My second tutoring experience was as exciting as I imagined it. Disregarding my anxiousness I stepped into the room confident and ready to expand and share my knowledge.
The student who focused on the necessity of jobs being understanding of parents really made me feel right at home. I feel this topic was to my benefit because I was allowed to give feed back based on my personal experiences, meanwhile I had the opportunity to advice him and learn about why this topic became so personal to him.
We talked about the topic and then discussed the professors comments. As we started working on bettering his writing, I decided to make it an activity, where he would point out his topic sentence, introduction to evidence and the actual evidence. This became our three step method in each paragraph. As his professor had commented, he was missing introduction to evidence in every paragraph.
Once we worked along with our three step method I began to ask him about his examples of evidence and why he had chosen them. Evidently, he felt a personal connection to his writing and the topic. He talked about his personal experiences with his parents as a young child. He explained to me that when he was younger once his school day was over he would go to his grandmothers house where he would stay until one of this parents would pick him up. I think this was an essential part to his essay because he has a personal understanding of the topic.
The one thing I didn't like about this tutoring session was the fact that my student was texting while I was looking over his paper. Every chance our eyes didn't meet he was looking over his messages.
As a tutor I expect respect from my student.
I can honestly say I love tutoring now more than ever. I have the opportunity to help a student in need. Even though I've only tutored college students twice I feel a connection to what my career is going to be like. The strategy that I found myself using in this tutoring session was Nutshelling and Teaching, which consist of making decisions about major and minor ideas, orally explaining, and role playing the ideas we came up with. This strategy is based on explaining, negotiating, and teaching. My advice to my student was to organize his ideas according to what is being asked.
Friday, May 16, 2014
Friday, April 25, 2014
Anxiety @ Highest LEVEL
Watching this videos made realize that the future of children is nowhere near important to the government. I completely disagree with the standardize test of New York City and country wise. The last video made me even more worried about my future, my daughters future and my career. I wonder, why if that "6 week program" works, then why are we here trying to get the best grades in this class? I wonder if anybody but me will recognize my struggle and take it into consideration? What's happening to EDUCATION?!
When I was in middle school, every class was important! Not just English and math. Everything matter, and maybe that's the reason why I'm thinking this way. When I was in High School everything mattered as well. We as students had regents to worry about. Majority of my friends did not graduate with me, not because "they weren't smart enough" but because they were pressured to pass this tests!
While listening to this videos in classroom, I started researching about Teachers in NYC. Living in this state it's a luxury I should say. Rent, rent is like an eye off my face, how can I afford a living? My job right now is good, I can manage to go to school which is my biggest concern. But I don't want to waste my time in a bank, which was nothing to with what my heart desires. On the other hand, I don't want to become a teacher and be criticized, and leveled, if my class has low rates. Or if the school itself has low rates. I wonder, is this what my future is really going to look like? If so, I think I need to start working on a plan B.
Paraprofessional Salary
When I was in middle school, every class was important! Not just English and math. Everything matter, and maybe that's the reason why I'm thinking this way. When I was in High School everything mattered as well. We as students had regents to worry about. Majority of my friends did not graduate with me, not because "they weren't smart enough" but because they were pressured to pass this tests!
While listening to this videos in classroom, I started researching about Teachers in NYC. Living in this state it's a luxury I should say. Rent, rent is like an eye off my face, how can I afford a living? My job right now is good, I can manage to go to school which is my biggest concern. But I don't want to waste my time in a bank, which was nothing to with what my heart desires. On the other hand, I don't want to become a teacher and be criticized, and leveled, if my class has low rates. Or if the school itself has low rates. I wonder, is this what my future is really going to look like? If so, I think I need to start working on a plan B.
Paraprofessional Salary
Friday, April 11, 2014
Tutoring!
Tutoring for the first time was interesting, exciting, and intimidating. My fear as I entered the classroom was to be paired up with some who depended on me for a good grade.
The student I helped amazed me because his writing in my opinion was actually good, yet he lacked on knowledge about the topic. I think as New Yorkers, we can all relate to the changes in many communities. I was looking forward to an argumentative paper but I came across basic opinions from a writer. I think the topic of Gentrification is very interesting and maybe I was expecting for someone else to agree with me.
The student I worked with is originally from Wyoming he had no connection to Gentrification which made me think twice about what way to guide him. He knew the meaning of gentrification and had really good ideas and examples but I noticed that those attributes didn't really support the thesis. My advice to him was to find resources in the topic and elaborate on them. I encouraged him to think of the people that live in neighborhoods for decades, and generations and think of the possible aspects that they have about gentrification.
Overall I liked the feeling the tutoring session brought to me. I enjoyed helping someone improve their writing. I also enjoyed allowing that person to look at a situation from a different perspective. I think the topic was very interesting and I can honestly say I gave my most honest opinion, but I also limited what I gave the student as a reference. I was scared that my opinions might interfere with his beliefs and so I rely on what I had learn from the book Tutoring Writing, What Tutoring Writing Isn't. I think for a first timer I will give myself props!
I worked on time management and I focused on the HOV's. In addition to that, I praised the student for doing such a good job and I advised him to find some reliable data. I think he's in the right path for a good grade.
The student I helped amazed me because his writing in my opinion was actually good, yet he lacked on knowledge about the topic. I think as New Yorkers, we can all relate to the changes in many communities. I was looking forward to an argumentative paper but I came across basic opinions from a writer. I think the topic of Gentrification is very interesting and maybe I was expecting for someone else to agree with me.
The student I worked with is originally from Wyoming he had no connection to Gentrification which made me think twice about what way to guide him. He knew the meaning of gentrification and had really good ideas and examples but I noticed that those attributes didn't really support the thesis. My advice to him was to find resources in the topic and elaborate on them. I encouraged him to think of the people that live in neighborhoods for decades, and generations and think of the possible aspects that they have about gentrification.
Overall I liked the feeling the tutoring session brought to me. I enjoyed helping someone improve their writing. I also enjoyed allowing that person to look at a situation from a different perspective. I think the topic was very interesting and I can honestly say I gave my most honest opinion, but I also limited what I gave the student as a reference. I was scared that my opinions might interfere with his beliefs and so I rely on what I had learn from the book Tutoring Writing, What Tutoring Writing Isn't. I think for a first timer I will give myself props!
I worked on time management and I focused on the HOV's. In addition to that, I praised the student for doing such a good job and I advised him to find some reliable data. I think he's in the right path for a good grade.
Friday, April 4, 2014
Master in The Field
This week I observed a master in the field. The tutor for this week was extremely helpful to student in my opinion. She started off by reading over the students first draft and stopping to ask questions. I noticed the tutor made a personal connection to the student because she knew the assignment and she knew the student was in the right track. The only thing getting in the way was the language in which the student would think that something sounds proper because she thought it would be "okay" to translate from Spanish to English. The tutor took full control of the situation and shifted away from paper for about 5 minutes to explain to the student that verbs in both languages don't work the same way.
Once they got back to the paper the tutor asked for the student to provide her with the reading and with her second draft. The tutor read over it, and asked the student to explain to her why she was using the examples that she thought would be more relevant in the paper. The student explained her beliefs and the tutored praised her for having good understanding of the paper. They went over the second draft and made changes to the thesis which also allowed them to come up with a more understanding conclusion. She also explained to the student that every time she writes she should have an "imaginary audience", this would create a task in which that audience to needs to have an idea of what the passage was about without having to read it.
The tutor advised the student to come back for another sessions, with the same paper so they can work a little bit more on her verbs and adjective. She also took some time to explain the story from her point of view and to create connections to the writing.
What I found most interesting of this session was the way the tutor went above and beyond my expectations. She spoke in both languages, English and Spanish, to create a much more comforting atmosphere for the student. She helped the student create new ideas, as well as she embraced the ideas the student already had. She made a personal connection with the student by relating to her struggle with English, and the connections she made to it in her native language (Spanish). Another thing that I learned while observing this session, was the way the tutor set a timer for herself and on the last five minutes she went over the things she thought would help the student the most.
Once they got back to the paper the tutor asked for the student to provide her with the reading and with her second draft. The tutor read over it, and asked the student to explain to her why she was using the examples that she thought would be more relevant in the paper. The student explained her beliefs and the tutored praised her for having good understanding of the paper. They went over the second draft and made changes to the thesis which also allowed them to come up with a more understanding conclusion. She also explained to the student that every time she writes she should have an "imaginary audience", this would create a task in which that audience to needs to have an idea of what the passage was about without having to read it.
The tutor advised the student to come back for another sessions, with the same paper so they can work a little bit more on her verbs and adjective. She also took some time to explain the story from her point of view and to create connections to the writing.
What I found most interesting of this session was the way the tutor went above and beyond my expectations. She spoke in both languages, English and Spanish, to create a much more comforting atmosphere for the student. She helped the student create new ideas, as well as she embraced the ideas the student already had. She made a personal connection with the student by relating to her struggle with English, and the connections she made to it in her native language (Spanish). Another thing that I learned while observing this session, was the way the tutor set a timer for herself and on the last five minutes she went over the things she thought would help the student the most.
Friday, March 28, 2014
Silence Session!
This week I observed a tutoring session that practically left me speechless. I quested to see the tutoring session with that specific tutor because in my opinion he is great and knows how to advise a student who is seeking help.
The student was there for a homework for Critical Thinking, a course which I had some knowledge of. Even though I was only there to observe the session became so awkward that I found myself praying for time to end.
The student practically had no interest in her homework and managed to make no effort. I think that she was there to get the answers for the assignment instead of developing ideas of her own. The tutor on the other hand, was desperately trying to get to the student to talk. He insisted on asking many questions in which the questions were obvious yet the student refused to reply. Eventually the tutor would end up answering the questions he asked. He also tried to make a connection (relation) to her assignment in order to make her communicate with him, it was worthless.
This session intimidates me personally because I want to help someone become a better writer and I'd like for that person to appreciate my time and work with me.
The student left the room,I hope, with a better understanding of what she was required to do, but I also think she left with nothing new to work with.
The student was there for a homework for Critical Thinking, a course which I had some knowledge of. Even though I was only there to observe the session became so awkward that I found myself praying for time to end.
The student practically had no interest in her homework and managed to make no effort. I think that she was there to get the answers for the assignment instead of developing ideas of her own. The tutor on the other hand, was desperately trying to get to the student to talk. He insisted on asking many questions in which the questions were obvious yet the student refused to reply. Eventually the tutor would end up answering the questions he asked. He also tried to make a connection (relation) to her assignment in order to make her communicate with him, it was worthless.
This session intimidates me personally because I want to help someone become a better writer and I'd like for that person to appreciate my time and work with me.
The student left the room,I hope, with a better understanding of what she was required to do, but I also think she left with nothing new to work with.
Friday, March 21, 2014
Second Visit With a Twist
This past week I was tutored for the first time. Originally I had planned in only discussing the issues I thought I had in my paper but I had the opportunity to meet someone with better writing skills and greater knowledge of my major.
As we were working on my writing, he advised me in the things I should focus on such as, thesis, structure and evidence. Once we read the paper, he went over a few things my classmates had point out while peer editing each others work. He gave me his honest opinion about the paper and told me that based on what he had read, I was on the right path. He instructed me to give more details to support my thesis and my point of view. After that, we worked on my grammar and my use of commas. This is something I was particularly looking for when I decided to seek help at the writing center. I wanted to test the theory of LOC's and HOC's and he definitely proved it works. I think most students (writers), focus on the grammar rather than the writing and the thesis.
As I was being tutored I was also paying close attention to the way one-on-one tutoring works. He was very attentive and helpful, not only towards my writing but towards my personal goals as well. He briefly explained to me the benefits of this course and how it helped him get to where he was. He also explained the way education major works in a senior colleges and what I should start focusing on since now, so I can have a more enjoyable experience then.
Friday, March 14, 2014
First Session
I visit the writing center for the first time this past Wednesday to see how tutoring sessions take place. As I approach the room in my mind I had a list of things that I was looking for such as, the distance between the tutor and the student, the posture they each had, and body language of tutor towards student, how would the tutor assist the student, and what would the tutor focus on in regards of the paper.
First thing I noticed was the way the tutor pulled his chair closed to the student, yet allowing her to have personal space. Second, I paid closed attention in the way the tutoring session started; they exchanged names and the student began by introducing the assignment and explaining her perspective on what she had written. I also was curious and alert of what the tutor what target first. He read over the students work very carefully and examined the way the professor had commented on it.
As the session took place I noticed the student was mostly concerned about her grammar, due to the fact that she's still in the process of learning and perfecting the English language. The one thing I noticed was the way the tutor complemented her writing and the effort that she truly dedicated to the paper. In addition to that, I noticed the tutor mainly focused on the structure of the essay rather than it's grammar or the amount of the word that the student was required to have written. He then advised her to elaborate on the sentences that she already had, rather than changing her ideas.
On the other hand, he also went over the corrections and suggestions made by the professor in order for the student to recreate her argument and make a more solid response to the question.
I also noted the way the tutor provided more resources to the student, such as articles they have in the writing center.
First thing I noticed was the way the tutor pulled his chair closed to the student, yet allowing her to have personal space. Second, I paid closed attention in the way the tutoring session started; they exchanged names and the student began by introducing the assignment and explaining her perspective on what she had written. I also was curious and alert of what the tutor what target first. He read over the students work very carefully and examined the way the professor had commented on it.
As the session took place I noticed the student was mostly concerned about her grammar, due to the fact that she's still in the process of learning and perfecting the English language. The one thing I noticed was the way the tutor complemented her writing and the effort that she truly dedicated to the paper. In addition to that, I noticed the tutor mainly focused on the structure of the essay rather than it's grammar or the amount of the word that the student was required to have written. He then advised her to elaborate on the sentences that she already had, rather than changing her ideas.
On the other hand, he also went over the corrections and suggestions made by the professor in order for the student to recreate her argument and make a more solid response to the question.
I also noted the way the tutor provided more resources to the student, such as articles they have in the writing center.
Subscribe to:
Comments (Atom)