does not seem to you to align with the verbal message, you munication therefore depends on clear communication on can draw the student’s attention to this. You can say for in-the one hand and active listening on the other hand. stance: “I wasn’t convinced by your...” In the process of communicating the sender encodes information and sends it to the recipient through a channel/medi-Graph 1: The significance of non-verbal speech um. The recipient then decodes the message and responds to it (provides feedback to the sender). Communication is thus Body language a process whereby we ascribe and transmit significance with Tone of voice the aim of creating common understanding. The process re-Words quires a wide selection of skills in the area of personal and interpersonal understanding, listening, observation, speaking, questioning, analysing and evaluating. 38 39 University of Ljubljana Tutor's Manual 3.3. 3.4. Clear communication Active listening Clear communication in a relationship with a student has oth-Once you have made sure to provide clear and understand-er purposes in addition to providing information. Through able information to the student, your next task is active lis-high-quality communication students feel included, they are tening. Active listening is the reflection of the content and more motivated to achieve their goals, and at the same time feelings, along with a summarising, of everything the other it contributes positively to the development of good interperson has said. The listener is actively involved in clarifying personal relations. the thoughts and feelings of the speaker. The relationship is like a bridge, where the tutor is 100-per-We speak of active listening when: cent responsible for their half and the student 100-percent responsible for their own half. • you want to hear what the other person wants to say; • you are ready to take the time for a conversation and to listen to the other person; So – are you ready to learn? • you are ready to understand that person. In front of you are a number of tips on how to prepare to provide information to another person in a way that will be Always listen as clear and understandable as possible. Memorise some of these pieces of advice and practice them daily. And don’t Active listening is vital in the relationship with a student. This forget – practice makes perfect! means that the student has the feeling that you are listening to them, taking them into consideration and understanding them, and respecting their needs. Empathy plays an impor- • Get to the core of what you want to communicate to the tant part in this. The student must have the feeling that their student. problems are understood and that everything has been done to resolve them. • Communicate the core concisely and clearly (simply, in understandable language). • Do not try to pass on to your interlocutor all the Politeness knowledge you have about a thing. Words such as please and thank you are often forgotten in • Avoid jargon, foreign words, abbreviations and so forth. relationships. But it is especially important in work with stu- • Provide the information in a logical sequence (1, 2, 3...). dents not to neglect the basics of etiquette. The student will • Make the information more appealing with visual aids, have the feeling of being valued and respected, and not just examples, descriptions and so forth. being one of the crowd. • Provide the information several times, repeat the essence, make a summary. • Listen to your interlocutor carefully. Involve the student in the process of solving a problem • Check to see that they have understood properly. If the student has a problem, involve them in the process of solving it. They should always have a handle on what the next steps will be and how soon they can expect a solution. It is advisable to draw up a plan together for solving problems 40 41 University of Ljubljana Tutor's Manual and small goals that you will stick to. Table 5 shows several technique of reflecting Focus attention on the feelings that accompany skills that can help you be an adept listener. feelings the problem. Table 5: Skills that will help you listen Example: Ask the student: ‘How do you feel about this?’ Technique for listening skills Description asking open questions These are questions that the student can answer technique for summarising At the end of the conversation summarise all the facts, descriptively, and they are useful for a more in-depth what you heard feelings and reasons the person presented to you. Say understanding of the student’s topic, since they in your own words what the other person told you. outline for you the student’s situation and views on it. Also, summarise the agreement between the two of you. You can also ask the student to sum up the key communications of your meeting. In this way you can Example: make sure you both understood what was agreed in the same way. What (describes facts)? How (process, feelings)? Why (causes)? Could... (general description of situation)? 3.5. Conditions for a successful relationship and asking closed questions These are questions for which you will get the answer communication between tutor and student ‘yes’ or ‘no’. You can make use of closed questions when you want to conclude the conversation, for instance ‘So, are we agreed then?’ Respect: • take some time to provide for a suitable space; Example: • introduce yourself to the student and remember their Did you...? name; Was there...? • listen attentively, do not interrupt and do not try to persuade; • ask open questions, without criticism or judgement. technique of paraphrasing This is a technique where you repeat what you have statements heard, so you can make sure you understood the student properly. Repeat back to the student some of the main words – this encourages them to describe Being genuine: the details. • know how to talk about yourself and show your feelings; • do not try to appear different from what you really are; • do not make promises that you cannot keep, i.e. stick to your promises and agreements. 42 43 University of Ljubljana Tutor's Manual Empathy: 3.6.1. • include non-verbal elements in your responses; Setting boundaries • take a personal approach; • listen actively. Dealing with difficult behaviour involves an approach similar to dealing with bringing up a difficult child. It is important to Quick tip set boundaries and to stick to them consistently yourself. It should be clearly determined what is acceptable and what is In communication it will be easier to overcome obstacles not. It is extremely important that you respond quickly when if you use an ‘I’ message. This means that instead of a ‘you’ boundaries have been overstepped. Often you will have to message (e.g. ‘How could you do that!’) use the first person respond immediately, but it is advisable to consider things singular and words such as ‘it bothers me...’, ‘it doesn’t feel at least for a moment first. But do not spend too much time right to me’, ‘it seems to me’ and so forth. In this way it is eas-thinking, or worse, do not avoid a confrontation, since this ier to be closer to the other person, since they will not feel will send the other person the message that everything is threatened. just fine and they can continue behaving the way they do. Boundaries are a message about what rules need to be ob-3.6. served, where the boundaries of your own integrity lie and what your expectations are. Boundaries determine criteria, When not everything goes to plan and they are a kind of ‘recipe’ for how you wish and permit in communication others to behave towards you. Through them you define what is acceptable, safe and permissible for you in your relationship with another person. It is always a good idea to first try to work out the real reason for some unpleasant behaviour from the other person. The reasons are often really simple. Perhaps the student feels un-How to set boundaries for another person: der-appreciated, or that they deserve more attention, that • clearly express your expectations; they have not progressed in their studies as they would have liked and so forth. The reasons can also relate to serious per- • agree on rules of cooperation; sonal difficulties (financial, learning, love and so forth). • do not apologise or give reasons – just provide a brief explanation and stick with that; Often a very simple approach in solving problems is a simple • be consistent; conversation where you show interest in the other person. Try to establish a calm and pleasant atmosphere (for instance • through verbal and non-verbal communication show that you are being serious; have a coffee or tea together, go out for lunch and so forth) and talk about possible problems or unresolved issues. Show • be respectful but determined; understanding if the reason for the difficulty is justified, and • present your demands in good faith and in a friendly way; offer help. If the difficulty continues and the behaviour of • do not impugn the integrity or dignity of the other the other person becomes increasingly disruptive for oth-person. ers, it is time to take other action. 44 45 University of Ljubljana Tutor's Manual 3.6.2. be in the present moment. For instance: ‘The situation is such How to communicate with a difficult and such, so let’s see what we can do moving forward...’ Seek out multiple solutions and focus on the best one. partner Acting professionally 3.6.3. Be sure on your part that you have acted professionally, with Different types of difficult partners propriety and in the best possible way in the given moment. Prepare well for the meeting. If the other person ‘drives you a) Negativists and complainers up the wall’, take a time out and then continue the communication when you are calm. Be self-reflective – think about These are negativistic, cynical and unenthusiastic people, how you too could respond differently. None of us are infal-critical of everything and everyone, not willing to cooper-lible – if you make a mistake apologise and try to put it right. ate or take responsibility, and always see the fault as lying in others. They are chronically unsatisfied and constantly complain. Stay calm Recommended action: Do not play the part of a saviour. Let When the other person behaves improperly towards you (is them have their share of responsibility. Guide them towards unfriendly, insulting, aggressive, ignorant and so forth), it is solutions. When they give an opinion, do not contradict very hard to stay calm. It is important in these moments for them. Stick to the facts and repeat the positive things which you to be able to recognise your feelings and find a way to you think can come out of this. calm down. This can involve conscious breathing, counting in your head, a brief time out (e.g. going out for a glass of water). If you are very upset, postpone the conversation to b) Martyrs and eternal victims another time. They have an attitude of ‘poor me’ towards everything, they feel cheated, excluded, and often they arouse feelings of guilt in others. Exercise for rapid calming Recommended action: Do not play the part of a saviour. Close your eyes, breathe in deeply and exhale, and in your Help them feel empowered and to strengthen their positive thoughts go to your ‘safe place’. This is a place that can ex-attributes. Set boundaries for them and push them to play ist in reality or just in your head – it doesn’t matter. What is the part of an ‘adult’. important is that you feel pleasant and safe there. Focus on how you feel in your ‘safe place’. When you open your eyes again, keep the positive feelings with you. This exercise will c) Aggressive and violent people help mitigate unpleasant feelings and make it easier to continue your work. These are interlocutors who are coercive, aggressive, argu-mentative and driven to take advantage of other people or to behave aggressively towards them. They frequently try to Find a solution tell other people ‘what’s what’, they interfere in other people’s business, make demands on them and want things to In solving the problem do not dwell on who is at fault, but be ‘their way’. rather focus on solutions. Avoid trying to rectify the past, and 46 47 University of Ljubljana Tutor's Manual Recommended action: Be aware that you cannot change Focus on the actions, not on the person. When you con-their personality, but you can adjust the way you respond. front an individual regarding their difficult behaviour, focus The majority of aggressive people anticipate other people on their actions. Do not use personal attacks, such as ‘You’re deferring to them because they do not want conflict. The bad, incapable, irresponsible...’ Try to say: ‘Your behaviour is next time you are in conversation with such a person, listen having a bad effect on...’ to them, do not respond and calmly, clearly and consistently stick to the set boundaries. Offer an alternative. For the thing identified as a problem, you should offer a positive alternative. How should the student act in similar situations, how should they respond – in d) Know-alls other words what is acceptable and even desirable from them. They have a superiority complex and at every step they have a sense of greater worth, they are arrogant, egocentric and Use ‘I’ messages. In communication and descriptions of the think they are always right. reasons why a certain behaviour is problematic, if you use ‘I’ sentences this will significantly reduce the defensiveness Recommended action: Do not object to their judgements, and resistance from the other person. since you will achieve the most with them if you agree with them or even give them some kind of praise. Politely cut off Listen. Do not forget to take the time to really listen. Do not the conversation and advise them to write everything down deny the other person the right to defend themselves and rather than telling you. Set a clear boundary where it is needed. explain their reasons. This enables you to maintain an appropriate level of objectivity and provides time for reflection. Summarise and clarify. When you listen to the other person e) Passive people and together you want to find a creative solution for both These people are meek, quiet and subservient, they avoid sides, summarising is a very useful technique. In this way you conflict and along with it all responsibility. can make sure that you have understood correctly (so any difficulty later will not wind up as some endless vicious cy-Recommended action: Encourage and embolden them. To-cle). You can say for instance: ‘If I understand correctly, you gether with them set out small steps that they can achieve. are proposing...’ Accentuate the positive. Just as in criticism of undesired, 3.6.4. problematic behaviour you objectively highlight critical facts, you should also highlight what is positive. Combine Time for action being critical with being positive. In this way you can secure the cooperation of the ‘opposing’ side and balance the ten-Make a plan. Every tutor must also be a good strategist. This sion in the situation. also applies to confrontations with difficult students. Think Summarise. At the end of the meeting summarise what was about where, when and how you will speak to them. Make agreed for the future and what the consequences will be if sure that the conversation takes place between the two of the boundaries that have been set are overstepped again. you – unless you take the view in advance that another per-Summarise and emphasise the positive alternative as to what son should be present. is desired and expected in the future. 48 49 University of Ljubljana Tutor's Manual The connecting element running through all this is always Some creative professional writer walked by, stopped and your own personal orientation. This is the key to all solu-looked at the paltry bit of change in the hat. Without asking tions. For this reason, when you are dealing with challeng-permission, he grabbed the wooden sign and on the other ing individuals you should still try to maintain a positive ori-side wrote a new message. He put the sign back down by the entation towards them. If you do not fully succeed in this, poor man’s feet and went on his way. the golden rule should be that at least you avoid accusations and insults. Act objectively, on the basis of facts, try to find In the afternoon the writer again walked past the man beg-a common solution and not your personal victory. Seek out ging for alms. He noticed that now his hat was full of bank-positive things in other people and highlight them. notes and coins. The blind man recognised the writer’s gait, so he asked if he was the one who had written the new message, and most importantly, what he had written. 3.6.5. The writer replied: ‘Nothing that is any less truthful than what you wrote, but in different words.’ And grinning he went on Winning way of resolving conflict: his way. The blind man never found out that the new mes- “I win – you win” sage read as follows: ‘Today it is spring and I can’t see it.’ An enduring and high-quality way of communicating can When you do not succeed in something, change the strat-be found in the win–win (‘I win – you win’) method, which egy/message and perhaps the new method will be more alone takes into account all the participants and their sub-successful. stantive and emotional needs. In terms of time this method is of course not always the most efficient, but in resolving conflicts that kind of efficiency does not matter. References The best thing is to maintain a balance between your feel-Brajša, P. (1993). Pedagoška komunikologija (Pedagogical ing for yourself (the importance of your own interests) and communication science). Ljubljana: Glotta Nova. your feeling for others (the importance of good relations). Iršič, M. (2004). Umetnost obvladovanja konfliktov (The art It is important, however, that on matters that are vitally im-of managing conflict). Ljubljana: Rakmo – Institute for the portant to you, you do not budge. development of a culture of interpersonal relations and conflict management, education, consulting, research and publishing. In a constructive atmosphere, conflicts can even be beneficial, since they foster creativity, exchanges of views, argu-Kristančič, A. (1995). Svetovanje in komunikacija (Counselling and communication). Ljubljana: AA Inserco. mentation and seeking the best solutions. Where a conflict is destructive, first of all everyone needs to calm down, mu-Možina, S., Tavčar, M. I., Zupan, N. & Kneževič, A. N. (2011). Business tual understanding encouraged and alternatives and possi-communication: European dimensions (2nd supplemented edition, 2nd printing). Maribor: Založba Pivec. ble solutions explored. Sometimes humour also helps! Tušak, M., Tušak, M. & Cecić Erpič, S. (2001). Communication. Ljubljana: Educy. In conclusion, a short story on the power of communication A story goes that once there was a blind man sitting on the pavement, with his hat next to his feet and beside that a wooden sign on which was written in chalk: ‘Please help me, I am blind’. 50 51 University of Ljubljana Tutor's Manual 4. MOTIVATION OF STUDENTS TO ACHIEVE SET GOALS This chapter deals with the following content: - the student’s motivation to study; - the theory of needs that steer us in life; - the methods and techniques that can help in identifying student motivation (coaching method of posing questions, the GROW model and SWOT analysis); - how to help the student define their specific goals and how to formulate an action plan to achieve them; - what to do if a student is non-responsive and unmotivated by your efforts. Author of article: Katja Bizjak, univ. dipl. soc. pedagoginja, trainer, coach. 52 53 University of Ljubljana Tutor's Manual Motivation is a force that creates behaviour through which 4.1. we satisfy a need. Motivation is a force concealed behind our behaviour – understanding the motive hidden behind Techniques and tools for motivating others an action is the key to motivation. Knowing what the individual wants to achieve is the essence of motivation to achieve Encourage the student first to explore their wishes and a goal. Understanding the primary motive for an action is the needs that guide them in their studies, so that through joint key to motivating anyone, including yourself. work the two of you can more easily discover where their As a tutor you must discover in working with students what motivation lies. Are they really interested in the course they their inner motivation is. Without inner motivation it does have chosen? Are they studying for themselves or others not work, and external rewards are just short-term solutions. (e.g. parental pressure)? Are they using study to fulfil their interests and dreams, or are they studying so that later it will Motivation was researched by Abraham Maslow, an Ameri-be ‘easier to find a job’? Do they just want to get the course can psychologist and founder of humanist psychology, who ‘done’, or do they want to prove themselves in a given field in his paper A Theory of Human Motivation divided human of expertise? needs into four basic or lower needs (i.e. those that are important principally for human survival) and three higher needs (needs for personal growth). In terms of their importance he a) Coaching ranked them into what is called a hierarchy of needs. Under-In researching the area of motivation there is a useful meth-standing the concept of the hierarchy of satisfying needs is od known as ‘coaching’, which is in fact a method of clear vital to understanding the motivation of each individual, and and effective posing of questions that enables more effec-of course students and their motivation to study. tive learning and development of the individual. It is focused Maslow’s ranking of needs is composed of physiological on ways of behaving to achieve goals, raising motivation and needs, followed by safety needs, love and social needs and establishing the right strategies. It serves to encourage the esteem needs. At the peak of the author’s pyramid we find development of values such as being proactive, innovative the highest needs of humans, i.e. self-fulfilment or self-ac-and responsible. Coaching helps a person make changes in tualisation needs. When we satisfy the basic needs, we start an area/areas that are important for them: in other words seeking out other areas of need: success, emotional fulfil- ‘taking a step forward’ in the direction they want, and mainly ment, personal growth, self-respect. in a way that aligns with them and will bring the desired results. The key to true motivation, whereby we motivate ourselves or others, is which of the stated needs is most important for Through the coaching method you can help the student: that person at a given time. Motivation is very personal and • become conscious of what is important for them; can change in an instant if the priorities change. Motivation can change during an activity. Example: you start training to • define clear goals, understanding and personal growth; run for weight loss, then you run for the sense of wellbeing, • expand awareness of themselves and their surroundings; and then for the enjoyment of the sport itself. • and guide, motivate and encourage them on the path to their individual goal. 54 55 University of Ljubljana Tutor's Manual b) GROW model • What do you need for this? The GROW model (taken from Whitmore, 2002) can be used • What can you do starting tomorrow? What will you do as a guideline/starting point for conversation. The model is tomorrow? aptly abbreviated as an indication of growth, while each let- • How will you know that you succeeded? ter also denotes one of the steps explained below. These are guidelines to have in one’s head during a conversation with the student, and they help steer the conversation towards c) SWOT analysis identification of their motivation, goals and results. For easier identification of internal and external factors, together with the student you can also do a SWOT analysis, TO: topic – what would you like to talk about? which identifies strengths (S), weaknesses (W), opportuni-G: goal – what would you like to achieve in the tutor meet-ties (O) and threats (T). The analysis can be applied to your-ing? What is the desired status? self, others, studies, personal life and so forth. R: reality, research – what is going on currently in the stu-In a SWOT analysis you place under the microscope four dent’s life? What is troubling them? Where do they not know aspects, strengths, weaknesses, opportunities and threats. or are unable to see the way ahead? The purpose of the analysis is assistance in decisions about where specifically to steer oneself and one’s life/studies. O: options – together seeking possibilities and methods that might lead the student to the desired status. W: will – where is the student’s will and motivation? What will they do? What are the next steps? What is the most im-First of all there needs to be a demarcation of strengths/weak-portant thing for them from this meeting? nesses and opportunities/threats. The first two aspects relate to internal and the second two to external factors. The main ME: monitoring and evaluating – how will the student mon-difference here is that with internal factors we have some influ-itor their shift, their success? How will they know that they ence, we can adapt, develop or take some other action. With internal factors we are in a region of our own influence. Oppor-succeeded? What will the difference be in their life? tunities/threats relate to external factors on which we have no influence and we cannot ourselves do anything directly other than adapt our inner qualities, and we can use opportunities as Some examples of questions that can help you uncover the a tool for motivation. Appendix 3 in the final part of the Manual student’s motivation and goals using the GROW model: offers an example of a SWOT analysis and questions that can help you in your work. You can use it as a worksheet to share • What do you actually want? What would satisfy you? with students. • What does ______ represent for you? • How does that look right now? Tell me something about it. • What do you feel you could do in this regard in the next month? • What else could you do? • What would your life look like if you had already done this? • If you could do anything, what would that be? • What is the possibility of you really doing this? 56 57 University of Ljubljana Tutor's Manual 4.2. R – realistic. If the goal seems realistic to you, you will make Setting goals the effort and work to achieve it, otherwise (if the goals seem unrealistic from the outset) you motivation will fade sooner. You should set yourself both high and realistic goals at the When you have analysed needs and motivations, the student same time, and you yourself can determine how high. It is can set goals. Setting goals is a very important factor on the easiest to set realistic goals based on past experience. path to success. Goals are set in order to steer one’s life and T– time-related, i.e. set in a time frame as explained above. to shift wherever one wishes. In setting goals it is important Ask yourself: ‘How much time will I need for a specific task?’ to know why you wish to achieve them – indeed the intent is or ‘By when will the project be concluded?’ more powerful than the result. A set goal will raise the student’s motivation and steer them In the final part of the Manual you will find an exercise (Appen-towards seeking the right strategies to achieve it. dix 5), which using the described method will lead to a defini-tion of your goal. In the final section of the Manual (Appendix 4) you will find a worksheet that you can use with the student as a basis for the conversation about setting goals. 4.2.2. Action plan for achieving the goal 4.2.1. Smart goal setting This is a plan of steps as to how the student will achieve their goals. Help the student define specific steps and activities for achieving their goal. You might be helped in this by the pro-When you set or reframe your goals, it makes sense to stick posed action plan (Appendix 6), which you will find in the final to the formula recommended by numerous experts on part of the Manual. goal setting. The basic formula centres on the English word SMART. Each individual letter in the word represents one of the important elements that every goal must contain. 4.3. A well-set goal should therefore be: Problems with non-responsive students S – specific. What needs to be done and by when, who will do it and what is needed, why you are doing it and so forth. You are highly motivated to work with students, you are M – measurable, since only in this way can you see how much ready to study and educate, you are making an effort, yet progress you have made, while at the same time achieving still just one or two students are showing up to the tutori-goals on the path to ultimate success represents an additional meetings? Don’t worry, you are not the only one. Stick to al motivation, since you have already achieved a goal. your mission. Find out what works. Get together and talk to other tutors to see what works for them. A – attainable/achievable. Setting unattainable goals has a bad influence on morale and motivation. Smart goal setting is also important because through smart planning, a goal that seems unattainable can be made attainable. 58 59 University of Ljubljana Tutor's Manual Above all, think about: They all said yes. The professor waited a moment, then asked • What are you actually offering the students? Why would again: ‘Really?’ they come to you for help? Then from under the lectern he took out a pot full of little • In what way are you letting the students know that they pebbles. With some precision he sprinkled them among the can get the help of a tutor? Through what channels do the large stones and then lightly shook the glass jug. The peb-students respond (events, notice board, internet, email, bles were distributed around the stones, all the way to the Facebook, Instagram, telephone messages and so forth)? bottom. Again he asked his audience: ‘Is this jug full?’ Now • Are you in personal contact with the students? his students slowly grasped the process. One of them an- • Do you know what they need? swered: ‘It’s probably not full.’ • Have you given notice of the times and locations of ‘So,’ continued the professor. Then from under the lectern meetings in advance and in due time so that the students he produced a bucket of sand. He carefully shook it into the can organise their time? glass jug. The sand filled up the spaces between the stones and pebbles. Once again he asked: ‘Is the jug full?’ And do not forget, it is your responsibility to do your work This time his audience, without any hesitation and in one professionally, in good faith and to the best of your abilities. voice, answered: ‘No, it’s not full!’ What others take from you or not is their responsibility, not ‘So,’ continued the professor, who then picked up a jug of yours. water from the lectern, and poured it into the glass jug, up to the brim. He asked: ‘What great truth does this experiment reveal to us?’ In conclusion, another story that you can share with your students The boldest person in the audience thought about the topic of the lecture and said: ‘The experiment shows us that even One day a distinguished professor at a French faculty of eco-though a person might have a completely full timetable, he nomics was asked to give a lecture on the topic ‘Efficient and can, if he really wants, still find time for something impor-economical planning of an individual’s time’. He was suppos-tant.’ edly speaking to around 15 directors of large North American corporations. The lecture was to be one of five workshops The professor said to him: ‘No, that’s not it.’ of a one-day seminar. This gave the distinguished professor ‘The great truth is this: If a person does not first fill up the jug just one hour for his lecture. So when he stood up in front of with the biggest stones, later on he will not be able to get the elite group, who were ready to note down every word everything else into the jug.’ he said, he looked around the lecture hall and said: ‘Let’s do an experiment.’ From under the lectern he produced a huge There was dead silence. The professor continued: ‘What are glass jug (which could hold more than four litres of fluid) and the big stones in your life?’ placed it in front of him. ‘Your health, family friends, fulfilling dreams, learning and He then took a dozen round stones, about as big as tennis education so you can do what makes you happy, rest, fight-balls, and carefully one by one, put them into the glass jug. ing for your principles, taking time for yourself and so forth.’ When the jug was filled to the brim and he could not put ‘What you need to remember is that what a person needs anything else in it, the professor looked up and asked his au-to put in first place in his life is the “big stones”, otherwise it dience: ‘Is the jug full?’ might happen that he will not be successful in life.’ 60 61 University of Ljubljana Tutor's Manual ‘If a person prioritises those little pebbles, he will fill his life with little things and will not have enough precious time for the important things in life.’ ‘So don’t forget to ask yourself this question: What are the big stones in my life? And first start with them.’ With a slow wave the professor greeted his audience and left the lecture hall. Christian Godefroy References Lamovec, T. (1986). Psihologija motivacije (Psychology of Motivation). Ljubljana: Faculty of Arts. Landsberg, M. (2009). The Tao of coaching: Boost your effectiveness at work by inspiring and developing those around you. Pbk. ed. - London: Profile Books. Sang Hun, K. (2001). 1001 način, kako motivirati sebe in druge, da dobite, kar si želite imeti (1001 ways to motivate yourself and others to get what you want). Ljubljana: Tuma. Shinn, G. (2003). Čudež motivacije: vodnik do sreče in uspeha (The miracle of motivation: a guide to happiness and success). Ljubljana: Tuma. Wehrle, M. (2010). 100 exercises in excellent coaching: for beginners and professionals: (large manual for developing coaching skills). Jesenice: Moja knjiga. 62 63 University of Ljubljana Tutor's Manual 5. USE OF TIME IN TERMS OF PERSONAL EFFICIENCY AND GUIDING STUDENTS This chapter deals with the following content: - the concept of use of time; - the steps that can help you in your own planning of use of time, from analysis of yourself, planning your activities and avoiding disruptions to use of time when something gets cancelled. Author of article: Dr Boštjan Bajec, Faculty of Arts, University of Ljubljana. 64 65 University of Ljubljana Tutor's Manual When we talk about use of time, we are talking about behav- • the skill of setting and achieving goals; iour aimed at achieving efficient use of time, when you per- • the skill of using lists to prevent forgetfulness; form activities to achieve certain goals. In the past such be- • the skill of declining, without endangering relationships haviour was aimed mainly at being as productive as possible or your career; at work, while nowadays training in the use of time is to an increasing extent aimed at life in general having higher qual- • the skill of recognising and reducing procrastination; ity and at obligations being coordinated to the best possible • the skill of decision-making about what is truly important; extent and minimising their impact on our free time. • the skill of seeking a work-life balance and • the skill of influencing the organisational culture of making use of time. The authors Claessens, van Eerde, Rutte and Roe, 2007 distinguish between four different generations of aids aimed at efficient use of time as follows: In orientation tutoring it makes sense of course for students to be familiarised not just with how to study, but also with the • reminders (simple notes and lists); techniques of using time, since studying is much less struc- • planning, preparation, setting goals, determining dates tured in terms of time than their previous schooling, and de-using calendars and computers; ciding on how to allocate time is left up to them much more. • setting priorities and managing on the basis of values, Research has shown that efficient use of time is associated setting long-term and short-term goals, daily organising; with satisfaction at work and study and with less stress at • spending time on truly important things in life, work and study, individuals with greater skills in using time separating up unimportant tasks, training for declining set themselves higher goals in studying and achieve higher tasks. grades, so dealing with these issues is well worth the time and is not a waste of it. In Slovenia people talk more about ‘time management’ than about ‘use of time’, but generally authors around the world agree that ‘time management’ is not an appropriate expres-5.1. sion, since until we develop time machines, we cannot manage time nor can we organise it. Analysis of time use or ‘What am I doing with my time?’ Training for use of time should, in order to be most effective, include drills in various skills: I suggest that you get to grips with the issue of time use by first reviewing how you spend your time. You can make up a table • the skill of planning, setting priorities allocating everyday in one of the programmes that allows you to make tables, use tasks; one of the programmes that allows you to do this (those that • the skill of spending a greater part of your time on are free to use for a single user include https://www.rescue- important rather than on urgent tasks; time.com, https://clockify.me/, https://www.timecamp.com/ or https://tmetric.com/), and you can also use Appendix 7. • the skill of managing disruptions; • the skill of linking together medium-term goals with daily goals; 66 67 University of Ljubljana Tutor's Manual It is advisable to monitor time as precisely as possible for at 7.40 journey to least three days, if not a whole week, and each day or at the the faculty end of the whole period make a review of what is happen-ing. Your students can do the same thing, then you can use 8.19 assessment very of reports important one of your meetings with them to analyse the findings. If monitoring time use in this way is too demanding for you 8.24 visit disruption Professor X or your students, you can immediately make use of Appendix 8, completing it on the basis of the review of time you 8.34 assessment very performed with Appendix 7. You can include in this other ac-of reports important tivities that were not foreseen. When you add up the time 9.12 preparing curiosity you need for all the listed activities, you get a better view of e-classroom whether you are devoting too much or too little time to a 9.35 departure family used for single activity. If you subtract the overall time of all weekly for Student telephone activities from 168, you can see how many hours you have Organisation conversation available for unforeseen events. meeting with parents The general recommendation for work is that you plan just 40% of your time, and keep the rest free for unforeseen 5.2. events, although it is true that this proportion depends to a What are my values and needs? large extent on how unpredictable your work is. Of course it also makes sense for studying that you allow some time for In order for the activities you choose to be as rational as pos-unforeseen events, and if nothing unusual happens, you can sible, it is important to know what your values and needs are. use the remaining time in the most rational and high-quality way. Under needs you list the things without which you could not live or their absence (including in the long term) could jeop-ardise your existence, or their absence could significantly Table 6: Part of completed table of time use impact your quality of life (for instance food, drink, rest, hygiene, etc.). Date Time Activity Satisfied Fulfilled Remarks Under (XX:XX) needs values values you list those things that are important to you, that bring you satisfaction and happiness and fulfil your life 7 April 2010 00.10 sleep rest (such as friends, knowledge, family, success, etc.). Everyone 6.40 snoozing unnecessary should make up their own list, and to help with this you can use Appendix 9. 6.50 eating eating If you are not convinced about your values and needs, you 7.05 morning hygiene somewhat ablutions extended can repeat the exercise several times with a gap of a few showering days, and see which values and needs you listed most. Of course it also makes sense to think about your own values 7.30 reading being delaying the news informed at least every few years (since with development the hierarchy changes) and upon major life events (such as completing studies, birth of a child, sickness, etc.), since it would be 68 69 University of Ljubljana Tutor's Manual a shame for your planning to be based on values that are no 5.3. longer highly important to you and to neglect those that have become important. Planning activities Once you have an insight into how you are spending your When you have a list of values and needs ready, you can look time, you can start planning your activities in line with this. over Appendix 7 and ask yourself a few questions: You can make up a timetable for each day and the whole • Which of my needs have been made a lower priority week in advance, and you can also plan for longer periods. in my days? You can do this using a notebook or calendar (including • Which of my values have been made a lower priority? online), or you could consider one of the applications (for • Which values could perhaps be given less time? instance https://todoist.com/ or https://www.remem- • Which activities have been very, medium or not berthemilk.com/). important? Be sure to leave enough space in the timetable to satisfy • Did I achieve what I wanted? your needs and fulfil your values, and take into account here • What time of day am I most productive? when you are more and less productive. In setting up the • What time of day am I least productive? timetable be mindful to allow enough time for unforeseen events, time when you will not be doing anything or when • Which events constituted disruptions (events that were such time does arise, that you will fill it with some sensible not under your control and were not important to you or activities. Look over your plan and check whether it lacks any even impede you in achieving your goals – for instance time for some important thing, and try to avoid the less im-a housemate who wants to go to a party with you when portant things. You can find out about how you set the goals you need to study)? so that you will be most effective in achieving them in the • Which actions constituted procrastination (activities that next chapter. are under your control but which you did to avoid a less pleasant but important action)? You can help yourself in planning by dividing individual as- • Have I noticed anything else? signments into the most precise possible tasks (you can organise these into a table such as the one in Appendix 7). For instance you can separate up the job of preparing a seminar It is a great idea to share your observations with the students assignment into specific tasks: finding the literature, stud-or for them to share them with each other, since in this way ying it, preparing the structure, formulating the introduc-they gain a better insight into how to make use of their time, tion. When you have a structure laid out on the basis of your they share remarks about the findings and help each other searching, you can add other tasks (or chapters). In longer-find solutions. term planning you can determine the time for specific tasks so you will complete the assignment on time. 70 71 University of Ljubljana Tutor's Manual 5.4. Activities that are neither important nor urgent are also Separating important and urgent tasks mainly disruptors. This involves for instance watching tele-vision, wasting time on Facebook, Instagram, Snapchat and similar, playing computer games, pointless shopping and In deciding how to allocate time, it is important to separate so forth. When you find yourself in that place, you need to important and urgent tasks. Important tasks are those that consider whether you are using it to relax after a hard day are tied to your needs and values, and urgent ones are those (which can make sense up to a point), or whether it does not where you are short of time to do them, although they are make enough sense and you can stop doing that and switch not necessarily truly important for you. It can help to sepa-to something more fulfilling. rate activities by their urgency and importance. Important and urgent tasks are for instance: saving a choking child, rescuing property from a flood, seeing the head 5.5. teacher because of a child’s bad behaviour and so forth. How to avoid less important activities Some important tasks also become urgent due to procrastination (for instance submitting a seminar assignment), but you can avoid unnecessary stress if you plan such assign-If possible, leave them to someone else, or divide them up ments in advance and carry them out in sufficient time be- (shopping can be done each time by someone who enjoys it, fore the deadline. or can be done each time by a different person among your housemates, for instance). Tasks that are just important but not urgent include: doing sports, doing your favourite leisure activity, meeting up with As for disruptors that are not under your control, it is advisa-friends and family, dates with your partner, studying, main-ble to try to prevent or limit them (for instance you can lock taining your house and car and so forth. In your planning you your room when you are focusing on study). If you end up should allocate these tasks the most time, so they do not be-procrastinating, it is good to be aware of this and to try to come urgent and you can maintain the best possible quality prevent it. of life. You might have major problems using a computer, which on Activities that are urgent but not important are usually the one hand is an essential tool for study, while on the other disruptors, and often involve helping others achieve their hand you can use it to access websites that represent both goals, such as responding to a large pile of email, dealing procrastination and relaxation. For this reason you might with a student’s request for a letter of recommendation and consider using an application that allows only limited ac-so forth. The problem is that you can spend a lot of time on cess to websites that you determine (such as https://self- these activities because their urgency makes them seem im- controlapp.com/, https://addons.mozilla.org/en-US/fire- portant. This does not mean that you don’t need to attend fox/addon/leechblock-ng/ and so forth). to them, but you need to consider to what extent, when and There is a similar danger lurking in your mobile phone, for of course to watch out that you do not allocate more time to which there are also various apps that help you avoid exces-them than to important activities. sive use (such as http://www.offthegridapp.com/). If you have the problem of being too nice to other people, Procrastination may be a result of feeling overwhelmed by an you might benefit from some assertiveness training, so you assignment and not knowing where to begin. In this case it can can learn to stand up for yourself and take time for things help to divide up the assignment into the smallest possible that are important to you. parts and tackle the first one as soon as possible. 72 73 University of Ljubljana Tutor's Manual If you do not feel sure of yourself, this can help: for you (this kind of table is also very useful in planning how • think about the knowledge and skills you have to achieve to spend time in an individual day or week). the goal; • education about the issue (you can browse online); Table 7: Part of completed table of tasks • think about past successes that you have achieved; • a person who succeeded in something similar and who is Task Assign- Circum- Deadline Flexibility Impor- Necessary Scope for Completed most similar to you. ment stances of deadline tance time dividing up find prepare computer, 15 Octo- fixed 3 3 hours 3 x 1 hour 14 October articles section on internet ber 2018 2018 Some people also procrastinate when they fear failure. With use of time some students we have observed that they can put off pre-write theo- prepare computer, 17 Octo- fixed 3 3 hours no 15 October paring for exams, so in the event that they fail, they know they retical intro- section on internet ber 2018 2018 duction use of time did not give it their all, and can face the failure more easily than if they had put everything they could into it, and then write a prepare computer, 18 Octo- fixed 3 4 hours no 16 October section on section on internet ber 2018 2018 have to face a possible failure knowing it was not enough. analysis of use of time use of time In procrastination you also need to check whether there is buy tickets attend Cankarjev 23 Octo- can be 5 1 hour no still some other need that has not been met, and for that rea-for Liffe Liffe Dom ber 2018 moved to 6 son you are doing things that partly satisfy it – for instance November 2018 you are eating sweet things instead of realising that you need to rest because your energy is low, you are hanging out call dentist see dentist telephone 25 Octo-can be 5 5 minutes no ber 2018 moved to 5 on Facebook because you are not socialising enough and at November 2018 least you have the feeling of keeping up with your friends, instead of getting together with them and spending some see the Iva- see the Iva- National 10 Febru- fixed 4 3 hours no na Kobilca na Kobilca Gallery ary 2019 quality time in their company. exhibition exhibition Table 7 is just a suggestion as to how you can arrange your obligations in order to be as efficient 5.6. as possible, and you yourself can organise your information on the activities you need to do in a different way. How do you make use of the time when something is cancelled? A table organised this way can help you to know precisely: • what the task is and which assignment it falls under; Students as well as other people experience things being • in what circumstances can you carry out the task cancelled for them. In this case it is good to have a prepared (what needs to be available to you); list of activities and tasks that you can do when some un- • when the deadline is that you set for completing the task; planned time arises. You can make use of Table 7 or one of the applications in which you have entered information • how flexible that deadline is or by when do you about activities (such as http://www.getontracks.org/). absolutely have to complete the task (setting deadlines Based on such a list you can quickly find tasks with which before the final cut-off helps keep the highest number you can sensibly fill the time that has suddenly opened up of assignments as important ones and not urgent ones); 74 75 University of Ljubljana Tutor's Manual • what is its importance (so you can prioritise more In conclusion important assignments); Dealing with how you use time can be a long-lasting process • how much time would you need to implement the task and offers ample opportunities for progress, practicing skills (to be able to quickly place the task in the time slot that and so forth. Of course it pays to invest at least some time in has become available); looking at your use of time and trying to improve it, while it • can the task be rationally divided up or does it need to be is also recommended that you re-evaluate your use of time completed as an entire unit, and every so often. I suggest that if this is a topic of interest, you • information on when you completed the task. read up one of the resources on it, and you can also turn for additional help to advisers at the University of Ljubljana Careers Centres. This kind of arrangement lets you browse quickly through tasks using various criteria, which can help you decide what to do. References For the highest possible quality of life, it makes sense for Claessens, B. J. C., van Eerde, W., Rutte, C. G. & Roe, A. R. (2007). tasks on the list not just to be the kind that are tied to obli-A review of the time management literature. Personnel Review, gations, and you can add to your reminder list tasks that you 36(2), 255–276. https://doi.org/10.1108/00483480710726136. simply enjoy, that are important to you not to forget and for which you should also take time when a slot becomes available. Why would you go and study in the library, when you Additional literature: have done that enough already for one day, instead of going Allen, D. (2015). Gremo to dokončat (Getting Things Done). to an exhibition you want to see, and that would take pre-Ljubljana: Ebesede, Ordo Vida. cisely the time that you have available? Misra, R. & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41–51. 5.7. Stone, T. E. & Treloar, A. E. (2015). “How did it get so late so soon?” Tips and tricks for managing time. Nursing & Health Sciences, 17, What about when I finish my assignment? 409–411. doi:10.1111/nhs.12208. When you complete a certain task, it is to some extent motivating just in itself that you have done it, but it is also a good idea to record this – both in terms of motivation and in terms of having completed tasks put in a separate part of the information in the table. Once you have completed assignments, take time of course to reward yourself – perhaps with a rest, or with one of the activities that are important to you and which you are putting off because the force of circumstances means others are becoming more urgent. 76 77 University of Ljubljana Tutor's Manual 6. APPROACHES FOR EFFECTIVE LEARNING ‘Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn.’ Alvin Toffler This chapter deals with the following content: - the method of steering your own process of learning and examples of effective strategies for studying; - how you can provide your own motivation for study when you are ‘running on empty’ or lack will; - a presentation of making up your own good notes from written materials or lectures. Author of article: Dr Sonja Pečjak, Faculty of Arts, University of Ljubljana. 78 79 University of Ljubljana Tutor's Manual Since students have already successfully passed their matura Self-regulated learning includes the regulation or direct- (school-leaving) exam, which has allowed them to actually ing of three aspects of the student’s learning (Zimmerman, become university students often there is a (mistaken) belief 2001): that they know how to approach learning effectively. However numerous students in the first (and also higher) year, 1) directing cognition, which includes control of various cog-despite the relatively large quantity of study material that nitive strategies for learning, such as strategies of deeper processing of material, which is reflected in a better under-they should explore independently, often find themselves in standing of the material and better academic performance; a situation that is frustrating and stressful. They do not know how to even begin with such a quantity of material, and how 2) directing motivation and feelings, which includes con- – generally in a limited time – to go over it most efficiently. trolling and changing motivational beliefs, such as self-ef-ficacy, target orientation, whereby the student can adapt to the requirements of the study/assignment, while at the 6.1. same time learning to control their own feelings (especially those less productive, such as fear) with the aim of improv-What does the theory of effective ing their learning; learning for students say? 3) self-regulated behaviour, which includes active control of various resources available to the student, such as time, en-If one tried to describe effective learning – i.e. learning where vironment (e.g. the space where they will be studying) and the student understands the study material and also remem-social resources of help (fellow students, tutors and others) bers it well – through a key characteristic, one could techni-that can help them. cally say this: effective learning is self-regulated learning. The essential characteristic of such learning is that the stu-This directing of cognition, motivation and behaviour redent is capable of directing their own learning process to quires well-developed metacognitive abilities, which ena-the ultimate (learning) goal. And in fact students often find bles students to be able in any instance of learning to select themselves in situations where they are expected to be capa-appropriate learning goals, then to plan the learning process, ble of independently looking over specific material and in-monitor it and in the end also evaluate it. dependently gaining information and knowledge. Self-regulated learning therefore involves learning that the student There are numerous programmes for developing self-reg-has under control, or as Pintrich and de Groot (1990) note ulated skills among learners, with the majority intended for vividly, it is learning where students are active participants younger people – primary and secondary school pupils. and not victims of their own learning process. But it is not too late for university students – they can opt to develop certain self-regulated skills that can offer a more systematic approach to studying, which generally leads to better academic performance. Review studies on the effectiveness of self-regulated learning programmes (e.g. Dig-nath, Buettner and Langfeldt, 2008; Hattie and Donoghue, 2016) have shown that participants of these programmes improve their study achievements most if they exercise the use of cognitive (especially elaboration and organisation), metacognitive (especially planning strategies) and motivation strategies. 80 81 University of Ljubljana Tutor's Manual First you need to know the effective learning strategies in 6.2.1.1. order then to be able to use them in studying. To this end, presented below are some basic learning strategies for ef-Strategies of repetition fective study. Here the expression learning strategy denotes the sequence of (thought) steps in going over study mate-Strategies of repetition enable you to select information rial (Pečjak and Gradišar, 2015), where it should be pointed from text and store it in your long-term memory, thereby out that the majority of study material is in written form. memorising it. Without repetition there is no memorising Effective study most often includes reading material and of study material, so in planning the study process it is im-then immersing oneself in it through the use of various perative to reserve some time for repetition. Strategies of learning strategies. repetition are important for memorising both fundamental data and also specific details in each subject of study. 6.2. Here we may observe: Strategies for effective study a) Strategies of repetition in simpler assignments, which and their application include for instance repeating out loud certain key words/ sentences, re-reading the material and using memorising tools (mnemonics). The primary purpose of such repetition Below we present three basic groups of strategies (stem-is simply mechanical memorising. Multiple repetition leads ming from the theory) – cognitive, metacognitive and moti-to what is termed overlearning, meaning that then it is very vation strategies, with characteristic activities within individ-easy to recall the necessary information/data you need. Such ual groups of strategies. repetition makes sense in certain study situations, when you need to recall specific information practically automatically, so that then you can resolve more complex learning prob-6.2.1. lems. Cognitive strategies Examples: The basic purpose of using cognitive strategies is under-Learning words with the aim of expanding vocabulary in a standing and memorising study material. Most commonly foreign language (a student of English studies repeats for these strategies are divided up in terms of the thought pro-instance the conjugation of irregular verbs or certain collo-cesses that flow in learning into: cations so that then they are able to use them fluently in con- • strategies of repetition; versation). • elaboration strategies; When a student wishes to have good mastery of a certain • organisational strategies (Pintrich and Garcia, 1994; procedure, in order to be able to carry it out in practice (e.g. Pečjak and Gradišar, 2015); a student of psychology with steps in holding a counselling • strategies of balancing resources (McInerney and talk or a student of carpentry with the process of pre-work-McInerney, 2002; Hattie and Donoghue, 2016). ing the wood before making a specific product). 82 83 University of Ljubljana Tutor's Manual b) Strategies of repetition in more demanding assignments, 6.2.1.3. such as repetition on material worked on in a textbook or repetition with one’s own lecture notes. Both cases involve Organisational strategies or strategies reworking the existing textbook material or lecture for the for arranging information purpose of repetition. Material reworked in this way should include underlined or marker-indicated important information or parts of the text in the textbook (or appropriately Organisational strategies or strategies for arranging informa-crafted extracts from the textbook) or lecture notes. For tion represent a basic tool on which you can ‘hang’ informa-more on the creation of good notes from a textbook or lection when learning a specific subject. It is good if you know ture see chapter 6.3. how to arrange the information in a way that makes sense to you, which helps you to more easily include it in existing foreknowledge and in this way memorise it more rapidly. 6.2.1.2. Elaboration strategies These strategies are most often seen through the following activities: Elaboration strategies are strategies that enable a deeper • merging specific pieces of information (details) into understanding of the study material, which is the starting broader conceptual categories (hypernyms) with the point for the application of knowledge in solving problems aim of relieving your working memory and thereby (including more complex ones) and in transferring knowl-memorising more; edge to new situations. Using these strategies you can deep- • presenting the relationships between key concepts in the en your understanding of new study material by linking new form of conceptual networks (e.g. thought patterns); information to already existing foreknowledge. • arranging information hierarchically (from more important/general to less important/specific); • using other graphic methods for presenting the study Examples of such strategies can be seen in activities such as: material (e.g. Venn diagram or comparative matrix • repeating study material in your own words in comparing two or more elements from the study (paraphrasing); material; timeline or graphic display where the sequence • asking yourself questions about the study material of events in a process, phenomenon etc. is important) and answering them; and so forth. • explaining the study material to others or teaching others (e.g. colleagues); • seeking similarities and differences in study material; • analysing the relationships between parts of the study material. 84 85 University of Ljubljana Tutor's Manual 6.2.2. Examples: Metacognitive strategies • You have to work on the material so that you will understand it well, since you will also need this knowledge in other subjects. Or: Since you know the These are strategies of awareness, understanding and con-exam will be very challenging, you will be satisfied even trol of one’s own process in learning. Metacognitive strate-with a lower grade. gies include: • For a challenging exam you should start studying a • strategies for planning; month in advance. Divide up the material so that in three • strategies for monitoring; weeks you ‘get through it’, then in the final week you just • strategies for balancing and repeat. • strategies for evaluation of learning. • To make up a seminar assignment you should look at the fundamental literature in the faculty library and seek out the latest articles on the topic in journals. 6.2.2.1. • Since you know that it is hard to stay focused in a student Strategies for planning room because of your housemates, it is better to go and study in the university library, where it is quiet. Strategies for planning are those strategies that you implement before the process of studying as a preparation for 6.2.2.2. study. They help to activate foreknowledge, while at the same time helping in the selection and use of appropriate Strategies for monitoring cognitive strategies for which reason understanding the material is easier/better. Strategies for monitoring relate to the actual process of solving problems and learning. They can be used to assess the effectiveness of the use of various strategies. They include These are the following strategies: directing attention to the study material, monitoring under- • Selection of learning goals (which should be realistic) standing in terms of asking questions ‘Do I understand what and appropriate strategies for achieving them. The I am learning?’ and so forth. following questions will help you in this: ‘What does the assignment require?’, ‘What is my goal or what do I want to know in the end?’ and ‘What information and which Questions related to monitoring include: ‘Do I understand strategies do I need?’ what I am doing?’, ‘Does anything bother (distract) me when I am studying?’, ‘Am I focusing my mental effort on the mate- • Balancing time, such as allocating study time to rial?’, ‘Am I on the right track and heading for the goal?’ and individual study components. ‘Do I need to change anything?’ • Balancing the learning environment in the sense of selecting and arranging a study space that is not disruptive (peaceful, without a telephone and other distractions). The question: ‘How much time and what resources do I need?’ 86 87 University of Ljubljana Tutor's Manual Examples: 6.2.2.4. • Underline unknown technical terms in the textbook, so Strategies for (self-)evaluation of learning you can find an explanation immediately after reading – using an online dictionary or asking a colleague. Once you have finished learning it makes sense to evaluate • Ask yourself the question: ‘Is my mind still on the material your own learning – both the learning outcome and the pro-or have I lost the thread?’ cess of learning. Here the following questions can help you: • Ask yourself: ‘Am I too focused on the details and in the ‘Did I achieve the goal?’, ‘To what extent did I achieve the time available will have difficulty getting through the goal I set at the beginning?’, ‘What was effective?’, ‘What was study material?’ not effective?’ and ‘Next time will I do anything differently, and if so, what?’ and so forth. 6.2.2.3. Strategies for guiding the learning process Examples related to achievement: • Ask yourself whether you achieved the goal you set Strategies for guiding the learning process can be used yourself at the beginning. when you realise that something in the process of learning • Do you understand the material? or solving problems is not going well or properly. • Do you know enough to be able to pass the exam? • After studying, check the correctness of the mathematics assignments in the solutions appendix. Examples: • When you realise that you do not understand something, read that part of the material again. Think about whether your method of learning was effective: • For harder parts of the study material slow down your • Did you plan it properly and have enough time to reading speed – read slowly and think about each complete the assignment? sentence. • Did you select an appropriate learning environment so • If you do not know how to answer a question at the end you could be focused? of individual parts of the material, run over the material • Did you select the appropriate strategy, or will you try again and try to find an answer. something different next time? • If you find that you are taking too much time to study an individual part of the material and you are not going to Merely knowing strategies and how to control and direct the get through it all in time, extend your study time or try to study process is not enough for a good study outcome. Just learn just the most essential things. as important as knowing how, is wanting, which includes knowing and balancing different emotional and motivational beliefs and strategies. 88 89 University of Ljubljana Tutor's Manual 6.2.3. perceived detailed ‘What have I already mastered and what not yet?’ Emotional motivation strategies competences feedback or how to self-motivate to learn setting ‘How much can I really learn?’ realistic and short-term ‘Do I need to really understand everything or is it goals enough to just memorise certain things?’ Emotional motivation (or affective) strategies influence one’s will, or the amount of effort that the student is willing help ‘Can someone help me to study? Who?’ to invest in studies, and behaviourally this manifests as per-target monologue ‘I convince myself to study intensively so I will severance in studying. In the background of these strategies motivation focused on master the study material.’ are various motivational beliefs, such as interest in the study focus mastering ‘I convince myself to stick with studying and test material, a feeling of competence (the belief that you are myself to see how much I can learn.’ capable and will arrive at the goal) and target orientation ‘I challenge myself to complete the assignment and (either towards understanding or mastering the material or in this way learn an important thing.’ merely towards achievement – for instance that you pass the monologue ‘I take note how important it is that: exam). All these are ‘motors’ of internal motivation. It makes focused on ... I get a good grade. sense, therefore, to ask yourself, how as a student can you achievement change those beliefs so you will know how to self-motivate … I do well in the exam. for studying. Some initial questions to raise specific aspects ... my grade will go down if I stop studying.’ of learning motivation are shown below (Table 8). monologue ‘I tell myself that I need to try a bit harder not to focused on appear stupid.’ avoiding Table 8: Questions to raise one’s own learning motivation showing ‘I think about how it would be really unpleasant for your own me to have a worse result than others.’ inabilities Motivation What Questions or strategies elements increases it? interest usefulness of ‘Where will I be able to use what I’ve learned in knowledge subsequent study?’ These questions and strategies include those that raise mo- ‘Where will the study material benefit me or help tivation to study, and those that reduce it. me in everyday life?’ Motivation to study is generally raised by the following connecting ‘How can I connect what I am learning with my own strategies: with experiences?’ experiences • Defensive pessimism, where you imagine negative and goals feelings if you fail (disappointment, sadness at yourself satisfying ‘Would it be easier to learn with a colleague?’ and others) and in this way prepare to study. the need to - Example: When you just think how complicated your socialise ‘Could I perhaps repeat the material with someone after studying, to see how much I know?’ life would get if you do not pass this exam, it is enough to get you opening your books. • Effective styles of ascribing reasons in the case of failure, when you are seeking reasons for your own failure in yourself and in factors over which you have control (e.g. in your own efforts). 90 91 University of Ljubljana Tutor's Manual • Self-affirmation, when you try to increase the sense of 6.3. your own effectiveness with the statement: ‘I know I can do this, I’ve already done this kind of assignment.’ Strategies to make studying a piece of cake • Encouraging monologue, focused on mastering, on achievement or on avoiding showing your own inability The majority of studies involve you using textbooks or other (see Table 1). This also includes the ability to direct study (mostly written) material or lecture notes, so we will attention from an assignment you do not know how focus on a few effective strategies for working with textbook to do, to another assignment, and in so doing not to material or your own notes. get overwhelmed by negative feelings (e.g. you do not experience panic). - Example: If you do not know how to complete a certain 6.3.1. assignment in mid-term exams, you do not panic and move on to the next assignment. You tell yourself that How do you tackle studying you will go back to it at the end. from a textbook? • Self-boosting, where you reward yourself if you persevere in studying something to the end. For an initial review of the material in a textbook you can ap- - Examples: When you have worked through two ply the rapid overview strategy. This means that you browse chapters, you will reward yourself with chocolate or quickly through the study material – in a few minutes. Here beer. When you finish studying tomorrow, you are it is good to know that in textbooks the important informa-going to the cinema with a friend. tion is most often ‘concealed’ in the following places, so as you browse through, stop or take a closer look at: The willingness of a student to study is generally reduced 1. the title of the text; by the following strategies: 2. subheadings; • Self-blocking, where you are not focused on success, but 3. graphic material; on protection of your own self-image – not wanting to 4. the beginning of the study material; shame yourself in front of others. This is usually evident 5. the end of the study material; in putting off studying to the last moment, so you can 6. the envisaged essence, main thoughts. justify your failure by having insufficient time. - Example: I would have done better on this assignment/ exam, if I hadn’t procrastinated so much on writing it or Based on browsing through the study material, in the first studying. five steps you will be able to formulate a picture of the mate- • Non-productive styles of attribution, where the student rial, the construction and possible difficulty of the material, seeks reasons for failure outside themselves and in which will help you in further planning your studies. In the factors over which they have no control (e.g. in their sixth step, based on the information you gained during your abilities). browsing, and your own foreknowledge that you activated, try to predict what the specific study material will probably - Examples: A student in the first year of an be dealing with. undergraduate course says: ‘That professor is asking as much from us as if we were doing a master’s course. I simply don’t have the head for statistics.’ 92 93 University of Ljubljana Tutor's Manual With this strategy you are just ‘warming up’, then you can Some suggestions for effectively reviewing notes: start in on a close reading and scrutiny of the material. Here during the reading itself you can mark material in the text- • look over your notes immediately after the explanation or book or write it out. At this point it is advisable to take heed lecture has been given (this helps retain the information of the following tips: in your memory); • before each new lecture, read through your previous • Selectively underline or write out the essential notes (it does not take long, but helps put new information (there is no need to underline too much information more easily in context); or note down everything, but just the key concepts, • when reviewing again, mark everything that does not important details and the relationships between them). make sense, that you do not understand, and then ask for • When you mark important parts of study material an additional (repeated) explanation from the teacher or with markers, use them in a specific system that you a colleague. yourself choose/determine. For instance mark parts of the material that are most important (the most general) and without which you will not pass the exam, in red; information that is lower down in the hierarchy An effective strategy for creating good notes that enable effective repetition is the Pauk strategy. Arrange your notes of importance, in yellow, and green for information from a textbook or from lectures by preparing an appropriate representing specific details and data. template (in a folder or in a Word document on your computer), as shown in Appendix 10. 6.3.2. How do you take good notes from lectures? This strategy has four steps: 1. in reading/listening to a lecture take notes using the In taking lecture notes it is worth adhering to the following principle of efficient note-taking in the wider space principles for effective note-taking: (field 1); 2. after lectures or reading, review it and where necessary • A note of the title and date of lecture, or an explanation, correct and supplement the notes – insert or delete which helps recall the information later when studying. individual words/sentences, improve the method of • Do not transcribe text from PowerPoint presentations. It organising the main thoughts, underline key terms and often happens that students are so taken up with writing so forth; down the text from the slides that they stop actively 3. summarise what is written in field 1 in a short form of listening to the lecture. This leads to them not noting essential keywords and write them down in field 2; down what the teacher is explaining and what is not on 4. repeat the study material by describing, explaining, the slide. substantiating and so on the keywords with details from • Mark what the professor underlines as important (in field 1 and explain the connection of the keywords. colours or in some other way). Repetition can be oral, but can also be performed by • After lectures look over your notes (this is very important, summarising in writing all the important points in the but students do not often do this). form of a summary (field 3). 94 95 University of Ljubljana Tutor's Manual In conclusion Pintrich, P. R. & Garcia, T. (1994). Self-regulated learning in college students: Knowledge, strategies, and motivation. In: P. R. Pintrich, I am certain that in these presented strategies and tips, both D. R. Brown, & C. E. Weinstein (Eds.). Student motivation, students and student tutors will be able to find something cognition, and learning: Essays in honor of Wilbert J. McKeachie beneficial and useful, first and foremost for themselves. At (pp. 113–133). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc. the same time both students and tutors will be equipped Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-with new knowledge about effective learning strategies, regulated learning components of classroom academic they will more easily talk amongst themselves about chal-performance. Journal of Educational Psychology, 82(1), 33–40. lenges in their studies and together they will find ways of http://dx.doi.org/10.1037/0022-0663.82.1.33. studying more effectively. I believe that tutors and students Zimmerman, B.J. (2001). Theories of self-regulated learning and will in this way become active co-creators and not victims of academic achievement: An Overview and analysis. In: B. J. their own studies. Zimmerman and D. Schunk (eds). Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–38). New But you need to be aware that, just as in everything, in study-York: Springer-Verlag. ing only practice makes perfect, and only trying out different strategies will help you uncover those that are best suited to you and with which you will be able to achieve your study goals. Good luck to you all in studying – and full steam ahead, now that you know how! You can read more about the strategies presented here and elsewhere in the book: Pečjak, S. and Gradišar, A. (2015): Bralne učne strategije (Reading Study Strategies). Ljubljana: National Education Institute. References: Diganth, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101–129. doi:10.1016/j.edurev.2008.02.003. Hattie, J. A C. & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. Npj Science Of Learning, Vol 1. DOI: 10.1038/npjscilearn.2016.13. McInerney, D. M. & McInerney, V. (2002). Educational psychology: Constructing learning. French Forest NSW, Australia: Prentice Hall. Pečjak, S. & Gradišar, A. (2015). Bralne učne strategije (Reading Study Strategies). Ljubljana: National Education Institute. 96 97 University of Ljubljana Tutor's Manual 7. WHEN A LONG PERIOD OF STRESS, FAILURE OR ANXIETY ARISES This chapter deals with the following content: - recognising the signs of stress in students and the reasons that lead to stress; - mental disorders as a consequence of stress; - how to recognise anxiety; - the development of anxiety disorders; - the causes of stress during study and methods of tackling it; - techniques for overcoming anxiety and stress; - managing stress in six steps; - when to seek the help of a doctor. Author of article: Dr Brigita Novak Šarotar, dr. med., psychiatric specialist. 98 99 University of Ljubljana Tutor's Manual Over the course of their lives, people in all stages of life en-breathing, increased sweating, higher levels of blood sugar counter various challenges and obstacles. The time of stud-and accelerated blood clotting, dilated pupils and dry mouth. ying is a time of change, when students often move away Pressures and demands in your surroundings or demands from home, go off to a new environment, meet new people that you place on yourself and cause stress, and face a number of challenges, both in their studies and are stressors. personal life. For someone who is not used to change, new life situations can generate stress and serious anxiety. Stressors include: • The first recognised stressors are major traumas, such as 7.1. physical attack or natural disasters. • Later on, stress events include major life events How stress is manifested (marriage, divorce, loss of a loved one, start of new or loss of job, moving to a new environment, starting to Stress is a psychological and physiological response to study). events that impact personal balance. When you face threats • Stressors in the broader sense can also include harmful to your physical safety or mental balance, the body responds environmental impacts (noise, overpopulation, by shifting into a higher gear. pollution), chronic tension stemming from your role in Stress is good in small quantities. At that point it gives you life (difficulties in marriage, at work, poverty), and also energy and motivates you to try to focus on the problem everyday difficulties. and be alert. It keeps you on your toes during a presentation at work or forces you to study for an exam at the end of Stressors can be short-duration events, chronic or can often the semester, although you would rather be watching TV, be recurring. The rapidity at which they arise is important, playing a computer game or hanging out with your friends. as is also how different stressors connect and bind together But if the demands are too big and go beyond your ability mutually. to deal with them, stress can become a threat to your psychological and physical health. Loss of job causes poverty, which can negatively impact your family or marriage and can lead to divorce. Failure in studies, failed exams or a bad overall grade can lead to loss of a grant, On the physiological, bodily level the stress response in-loss of the possibility of living in students halls and conse-volves a sequence of changes that prepare you for immediate quently a halt to studies. For students, the feelings that go activity. When a danger is perceived, the hypothalamus in the with breaking up with a partner can lead to apathy in studies. brain triggers a chemical alarm. Corticotropin, a relaxing fac-Stress can be viewed as an interaction between the environ-tor, is released, and through the hypophysis it releases stress ment and the person, i.e. a combination of demands from hormones. These hormones are released into the blood and the environment and individual abilities. The perception of prepare the body to fight the danger or flee from it. Here the stress depends on the demands of the environment and the autonomous nervous system also plays a part, causing a redis-ability of the individual to deal with these demands. Stress tribution of blood from the digestive system and less impor-stems from an imbalance between demands and individual tant organs to those that are activates during stress: the brain, abilities. lungs, heart and skeletal muscles. Other physical signs also appear: higher blood pressure and accelerated heartbeat and 100 101 University of Ljubljana Tutor's Manual Thus for instance a fault in a car represents a manageable 7.2. problem for a mechanic, but for someone who does not have these skills and is also in financial straits, this problem is Mental disturbance as a consequence a serious stress. of stress Stress over exams in the final exam period for an important subject is probably greater than over an exam in a subject When stress kicks in on a person with heightened vulnera-for which the student has prepared well and for which sev-bility, in addition to the aforementioned specific symptoms, eral exam periods are available. the person can develop actual mental disorders that can re-What represents stress to a person depends on gender, age, quire further treatment by a doctor or psychologist. personality, general outlook on life, the cultural and social environment the person comes from, the ability to overcome difficulties, past experience and social support. Acute stress This is directly tied to extremely serious physical or mental stress disorder events. The disorder arises during the actual stress event or immediately after. Often there is evidence of feelings of apathy, emotional lack of response and non-perception of surroundings. How can you recognise that you are experiencing stress? There are expressions of anxiety, uneasiness, hopelessness, irritability, depression and sleeping difficulties. The person’s Stress is manifested in physiological, emotional and behav-social functioning deteriorates markedly. The disorder is short-term and generally eases off after a few days. ioural reactions. The psychological and behavioural signs of long-term stress are numerous and diverse: Post-traumatic This arises as a delayed or extended response to extremely stress disorder stressful events, which can be very frequent, different and • There are physical symptoms: accelerated heartbeat, universal, for instance being a victim or witness to rape, headache, sweaty palms, cold hands and feet, nausea, mugging, wartime trauma, abduction, being a prisoner of war, torture, traffic accident or incurable disease. The signs of the diarrhoea, upset stomach, irregular breathing. disorder can be seen in the first three months after the trauma, • Mood changes are evident: indecisiveness, loss of sense but can be drawn out over several months or even years. The traumatic event is constantly relived in the form of images, of humour, tension, depression, irritability, anger. thoughts and perceptions. There are often nightmarish dreams • There are often changes in behaviour: lack of will, lack of about the stress event, accompanied by severe mental strain, and the avoidance of stimuli associated with the stress event. organisation, crying, irregular sleep, sexual dysfunction, There is a significantly reduced interest in activities, along with excessive use of alcohol, nicotine, caffeine, analgesics a feeling of alienation and limited emotions. Frequently there and psychopharmacological products. is disrupted sleep, irritability, outbreaks of anger and difficulty concentrating. The disorder lasts at least one month and causes • There may be changes in thinking patterns: severe mental strain, and seriously impacts the person’s quality forgetfulness, lack of concentration and attention, poor of life. judgement, confused notions, difficulties in thinking and Adaptive These appear as emotional disorders that significantly affect a diminished imagination. disorders a person’s social functioning and are linked to life changes to which a person is forced to adapt. These changes can be for instance moving to another environment, changing or A person experiencing stress often thinks as follows: I can’t losing your job, change in a person’s social network, loss of an important person, learning of a serious illness. Adaptive do this, I’ll lose my mind, it’s all too much, it’s hard. One’s disorders can be seen in depressed mood, worry, anxiety, self-image is often poor. the feeling that the person can no longer resolve everyday difficulties on their own. The signs appear sooner than one month after a stress event and usually do not last longer than six months. 102 103 University of Ljubljana Tutor's Manual 7.3. sive-compulsive disorder and various phobias. These disor-How to recognise anxiety ders are further detailed below. In this way anxiety becomes disruptive and burdensome, and it can strongly impact normal human activity and affect the quality of life. Occasional anxiety is a common feeling experienced by all people. It is an unpleasant feeling that causes a sense of internal oppression. The sense of anxiety is closest to the feel-Generalised anxiety The basic characteristic is anxiety, which is general and ing of nerves that is tied to some specific event, such as an disorder persistent, and is not limited to any particular external circumstance. The person is irritable, quickly becomes exam or public appearance. With anxiety you feel a ‘vague psychologically and physically fatigued, they have fears and fear’, which you often cannot explain. worries about the future, difficulties concentrating, muscular tension, headache, trembling hands and the feeling of being Anxiety can appear gradually or come on suddenly. It can unable to relax. last a few minutes and be barely noticeable or it can appear Panic disorder Anxiety is manifested in the form of panic attacks, which recur in the form of panic attacks. unexpectedly and are not tied to any specific situation and in circumstances that in themselves are not dangerous. Due to In a stress event it is quite normal for you to be anxious and vegetative excitement the person feels a range of symptoms, worried, because you are focused on danger and the body such as heart palpitations, rapid pulse, sweating, tremors, is activating for fight or flight; this is therefore an evolution-they feel shortness of breath and choking, they may have pain in the chest and stomach, a feeling of nausea, vertigo ally determined defence against an impending threat. Anxi-and dizziness, feeling cold or hot and a sense of their skin ety therefore has principally a protective function, but it be-crawling. The person is most incapacitated by fear of death, fear of loss of control over themselves and fear of losing their comes problematic to health when it is excessive or arises mind. without reason. Anxiety is a symptom which apart from in ordinary life situations is also expressed in all stress-generat-Obsessive- Characteristic of this are repetitive, intrusive thoughts, compulsive obsessions and repetitive ritualistic behaviour, compulsions ed mental disorders. disorder accompanied by anxiety, especially when the patient tries to resist these symptoms. The person recognises obsessive thoughts as their own, although they are involuntary, irrational and often unpleasant or aggressive. Compulsions are also 7.4. movements or behaviour that is not useful and brings no joy. Anxiety disorders when there Phobic anxiety It is characteristic of these that anxiety is triggered by certain disorders external objects or situations which in themselves are not is too much anxiety dangerous. The fear is therefore tied to various objects and situations, such as a closed space, open space, height, darkness, weather phenomena, pain, dirt, the sight of blood Anxiety, the feeling of internal tension, which can also be and so forth. For this reason the person avoids such objects or situations, but sometimes the mere thought of them evokes accompanied by uneasiness, is frequently and strongly ex-fear which can be just a mild uneasiness or can reach the level pressed when you find yourself in a threatening situation. of terror. Students can also be severely hampered by social We can talk of an anxiety disorder when it arises in situations phobias, where anxiety is triggered in limited social positions with a small group of people, in which the person anticipates where it is not necessary and there is no external reason for being exposed to scrutiny or criticism, so these symptoms are it, and if it is necessary it lasts too long, and if it incapacitates often manifested in exams. a person to the extent that they are no longer capable of functioning normally. In the first panic attack the person is often highly fearful, and convinced that something is dreadfully wrong with them This kind of anxiety is found in anxiety disorders, which in-physically and often they seek urgent care. In the period be-clude a generalised anxiety disorder, panic disorder, obses-tween attacks the difficulties are not present, but often there 104 105 University of Ljubljana Tutor's Manual is an anticipatory anxiety – this is a fear of the next attack. As a tutor, just by speaking out about noticing their difficul-Attention is often selectively focused on certain bodily re-ty, you can enable the student to talk about the problems sponses, while excessive anxiety is triggered by an errone-besetting them. Just talking about difficulties can ease the ous interpretation of the individual momentary physical or burden. If you notice that the strain on the student is in-mental symptom which in itself is not dangerous. creasing, you should advise them to seek professional help. 7.5. 7.6. The causes of stress during studies Methods of dealing with stress At the start of their studies, many students move to a dif-People use multiple ways and strategies for dealing with ferent location. The time of adjustment to the new envi-stress. ronment differs from student to student. Some students experience homesickness and frequently visit their home The problem-focused method: a person in difficulty tries to town, while others adjust more easily to the change in envi-change the situation by seeking information on how to act; ronment. Upon moving there is also often a need to adapt there are few impulsive and immature reactions. to housemates, who are many times unknown people. Stu-Balancing emotions: the person tries through defence dents have to take care of themselves entirely and learn how mechanisms to reduce the emotional impact of stress. They to spend money sensibly, if they have not already mastered seek emotional support and understanding from other peo-these skills. Even the method of learning at university is of-ple and in this way ease their situation. ten different from that in secondary school. Regressive behaviour through the use of earlier, more Unsuccessful adaptation to the new environment and to nu-primitive defence mechanisms: the person acts as if they are merous changes for some students triggers anxiety, and the in childhood, when others, usually the parents, solved their previously described adaptive disorder can develop. problems and consoled them. The most stressful periods in the period of studying are Denial: the person pretends that there is no problem at all. usually the exam period and the end of the academic year, At first this can bring a sense of ease, and the stress tempo-when there is uncertainty regarding the academic results. rarily subsides, but frequently this causes additional conse-The actual preparation and approach to exams or failure in quences and problems when grappling with stress later. exams can generate in students the above-described acute stress reaction, with heightened anxiety, emotional instabil-Being inert, inactive or withdrawn: it seems to the person that there is no longer any possible solution to the problem ity and a pessimistic view of the future. A burden of stress and is no longer dealing with the stress. on students is often also engendered by thinking about the future and concerns about finding a job. Easing the strain by using psychoactive substances: a strategy that is risky to health is easing the strain by using psy-Parents and the student’s family can help ease the burden choactive substances – self-medication with alcohol, medion the student, but their response, if it involves criticism and cations and drugs, which can momentarily ease the anxiety anger can amplify the student’s sense of failure. that is present, but can cause major risk of the development of addiction, especially among vulnerable persons. 106 107 University of Ljubljana Tutor's Manual It is advisable for a student in difficulty to use what is the at the faculty?’ and so forth, the tutor can let the student most appropriate strategy for them to deal with stress, and know that they are also available for more personal topics especially to avoid those that are more harmful. If you fail an and not just for advice on studies. Often this is enough for exam, the strategy of denial, regression, inertness or easing the student to unburden themselves just by sharing their the strain by using psychoactive substances will probably sense of hardship. not be of any help in dealing with the problem, and will rather simply intensify it. As a tutor you can guide students to seek healthier ways of 7.7.1. easing the burden and dealing with the strain. Relaxation techniques, help in overcoming anxiety and stress 7.7. How can you help yourself overcome The most highly recommended relaxation techniques are breathing exercises, deep relaxation, visualisation, mindful-anxiety and stress? ness and autogenic training: a) When done properly, controlled breathing is a very ef-Each one of us uses their own method of relaxation. These fective relaxation. As you breathe in, the diaphragm tightens methods are very diverse, ranging from physical training, and expands, then relaxes when you breathe out. It is impor-yoga, running, walking, reading books, socialising, chatting tant to inhale deeply through the nose and slowly exhale with friends to work and hobbies. through the mouth. The body must be in a comfortable po-One of the effective and simple methods of influencing how sition and the muscles relaxed. While breathing in, count to you feel is movement. Physical activity eases the stresses of four, then hold the breath for four seconds and again count everyday life. Regular exercise contributes to reducing feel-to four as you breathe out. Correct breathing lets you quickly ings of anxiety. relax and thus reduce your stress level. Another effective method for overcoming stress among stu-b) Gradual muscular relaxation is a systematic technique for dents is rest, since adequate rest is essential for the regen-reaching a state of deep relaxation. In a precisely determined eration of both physical and mental abilities. Adequate rest sequence, you gradually relax the 16 main muscle groups improves the ability to concentrate and other intellectual of the body. You start with the fist and lower arm, followed abilities, and improves academic performance. by the upper arm, the upper and lower forehead, eye muscles, mouth, jaw, back of the neck, shoulders and lower neck. As a tutor you can encourage students to spend their free Then you move on to the chest muscles, inhaling deeply and time on hobbies and things that interest them. Socialising holding your breath for ten seconds, then exhaling. This is and connecting through common interests are also recom-followed by the stomach muscles, the thighs and the lower mended, and this is something particularly important for legs and feet. students who find themselves without important social networks and friends after moving to another location. Each exercise is repeated twice. The procedure is to first tense the muscles for a few seconds, then relax them. The By asking questions such as ‘How are you getting used to aim of the exercise is to learn what is tension and what is reliving in a different place?’, ‘Are you lonely?’, ‘Do you miss laxation. The tensing and relaxing of different muscle groups your people at home?’, ‘Have you made any new friends in the body engenders a state of relaxation. 108 109 University of Ljubljana Tutor's Manual Settle yourself comfortably in an armchair or chair. Lean back, and not reacting to it. It is important not to interfere with the with your head if possible resting on the back rest, your hands mental and physical processes, to observe them without reac-on your knees or arm rests. Your legs should be parallel, with tion, to be non-attached and not involved in them – for there is your feet on the floor. Keep your eyes closed, so you can focus nothing that lasts longer than a moment. better on what is going on within your body. The time of relaxing should be twice as long as the time of tensing the muscles. e) Autogenic training is composed of six exercises and is based on reducing tension through mental concentration. Your attention should be constantly focused on what is going At first it needs to be practiced under the guidance of an on and being felt in your muscles, and your breathing should be experienced therapist, then later the individual can practice calm and even. At each step, focus first on the feeling of tension, the exercises alone. followed by relaxation. c) Visualisation is a method that harnesses your imagination to change your behaviour, emotions and even your inner 7.7.2. physiological state. The power of the imagination is stronger than the power of conscious will. Managing stress in six steps In your mind you can picture yourself for instance floating on the surface of the sea, how leaves flutter in the wind, listening to Anticipate and plan! bird song and so forth. Try to foresee which stresses might await you, and prepare It is important that you visualise the scene with enough detail yourself for them. Each morning or at the beginning of a to completely hold your attention. When you reach a state of new week, think about what awaits you, and make a plan of relaxation, you achieve the effect on the physiological lev-how you will face the stressors. el, tension eases in your muscles, your heart rate slows and Limit the effect of the stressors! blood pressure is lowered. The images you conjure up and enjoy will relax you and drive away negative thoughts. Minor stressors such as the morning rush hour on the roads, an important work meeting, quarrel with a partner and so d) Mindfulness or conscious focus is the direction of at-forth can spread into all areas of your life (e.g. when you tention to the present moment, which is accompanied by a ‘bring home’ a bad day at work and then make a bad day for sense of non-attachment. The term relates to clear, non-re-everyone around you). Put stressors in their place: a problem flexive attention focused on the present, on mental and phys-at work should not wreck your relationships at home, and ical processes that arise from moment to moment. Due to its vice versa. When you find that you have a powerful stress-broad usefulness and benefits, in the past two decades the or in one area of your life, try concertedly to maintain or practice of mindfulness has spread throughout the world. It strengthen the other areas of your life! is used as a technique in psychotherapy, mainly in managing anxiety. It can help reduce stress in chronic illnesses, and is React calmly! used in schools. If you respond immediately to a stressful situation with ac-The main characteristics of mindfulness are therefore presence tion or emotionality, you become a victim of the stressful sit-from moment to moment (stable presence), being conscious in uation. This triggers a stress reaction, which in the long term relation to the present and very clear cognition. This involves weakens your immune system. But if you react calmly, you concentration and being focused on the current moment, and can maintain your inner balance and in that way gain time to on what arises in that moment, for instance hearing raindrops, decide consciously how to deal with problems. and knowing that these are raindrops and that is all that it is, 110 111 University of Ljubljana Tutor's Manual Establish control over your body! of the two, depending on the clinical picture and the level It is important to halt the stress reaction as soon as possible: of affliction of the individual, and what is important is the ease your breathing and relax your muscle tension. level of affliction of daily functioning and the experiencing of the condition. Treatment with medication involves mainly Slow down and find your inner strength! anti-depressants, which mitigate or eliminate the symptoms. Stressful situations usually drive you blindly towards actions There are various effective psychotherapy approaches, the to remove the stress or avoid it. Instead of this, calm yourself most common being cognitive and behavioural, support or mentally and physically using relaxation techniques. When dynamically oriented psychotherapy, while other psycho-you become attentive to your breathing and a sense of re-therapy measures and relaxation techniques are also helpful. laxation in your muscles, your attention will automatically be The aim of the therapy is for the person to gradually recog-turned inwards. This is the source of your strength. nise the factors that contribute to the emergence and man-Think optimistically! ifestation of psychiatric symptoms, and to develop changed behavioural patterns. When you are stressed, you often lose sight of what is possible and what is important. In your momentarily negative situation try to find good sides and opportunities. Do not Where to go for medical help forget your goals. Student Health Centre of the University of Ljubljana You can find the described steps in the final section of the Manual as Appendix 11 and you can use them as a handout. • Psychiatric Clinic – by appointment; you can call 01/2007411 or come in person during surgery hours. Only students are treated, and no referral is needed. • Treatment by a clinical psychologist – the clinical psychology clinic provides 7.8. examinations, counselling and psychotherapy. To attend this clinic you need a referral to a specialist clinical psychologist, which you can obtain from your Help at the doctor personal doctor or from a psychiatrist. In urgent cases you can seek help at: When anxiety is manifested as one of the stress-generated disorders or as an anxiety disorder, the person needs to • The Urgent Psychiatric Clinic, which operates on weekdays from 8 am to 3 pm, find expert help from a chosen family doctor, who can judge at Njegoševa 4, (Poliklinika, Njegoševa 4, Centre for Outpatient Psychiatry, tel.: 01/4750670). The purpose of the Urgent Psychiatric Clinic is to rapidly assess whether there is a need to refer the person to a specialist in the psychiatric state, provide initial counselling and introduce medication or psychiatry or clinical psychology. adjustment of medication, if the patient already has prescribed medication, directing patients to additional diagnostic procedures where necessary, and If you recognise that a student you are working with is in directing the patient to further treatment (to a clinic-selected physician, a severe discomfort and shows signs of needing help, en-psychiatric specialist or specialist in a non-psychiatric discipline, or referral for courage them to seek the help of a doctor. hospital treatment); • Centre for Clinical Psychiatry, Chengdujska 45, (Psychiatric Clinic, duty service, tel.: 01/5872 112); Both a psychiatric specialist and a clinical psychologist work • Centre for Mental Health, Grablovičeva 44a at the University of Ljubljana Student Health Centre. (Psychiatric Clinic, duty service, tel.: 01/5874916). Anxiety disorders and stress-generated disorders can be treated with medication, psychotherapy or a combination 112 113 University of Ljubljana Tutor's Manual In conclusion Stress is with us throughout life. Balancing the requirements of studying, time for recreation and socialising can help students successfully navigate all the burdens. Where stress is heightened and present for a long time, it is important for the student and for you as the tutor to recognise the harmful consequences of stress on the body and mind, since through timely action and self-help you can prevent the onset of more serious mental disorders. You can help the student just by having a talk, and in serious situations you can guide the student to seek appropriate expert help. References Moravec Berger, D., Balažic, J., Ravnik, I. M. & Kovačič, I. (1995). Mednarodna klasifikacija bolezni in sorodnih zdravstvenih problemov za statistične namene (International classification of diseases and related health problems for statistical purposes): MKB-10. Ljubljana: Institute of Public Health of the Republic of Slovenia. Ziherl, S. (1997). Stresne motnje in obvladovanje stresa (Stress disorders and managing stress). In: Brinšek, B. & Stamos, V. (ur.), Nevrotske, stresne in somatoformne motnje v splošni medicini in psihiatriji (pp. 38–47). Begunje: Psychiatric hospital. Podjed, T. (2015). Prepoznavanje in obvladovanje stresa med študenti (Recognising and managing stress among students – diploma dissertation). Koper: Faculty of Mathematics, Natural Sciences and Information Technologies. Jeriček, H. (2007). Ko študenta strese stres (When a student is shaken by stress). Ljubljana. http://www.nijz.si/sites/www.nijz.si/files/datoteke/ko_te_strese_ stres.pdf. http://www.nebojse.si/portal/index.php. 114 115 University of Ljubljana Tutor's Manual 8. APPENDICES Below are the appendices that you can print out and use as a work accessory, worksheet, handout or as a basis for conversation. We wish you successful tutoring! 116 117 University of Ljubljana Tutor's Manual Appendix 1: • the information entrusted to them by the student should EXPECTATIONS OF TUTORS be treated with care and in confidence; • they should guide the student in seeking information and AND STUDENTS not seek information instead of the student; • they should give clear instructions regarding Appendix to first section: Tutoring at the University of Lju-expectations and further work; bljana, author: Sabina Mikuletič Zalaznik. • they should not impose their own convictions; • the tutor also has study obligations. What the tutor can expect from the student: What the tutor does not do: • the student should be respectful, sincere and trusting towards the tutor and should strive for a good • they do not seek information instead of the student, but relationship; simply guide the student; • they should provide contact details through which they • they do not offer tips about cheating in exams; can be reached; • they do not comment on or discuss teaching staff, • they should attend meetings regularly, and in cases of the assessment policy, teaching methods and study absence they should excuse themselves in advance; requirements; • they should contact the tutor in the way that was agreed, • they do not write seminar assignments, reports, notes and should abide by the agreed times; etc. instead of the student; • they should provide information that is important • they do not provide the student with lecture notes. for conducting the tutorial hours (regarding studies, problems related to studies and so forth); • they should be familiar with the role of the tutor and the tutor’s tasks in the tutor-student relationship. What the student can expect from the tutor: • the tutor should be respectful, sincere and trusting and should strive for a good professional relationship; • they should inform the student when and in what manner they can be reached (email address, telephone number, scheduled tutorial hours); • they should be available at the agreed times; • they should respond to emails promptly; • they should arrive at meetings punctually and properly prepared; • they should help, advise, support and guide the student, and should not carry out assignments in their place; 118 119 University of Ljubljana Tutor's Manual Appendix 2: Student: NOTES FROM MEETING WITH STUDENT Date of meeting: Appendix to second section: Establishing a relationship with Topic of meeting: the student and preparation for meeting, author: Dr Boštjan Bajec. Summary of discussed topics: Review of achievement of goals agreed in previous meeting: Agreed goals: Date of next meeting: 120 121 University of Ljubljana Tutor's Manual Appendix 3: Appendix 4: MY PERSONAL SWOT ANALYSIS MY GOAL OF STUDY MOTIVATION Appendix to third section: Motivation of students to achieve set goals, author: Katja Bizjak. Appendix to third section: Motivation of students to achieve set goals, author: Katja Bizjak. STRENGTHS WEAKNESSES (my personal strengths, making it ‘easier’ (my personal ‘weaknesses’, making it for me to study): ‘harder’ for me to study): What do I want? What will I do and when, My goal: to achieve my goal? What do you do very well? Where could you make improvements? What are your key strengths? What do Where do others see your weaknesses? others see as your strengths? Where do you have fewer resources than What are you proud of in yourself? others? What resources can you rely on? In what situations do you not feel good? What can hold me back What do I need? (around me and in me)? OPPORTUNITIES THREATS How will I get past the obstacles? (opportunities for me that I see in the (threats for me that I see in the external external environment): environment): How can your strengths become What threats can prey on you? opportunities? What/who in your surroundings could What trends can you rely on? oppose your goals? How will things be What will happen if I What are the current possibilities for What threats represent for you your when I achieve my don’t achieve my goal? you? weaknesses? goal? How will I celebrate my success? In the end think about: Did I achieve my goal? How do I feel? 122 123 University of Ljubljana Tutor's Manual Appendix 5: 4. Realistic, important, rewarding: Attainability implies a ASSESS YOUR GOAL USING THE SMART realistically set goal, which in turn hinges principally on the time frame for the goal. So each goal must be attainable, and METHOD also set in realistic time frames. Appendix to third section: Motivation of students to achieve My goal: ____________________________________________ set goals, author: Katja Bizjak. Using the exercise in front of you, try to set your goal or through questions guide the student to define their goal. 5. Defined timetable: The final piece of advice as part of this formula for setting goals is that for each goal you must determine the time limit or deadline by which you will reach 1. Specific: With goals it is very important to be as specific as the goal. possible. E.g. ‘I want to lose a kilo’ is much more specific than just ‘I want to lose weight’. My goal: ____________________________________________ My goal: ____________________________________________ 2. Measurable: If things cannot be measured, you cannot control them, including your progress. Each goal must be measurable and in the above example you can see why this is important ( use of scales). My goal: ____________________________________________ 3. Attainable: The set goal must be attainable, while at the same time you need to have the feeling that you can actually do it and that you are able to commit to fulfilling your plan. My goal: ____________________________________________ 124 125 University of Ljubljana Tutor's Manual Appendix 6: Appendix 7: ACTION PLAN SPREADSHEET OF TIME USE Appendix to third section: Motivation of students to achieve Appendix to fifth section: Use of time in terms of personal set goals, author: Katja Bizjak. efficiency and guiding students, author: Dr Boštjan Bajec. ACTIVITY 1 Date Time Activity Satisfied Fulfilled Remarks (XX:XX) needs values DEADLINE: EXPECTED RESULT: ACIVITY 2 DEADLINE: EXPECTED RESULT: ACIVITY 3 DEADLINE: EXPECTED RESULT: 126 127 University of Ljubljana Tutor's Manual Appendix 8: Appendix 9: ESTIMATE OF TIME USE MY VALUES AND NEEDS Appendix to fifth section: Use of time in terms of personal Appendix to fifth section: Use of time in terms of personal efficiency and guiding students, author: Dr Boštjan Bajec. efficiency and guiding students, author: Dr Boštjan Bajec. Activity Hours per day Hours per week Importance Need Value sleep 1st most important keeping in physical shape 2nd most important nutrition (including 3rd most important preparation) 4th most important travel (home, to the faculty and so forth) 5th most important shopping 6th most important errands (bank, post office and so forth) 7th most important volunteering student work attendance at lectures, practicals, seminars socialising with friends fun socialising with family doing sports watching TV online browsing (not related to studies) study Total hours 128 129 University of Ljubljana Tutor's Manual Appendix 10: Appendix 11: TEMPLATE FOR LECTURE NOTES MANAGING STRESS IN SIX STEPS OR PRINTING OUT STUDY MATERIAL Appendix to seventh section: At the onset of a lengthy period of stress, failure or anxiety, author: Dr Brigita Novak Šaro-Appendix to sixth section: Approaches for effective learning, tar, dr. med., psychiatric specialist. author: Dr Sonja Pečjak. Anticipate and plan! Title: Try to foresee which stresses might await you, and prepare yourself for them. Each morning or at the beginning of a Study material Key words new week, think about what awaits you, and make a plan of how you will face the stressors. Limit the effect of the stressors! Minor stressors such as the morning rush hour on the roads, an important work meeting, quarrel with a partner and so forth can spread into all areas of your life (e.g. when you ‘bring home’ a bad day at work and then make a bad day for everyone around you). Put stressors in their place: a problem at work should not wreck your relationships at home, and vice versa. When you find that you have a powerful stressor in one area of your life, try concertedly to maintain or Summary strengthen the other areas of your life! React calmly! If you respond immediately to a stressful situation with action or emotionality, you become a victim of the stressful situation. This triggers a stress reaction, which in the long term weakens your immune system. But if you react calmly, you can maintain your inner balance and in that way gain time to decide consciously how to deal with problems. 130 131 University of Ljubljana Tutor's Manual Establish control over your body! It is important to halt the stress reaction as soon as possible: ease your breathing and relax your muscle tension. Slow down and find your inner strength! Stressful situations usually drive you blindly towards actions to remove the stress or avoid it. Instead of this, calm yourself mentally and physically using relaxation techniques. When you become attentive to your breathing and a sense of relaxation in your muscles, your attention will automatically be turned inwards. This is the source of your strength. Think optimistically! When you are stressed, you often lose sight of what is possible and what is important. In your momentarily negative situation try to find good sides and opportunities. Do not forget your goals. 132 133