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Validate her feelings but try to remind her that she’s doing everything she should be doing given the situation

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Validate her feelings but try to remind her that she’s doing everything she should be doing given the situation

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Maybe acknowledging that sometimes the course content may be challenging, but there are many support resources that can help, such as other teaching staff and tutoring, that can help with understanding the material. Jenane

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Maybe acknowledging that sometimes the course content may be challenging, but there are many support resources that can help, such as other teaching staff and tutoring, that can help with understanding the material. Jenane

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Listen and validate Madeline's stress but be careful not to respond or chime in during her tirade about the professor. Maybe redirect the conversation to discussing certain problems she is struggling with.

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I would tell her that I understand where her frustration is coming from and then direct the conversation to the concepts she is having difficulty with. Maybe explicitly say it if the student seems like they are still on the same topic.

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Definitely don't gossip or say anything about the professor. I would validate how difficult the material is and try to direct her to other resources and emphasize that, even if a professor perfectly matches a student's learning style, students will always utilize these outside/extra resources so that she doesn't feel behind other students.

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Not good practice to continue with unconstructive gossip nor would be it best to ignore her frustration, as clearly it is something she has been thinking about and its impacting her work. One way to approach this is to empathize with her frustration, and ask open ended questions about what methods he uses that frustrate her and possible solutions

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I would tell Madeleine that I understand that the material is difficult and it can be stressful when you feel you cannot learn effectively, without disrespecting the professor or their abilities. I'd let her know that I'd be happy to support her with our tutoring, and encourage her to seek resources as necessary.

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Tell him that I know it is a very difficult time for him. However, also emphasize that you are not able to do everything he wants you to do, but will try to help as much as you can.

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Explain that I personally am happy to help with a few questions, however the entire problem set is not within my scope. We can go over additional resources like office hours and read the questions, thinking about overarching themes of questions and making sure that he has an understanding of those key concepts before heading off to office hours

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validate the stress, but be upfront and say you can’t walk through every question nor give him the answers. offer to go through some problems that are similar to the hardest ones on the problem set and maybe review some concepts that will help him with the rest. +1 to Jeremy's suggestion to refer to other resources

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When tutoring, I clearly explain that I cannot help students with work that is due. I usually ask if they have reviewed something similar in the section handout from a few days before, and offer to walk them through how I would approach this different question. Jenane

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When tutoring, I clearly explain that I cannot help students with work that is due. I usually ask if they have reviewed something similar in the section handout from a few days before, and offer to walk them through how I would approach this different question. Jenane

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I would try to address any questions that they may have about fundamental concepts to make sure they have a good foundation for future assignments. Then I would advise them in a tactful way (without coming across as overly judgmental) that it's important to get started with psets earlier.

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Refer Jeffrey to additional student resources apart from your tutoring session. Youtube videos, review sessions, textbook chapter, etc.

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I would first make sure to comfort Jeffrey and assure him that he has options and is not guaranteed to fail. I would let him know that I can help him within the scope of our session, and encourage him to reach out to his professor so that they can make a plan how to proceed.

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Before solving this question, would you like to review any related concepts that have been confusing from lecture? Jenane

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Before solving this question, would you like to review any related concepts that have been confusing from lecture? Jenane

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How can you apply this to a problem you're interested in?

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Yedith

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Am I going to fast?

In which areas do you feel less confident in?

In which areas do you feel more confident in?

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Try to center yourself as a part of this concept, what's the best move for you to do under the given conditions?

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Ask the student would next steps would be or how they can apply this knowledge to other problems.

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Ask the student to predict what will happen next.

+1 to describing process to middle schooler

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What first step do you take when approaching these problems? Jenane

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What first step do you take when approaching these problems? Jenane

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Why did you make this decision/why did you decide to approach the problem this way?

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Can you walk me through your thought process here?

How would you describe this to a middle schooler?