In Nicole Kraemer Munday's essay "(Non)Meeting of the Minds," she offers a close analysis of a tutoring scenario in which the tutee is actually empowered enough to take control of a writing session, only to have it flop.
What went wrong? If you were Sally, how would you have handled the situation? At which point?
Somewhere in your post, analyze your own tutoring approach--are you "nondirective or directive" (18)? Explain.
Can we aim for Wednesday, August 20 as a pseudo-deadline?
3 comments:
I believe the point at which things went off track was from the first time Portia interrupted Sally. Sally should have listened to her and then politely explain to Portia that since this is her first time getting tutored it's important for her to know what the learning center is all about.
Without having all the facts Portia assumed that this was going to be an easy editing session. She wasn't informed that the role of tutors is to help them have a stronger paper in all aspects not just punctuation.
I am both "directive and nondirective" in my tutoring sessions. I try to get a feel for the situation before we even get into the paper. Sometimes a tutee may need to just discuss the paper in order to gain insight and ideas for making it a stronger paper. Others may need to have things pointed out to them. The most important thing is to gain an understanding of the needs of the student. In doing so, occasionally a tutoring session may not go that well. At this point the most important thing is to recognize that it went wrong somewhere. Then reassure the tutee that this sometimes happens, but, it's ok and you are there for any further help. Sometimes a tutee just needs a chance to digest the suggestions and they come back later with a new perspective, especially if they listened and recieved a better grade.
Portia felt the tutor was not able to help with her real issue because "she doesn't feel that an international studies major really knows how to address problems in a paper in a senior level English course, and she doesn't want to waste a lot of time." There are two errors in that thinking. First, you need to have time to put into a paper to get a good paper. Second, a tutor is skilled and able to help anyone at most any level.
The essay goes on to further explain that Sally asks Portia about her assignment, but Portia doesn't want to focus on that. This is an issue that happens with students. I feel horrible reminding them that grades will be based on how closely the assignment was followed assignment and that is what we need to focus on. Sometimes someone will have a great idea that has to be scrapped.
I try so hard to be a non-directive tutor. There are some bumps in doing that; length is a huge factor, the interest level of the student, the possibility of a strong-willed student that takes command of the session.
I have not found the ability to understand the needs of the student as well as Leona seems to have. I tend to fumble around with my direction, switching as necessary. Summer has been a good time to practice.
You both bring up good points.
I especially like the fact that we all read in ways that inform our own tutoring.
For me, I often find myself "directive" or goal-orientened inside my own head, but then I try to practice "non-directive" techniques!
Finding and asking the right questions seems to help motivate students into deeper thinking.
For example, I may have asked Portia, "What do you think your instructor is looking for in this paper? What's the purpose of this assignment? [Followed by] what makes you think so?" Having established that line of focus, I might then ask, "Ok, so how do you think we can make your paper better, stronger? Anything beyond editing?"
Admittedly, I use "we" often when I mean "you"!
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