A few weeks ago I had a student come in who I am almost positive had a learning disability. I of course didn't ask her about it or mention anything, which would have been rude, but it was turning over in the back of my mind during our entire session. I wasn't really sure how to handle her. The ideas that her paper was trying to portray were strong, but it seemed as though she was unsure of how to communicate them to the reader. I didn't really know how to handle her. I don't know a lot about different kinds of learning disabilities, but I thought that there might have been a social protocol that I should have followed. I know that we aren't allowed to try and mentally diagnose our tutees, but it's hard to ignore it when the person is sitting directly in front of you. I wasn't trying to dig into her personal life so much as I just wanted to have a better understanding of her situation so that I could be a more helpful tutor for her. I hope that before the end of the semester we will have the opportunity to talk about students with learning disabilities in class and maybe even talk about different ways of handling them. I think that this would help me to be a better tutor to all different kinds of students.
Popular posts from this blog
I have posted a poll in the IWCA forums: IWCA Forum: Peer Tutor => What do we call ourselves: the poll! It is a part of an earlier discussion that kind of petered out about the titles used for writing center workers. Please take a moment and vote! If you don't have an account on the forum, you can register for one by clicking on the "Register" link (next to the rocket icon in the top-right of the page.) Don't forget to state your institutional affiliation when you request and account. (That's how the IWCA Forum keeps out spam accounts.)
Dear me… As a junior in college, you were just trying your best and going through the motions (like everyone else) . You wanted to fit in and emulate what you thought a typical college student should look like. Then, along came the opportunity to become a w riting c onsultant. That’s immediately when the fear started, I began questioning myself and my own personal writing. I was unsure how I, a typical college student, would have enough skills to help others. How would I manage being insecure with myself when I was supposed to be someone my peers looked to find their own confidence? When it came to your first day of work, you were sitting in the writing lab waiting for your learner to show up with anxiety pouring out of your body. It was probably the most anxious you ever got in your life - aside from applying to college in the first place. You were so excited to meet your colleagues, yet so nervous that you were going to disappoint them. Thoughts streamed through your head
Testing Online Tutoring Online tutoring may be a constant of the tutoring landscape, but the question of effectiveness remains. Which organizations are best prepared to meet the needs of students: writing centers affiliated with universities or “professional” tutoring agencies, such as Pearson-Smarthinking? It is this question I intend to address in conducting a proposed experiment. Important Background Information The concept most central to this proposed experiment is that of knowledge claims. In his book Reformers, Teachers, Writers: Curricular and Pedagogical Inquiries , Neal Lerner identifies the three primary types of knowledge claims that appear in a writing center: “writerly knowledge,” “emotional knowledge,” and “role knowledge” (Lerner 115). “Role knowledge” is arguably the most important knowledge claim (Lerner 115). While analyzing transcripts of student sessions, Lerner noticed there was a correlation between the presence of “role knowledge” claims and the “success”