Tutoring Disabled Students.
Each semester the director at my Writing Center encourages his tutors to either videotape or audiotape a session, listen to it (or watch it), and then reflect on it (in an e-mail to him, or the associate or assistant directors we have working with us this year). I have to admit that I'm truculent in doing this, because inwardly I'm worried about doing such a horrid job that I'll only get harsh criticism. (This is unfounded, of course.) I decided to keep the notes that my student and I typed as a means of communication, though, because of the comparative novelty of the situation. Halfway through the session I already knew what I could be doing differently, but it was difficult to shift gears so far into the session, so I decided to keep with it. The session wasn't my worst by any means, but I reflected later that I hadn't wanted to admit I wouldn't get as much "done" in the session; and that I would have to be better organized in choosing specific higher order concerns on which to focus.
I wonder if other tutors have had similar experiences, and what they've learned. And, more specifically, what those experiences actually were.