I approach working with students
one-on-one by providing support and facilitating the writer’s growth in
whatever areas and ways they consider most important to presenting their own
unique voice. In working with student writers one-on-one, I constantly observe
and make note of which methods I naturally gravitate to, what is helpful for
different types of students and what I can do to tailor my recommendations in
ways that benefit students most.
My approach to working with
students serves my overall goal of providing a resource and a sense of support
for the individuals I work with. Many students have a wide range of ideas and
perceptions about tutoring, and I think the most productive, open and honest
space is one where tutor and tutee have a good rapport and understand each
other’s working styles. The way a student writes and interacts with me during
tutoring sessions is directly related to their multi-faceted identity, and I
strive to understand where students are coming from at all times. When a
student is not being as forward or responsive as a tutor would like them to be,
it is important to understand that they may have a number of reasons why that
it is the case. Whether they are acting withdrawn, unresponsive or reacting
defensively or emotionally to simple questions, we as tutors should realize
that it may have nothing to do with the assignment or us as tutors.
I initially struggled with making a
plan or agenda and only having one or two goals for that specific session. It
seems as though this is not much of a plan at all, but in actuality, this is an
efficient way to tackle something concrete and focus on the main points or
high-priority aspects of an assignment. The plan seems simple, but it is a
productive way to concentrate on the task at hand in an organized way.
Each tutor struggles with finding a
balance between letting writers make their own decisions and voicing personal
input without giving a directive. Being a supportive resource for students
entails listening and qualifying their ideas. Though it is sometimes difficult
to redirect students to more productive paths or ways of approaching
assignments, Rafoth’s A Tutor’s Guide shows us that supportive tutors
are constructive critics as well. When tutors err on the side of not giving
enough instruction or recommendations, it can be problematic. Tutors need to
set aside their own personal hesitations in order to better serve the student. When
tutors embrace their own authority and acknowledge their own skills and
usefulness, they can encourage the students’ own authoritative voice in
positive ways to help them more effectively communicate through writing.
One of my strengths as a tutor is
the way in which I am able to use “emotionally charged” topics or writings in
order to get to know students better and build rapport. The first few sessions
with a steady tutee provide a great opportunity. I enjoy getting to read
students’ writing samples which touch on personal details and viewpoints, some of
which I feel a connection to as well. One of my students let me know that as
someone who is mostly interested in science, she struggles with writing and
English classes, because there is not just one way to do anything. She also
mentioned that she does well with writing when she feels personally connected
to the topic. In my work with her, I try to help her see that this is a natural
way to feel about writing, and it is simply about using every prompt and
assignment to find some main idea, thesis or topic that you do connect with,
and the writing can become that much easier to undertake, as well as more
fulfilling. These types of assignments or prompts present one way in which
writing about personal topics could have created an awkward or unpleasant situation
for strangers, but I instead utilize our shared identities and common
backgrounds to bond and hopefully help the student see that writing can be a
powerful tool in giving voice to our valuable histories.
These types of personal writings
are particularly helpful for me as a tutor towards my goal of getting to know
students as much as possible. When you know where an individual is coming from,
you can attempt to better approach their writing styles and ways of thinking. Personal
narratives or writings help us to get to know each other’s individual
perspectives, and utilizing this comfortable writing style, I can try to glean
the most meaning from students who otherwise have trouble expressing their
thoughts.
Tutors may feel an initial
overwhelming feeling when a paper or writing is riddled with mistakes or when grammar
is neglected to the point of a loss of clarity. For me, this was the case,
because my immediate past few years have me coming from a professional
environment where this level of writing is not a common issue. Also, writing
and grammar have come easily to me since a young age. This being said, once
tutors take a moment and reread students’ works, we are able to take a step
back and remember that it takes practice to incorporate the complex rules of
English grammar and mechanics into college-level or even everyday writing. We
can get past our own self-imposed obstacles and strive to find meaning in the
writing students present. I work with them to negotiate content and grammar by
reading the writing aloud. I stop often to clarify with students and strive to
help them create accurate representations of their ideas onto the paper. When I
make markings, I provide reasoning behind my recommendations. Also, when I give
feedback, I try to utilize supportive language like saying, “I noticed….” This
type of response as a reader will likely prove more useful than approaching
assignments with a teacher-like voice and style the whole time.
The small details and the mechanics
of good writing will come with practice and feedback eventually. For this
reason, I usually put my energy into finding, defining and creating meaning
with students. Lessons in grammar can be learned over time when focusing on big
picture meaning making, and my approach helps instill students with a sense of
agency and a desire to grow that will eventually lead them to the goals I may
not have the resources and time to cover in one session per week. I also work
towards a style of writing that incorporates constant editing and reading back
on the parts of both myself and the students. When students are able to revise
their own work, they learn to see and address their own blind spots and work
towards writing more perfect versions of their own lucid, coherent
communication of thoughts.
The three
different ways of reading: assimilationist, accommodationist and separatist are
also useful to understand when working with students. I was immediately drawn
to this topic, because my own style of writing and tutoring has a tendency and
temptation to be more assimilationist than it should be. Questioning and
understanding our own methods gives us an awareness as tutors about the ways we
approach situations and what adjustments we can make to correct our own work as
well as students. By instead helping writers learn new discourse patterns
without compromising the writer’s cultural and linguistic identity, I can more
positively assist them. I also support and appreciate their style even if it’s
“unconventional,” understanding that the best presentation of their thoughts
may not come through a typical format that we’re used to seeing.
These ideas
also relate to my goal of avoiding appropriation, which can silence a writer’s
unique voice. I avoid appropriation by being in constant communication
throughout sessions about what the student wants to receive from our time
together and what they think we should be working on. I also ask students
whether my suggestions make sense to them instead of simply telling them what
changes should be made. In conjunction with preserving the student’s own style
of writing and level of language comprehension, I am helping them without
appropriating their writing. Appropriation is understandably common for tutors
and instructors, and this is the case because it is often the easiest route to
take, at least on a short-term basis. It is tempting to simply give students
the words or ideas that will finish the assignment soonest or make the writing
easiest at the time, but working through these situations together is better
for their long-term language skills and in preserving their unique writing
styles.
My approach
to working with student writers one-on-one is rooted in my main goal of
providing supportive, helpful assistance. I meet students where they are at,
focus on main ideas and work to clarify their own messaging without inserting
my own. By engaging in a conversation with students, I help them both identify
trouble areas and most effectively confront these problems head-on. These
methods avoid appropriation and work in more accommodationist and separatist
ways that provide lasting tools for them to grow as successful writers.
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