As the end of the semester nears, the amount of papers, presentations, and finals has engulfed me in a swarm of stress. In addition, let’s not forget my last week as a fellow and the application process to Graduate School. While the stress may be a little overwhelming, these last few weeks have been very rewarding to me academically as a student and as a fellow. I learned a lot from my students, professors, and my fellow fellows throughout the semester; and through my encounters and experiences I have become a better student, fellow, and writer. While I improved and learned a lot—I won’t lie—it was a roller coaster ride. The stress of studying for the GRE, writing papers and personal statements, and fellowing fifteen students—not including the personal life—took a toll on me; but in the end it was all worth it. I have able to see not only myself grow, but my students too.
Although I had little free time, I attended my final fellow class this past week where I watched my students give their final presentations. They had been working on their papers for weeks, so it was enjoyable to see them present because they were really excited for it to be over. I related to my students as they finished their presentations because I could see the sigh of relief and that proud moment that all their hard work throughout the semester paid off.
As I stated earlier, my semester is almost over yet I have a lot of work to finish. Since this semester had its ups and downs—mostly ups—I am anxiously waiting for that sigh of relief that my student had. Through this stressful end of the semester, I recently had a conversation with a professor who asked me: “How are you going to end your semester on a high note?” While I listed off numerous ways, the answer was simple: “You just do it.” By taking this simple advice I can say I have set my priorities straight and most definitely risen to the top of that coaster ride. I am excited to finish applying to graduate school, finish my last semester as an Undergrad, to begin fellowing my new students next semester, and of course finishing—not only my semester, but final year—on a high note.
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”