The Tutoring Book - California State University, Sacramento

teachers’ comments are not text-specific and could be interchanged, rubber-stamped, from text to text;”
therefore, tutors should at all times avoid generic forms of praise and instead attempt to point to specific
areas in the text where students evidence their evolution as writers (111). Even weak students know when
praise seems artificial or forced and they are less likely to trust future praise of they feel you are being
insincere or dishonest about their improvement as writers. Finally, remember to praise often and equally
because “it’s a good bet that [this] genuine praise can lift the hearts, as well as the pens, of the writers”
who we tutor (Daiker 162).
Reminder 3: Try Using Nonverbal or Alternative Forms of Praise
While most students respond well to verbal praise, other students—particularly those who are shy and
experience a lot of anxiety when given recognition—might benefit from an alternative form of praise.
For instance, consider the fact that approval can be communicated in a variety forms including through
eye contact, facial expressions, and even hand gestures. A friendly smile combined with a simple
thumbs-up goes just as far as a verbal “good job” in building student confidence and, accordingly, writing
ability. Nonverbal messages therefore are a critical link in developing proper praising habits and
incorporating some of the below suggestions will not only increase your tutor-writer repertoire, but also
give you an alternative to traditional verbal forms of praise.
• Body orientation. To indicate that you like what you are hearing and want to learn more, make
sure that you orient yourself in a way that shows students that you respect and value their time
and efforts. Avoid positioning yourself in a way that causes you to turn your back on a student or
that seems to give them the “cold shoulder.” Instead, your body and chair should be positioned in
a manner that enables you to turn towards the student in an open and sociable manner.
Remember, if you like and respect the person, show them by facing them when you interact.
• Posture. Good posture is associated with confidence and enthusiasm. It indicates our degree of
tenseness or relaxation. Observing the posture of others provides clues to their feelings. Students
will immediately pick up on your lack of enthusiasm and engagement if you slouch or sprawl in
your chair. Instead, you should seem eager and excited to hear more about the student’s thoughts
and beliefs. When sitting back in your chair, remember that you should look comfortable, but
also attentive. Bad posture, like negative comments, can really sour the dynamic of a
conversation. Therefore, always consider that the way you sit can be just as important as what
you say.
• Facial expression. Facial expressions are a window into the inner thoughts and feelings of the
individual. Therefore, if your facial expressions do not align with or contradict your verbal
messages of praise, students will immediately recognize that your words may not be genuine.
Avoid grimacing, quizzically raising an eyebrow, and even frowning as such expressions
communicate to students that something in their writing might be amiss. Instead, try smiling
when you deliver a compliment or at least keep your face neutral in order to avoid causing a sense
of confusion that might destroy the tutor-writer relationship that you have worked so hard to
establish.
• Eye contact. Frequent eye contact communicates interest and confidence. Avoidance
communicates the opposite. Rolling your eyes, staring off into the distance or even continually
looking at the clock can belie any praise that you offer since it indicates to students that you
might be weary of tutoring and accordingly their writing. Try instead to communicate your
encouragement by letting your eyes speak for you. If you like what you see then let the student
know by letting that excitement shine through.
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