One of the most powerful tools you can use as a tutor is active listening. During a tutoring session it is important to comprehend the main points the writer is trying to convey. Following the direction of the paper should be the ultimate goal throughout the session, as you want to ensure that the writer is clearly and effectively fulfilling the requirements for the writing project.
During all of my sessions I start out by reviewing the syllabus and the instructions for the writing assignment then I ask the student if he/she understands what is expected of them for the project, while they all mostly agree to understanding I usually don’t figure that out until we start diving into the writing. This is where the power of active listening comes into play, once you begin engaging with the writer you can discover what level of comprehension they have reached. By asking questions, engaging in conversations, and listening to not only just the writing but the way the student reads their work aloud, and the expressions their bodies make you can analyze the comfort they have with the assignment.
The back and forth conversation can give direct inferences to the student that you are paying attention and that you genuinely care about the topic on which they are writing about. Another powerful aspect of active listening is that it allows the tutor to have control over the session, you are able to direct which direction the session takes by asking the right questions. For example a closed question that can be answered in the most basic form of yes or no is not the type of questions you would want to address during a session. Open ended questions that require a thoughtful response are the key questions that will allow you to actively listen and be able to determine the student’s level of understanding.
Active listening is a helpful tool that should be utilized not just in tutoring sessions but also in everyday life. I could argue that the power to understand another person is quite possibly the most fundamental part of learning. While, each person interprets things differently active listening allows us to break through the barrier of outside observation and inside reflection.
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”