Tutoring, like many aspects of teaching, is largely trial-and-error. The necessity of reflection after each individual session suggests that it plays a vital role. Tutors, or consultants, must learn what works for them as they develop a style suited to their personality as an advisor of clients. It is the job of the consultant to reflect and even suggest that the clients becomes more aware oh how to "reconceptual[ize] their own writing" (7).
It is because of the personal connection between a consultant and client that allows the two to work in sync. This relationship is something unattainable by the teachers of these students. In the classroom, they are only able to worry about the class as a whole - taking the time to focus, with specific interest, on one student prevents the teacher from reaching the remainder of the class. The tutor maintains a different role. Though true, Anne DiPardo suggest consultants are subject to dual roles: learners and teachers (101).
It is reassuring to think that "students come to the writing center for one reason - they want help with their writing" (95). Though a few misguided students may be present, against their wills, the majority of them arrive with a purpose. Unfortunately, the purpose is not always clear. Needs differ.
Just two days ago I witnessed an ESL student who arrived with an apparent full-draft, on hand. The consultant was pleased to see her client arrived with much of the assignment complete - however, this seemed to leave her wondering what he needed. Over the course of fifteen minutes it became clear that the client simply wanted to ensure that all of his ideas were being understood. The tutor, though polite and understanding, seemed slow to pick up on his needs. It was unfortunate to see his hesitance as he appeared helpless; unable to translate the words, the phrases into English. As Christina Murphy writes, students "display insecurities about their abilities as writers or even as academic learners" (96). Confused, and at a literal loss for words, the client seemed to doubt his own ability. Here, I think it might have been wise of the consultant to take the time to remind that he is obviously a bright, motivated student - otherwise, he would not have felt the need to visit the writing center.
Murphy goes on to offer interesting findings regarding her study of psychoanalysis. The ability to empathize and understand is crucial towards achieving the desired results. In turn, the client becomes "more open... less defensive... [and] has an increased degree of self-regard" (98). This is certainly a rational approach that seems unlikely to fall short of establishing a good report. This building of trust is absolutely necessary in the consultant's session with the client. Without it, it seems unlikely that the client will be able to fully appreciate what the tutor is offering. To reiterate, it is important to realize that some attempts at being personable may fail, thus lessening the validity of a session or two. However, by maintaining a reflective practice it will be easier to analyze what works and what does not.
References:Murphy, Christina and Steve Sherwood. The St. Martin's Sourcebook for Writing Tutors. 3rd ed. Boston: Bedford/St. Martin's, 2008. 7-8. Murphy, Christina. "Frued in the Writing Center: The Psychoanalytics of Tutoring Well." In Murphy and Sherwood, 95-99. DiPardo, Anne. "'Whispers of Coming and Going': Lessons from Fannie." In Murphy and Sherwood, 100-116.
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I find your account of the ESL tutoring session very telling. Sometimes, as tutors, we get so focused on the paper - "Yes, a full draft, I have something to work with!" - that we miss out on the client. It happens to the best of us, but as you say, by being reflective about our practice, we can step back and say, "Ok, so this client has a draft, but how does this client seem to feel about this draft?"
ReplyDeleteI remember working with an ESL student from Tawaiian when I was a tutor. She was getting her PhD in child psychology, and over the course of one year, we worked together, every week, on her dissertation. At the end of our time together, her very last session, she told me that she still wasn't sure she was any good as a writer. It shocked me, because she had always seemed incredibly confident - or at least that was what I had inferred because she always came to sessions with goals, with something she wanted to work on or improve about her writing. I've thought a lot about the missed opportunities I had during that year to help this client be more confident in her writing abilities, simply by praising her for what she had accomplished, in each session and between sessions. I take time now for praise, especially with students.
I completely agree with the statement you made, "Though a few misguided students may be present, against their wills, the majority of them arrive with a purpose. Unfortunately, the purpose is not always clear. Needs differ." Needs do differ, and that's probably the most important thing a tutor can take realize. Once we understand what the student needs, then the real magic can begin.
ReplyDeleteI also agree that reflection is incredibly important. In instances like these, where our skills will obviously be ever-evolving, I feel that perhaps self-reflection is more important even than teachers' evaluation of us. We are the only ones who can fully realize what works and what doesn't, what we are comfortable with and what we'd rather let others handle. We have to realize what we're learning and why.
Leave your country. Leave your culture. Leave what you're accustomed to, and welcome the unknown. You enter a country, a culture, a city completely new. The food is different. The lifestyle is different. The university, different. The writing, different.
ReplyDeleteAs early as a week into the school year a student is required to write. A second language still being learned yet required to a two page essay. Still learning the difference between nominative and accusative, grammatical and ungrammatical, prescribed and described.
How would you feel leaving your familiar form of education to enter a completely new one, not knowing the form in which to write, the form a teacher requires. It is moments like these where ESL students, especially those who recently arrive in the States, are thrown into a pot, advised to sink or swim. And it is moments like these where tutors aren't just tutors, where consultants aren't just consultants. Where minimalist theory just doesn't cut it, as anyone who has worked with an ESL student knows. They ask why. They ask for examples. They ask for explanation.
These students are just as capable as native speakers in expressing their ideas. They may just need more time, more words, more help. They may just need a consultant to, as you said, "take the time to remind that he is obviously a bright, motivated student."