Tutor: Come in!
Ahmed: Hi.
T: Oh. hello. Ahmed .. . how are you?
A: Fine, thanks.
T: Have a seat. So ... how do you think the seminar went last week?
A: 1Oh, well ... I enjoyed it, yes, though I'm not sure I really followed parts of the discussion that took place – you know, about the theory and all that ...
T: Well, we can talk about that later ... but were you comfortable in a group?
A: Oh. it's better, I think, than working on your own – though you're comparing yourself all the time with the other students there.
T: OK, well, let's talk about how you did and look at some strategies to help you in the future.
A: That would be great.
T: Now, one of the things that students often overlook when they go to seminars is that you do need to prepare for them. You can't rely on other people.
A: 2I know, and I did look at the results of the experiments we did in class and write them up beforehand ... as you said.
T: 2Yes ... and that was good, it made it easier to analyse them. But you have to do some background reading as well. Did you get the list of articles I sent round?
A: Mmm - I've started to read them ...
T: OK, well, you'll know that for next time.
A: Yes, yes, sure.
T: So let's move on to your participation in the seminar.
A: Right.
T: Perhaps you can tell me how you think that went?
A: Yeah, well, I'm not used to talking to more than a couple of people - it's very different from the way we learn in my home country.
T: Yes, I appreciate that.
A: So I think I, um… well, I know I should have included everyone, 3but I think I kept turning to the person next to me.
T: Is that because you were avoiding eye contact?
A: I don't think so - I'm not shy - it's just habit, I think.
T: Well, that will improve as we do more seminars.
A: Uh-huh.
T: Um, another difficulty is knowing when to speak.
A: Like when it's your turn?
T: Yes.
A: I felt I did wait for a pause…
T: Yes, you handled that quite well.
A: The thing I'm really concerned about is keeping up with the discussion.
T: Ah, does your mind wander off?
A: Sometimes. I jot down a lot of information, 4but I still find myself thinking about something else when lots of other students are talking.
T: Mmm. If there's an assignment to do at the end of a group, that usually helps!
A: I'm sure it does.
T: OK. Now, the last thing I want to look at is the role that you play in the seminar.
A: What do you mean?
T: Well, when students work in groups, they don't all behave the same way. Some students are quiet, some look for support, some ask a lot of questions …
A: 5Oh ... that's a new idea to me. I don't know what I'm like ...
T: That's probably because you're thinking about your own performance all the time.
A: I guess so. I mean, should I be different in some way.
T: 6What I would say is that when we do the next seminar, you should look more at the people around you ... you know, look outside yourself.
A: Like, ask myself how they feel?
T: Yes, or what they're looking for from the group.
A: OK.
T: It doesn't take much, but it's important to watch what other students are doing.
A: OK, I'll do that.
T: Fine. Now,…
(Pause)
T: Now, I'm going to suggest a couple of strategies for next week's seminar.
A: OK - that's great. I need to participate more.
T: Well, it's not a question of saying more - but we need everyone to feel comfortable about giving their views.
A: Then the discussion is better.
T: Yes. So… you're a confident person ..
A: Should I make sure I'm near someone who's quiet?
T: You can do, 7but it's more about how well you pay attention to other students.
A: OK - so I need to be attentive.
T: 8Yes, and then encourage someone else to say more by saying: 'What did you mean when you said . .?' or 'What do you think about the idea that ...?'
A: That way I'm talking…
T: Yes, but you'll find that other people will talk, too. You'll all start to get really involved.
A: Right - they're good suggestions.
T: The other thing that can really help is the way you take notes.
A: Yeah, I know I write down everything, but I should be stricter with myself.
T: 9Well, you actually need to think a few days ahead.
A: Really?
T: Yes - 'What's the topic?' and 'What's the best way of making notes?'
A: I see. So I have a strategy when I walk in the room.
T: Exactly. Then, when you read through them later, they'll make sense and you won't have to write them out again.
A: I always have to do that!
T: 10The other thing I would say is that you should include a small column in your notes where you can jot down things you want to go back to before the seminar ends.
A: Like a reminder.
T: Yes. Notes aren't just for later - you can use them as a prompt when there's a pause in the discussion.
A: That's been really helpful.
T: OK - see you in class tomorrow.
A: Thanks.
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