The Tutoring Book - California State University, Sacramento

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• Begin to tutor toward that style(s) because it can help the student grasp what you are trying to teach them easier, and it can help what you are trying to teach stick in their mind easier as well. • Know that your student most likely has multiple ways he/she can learn, you can try approaching information in different ways if others are not successful. • Suggest strategies that might be helpful to your student considering his/her specific learning preferences. • Have the student continually reflect on what seems to be working because the students preferences can change depending on the type of information he/she is learning, life situations, teachers teaching styles, and the text book the student is working from. 64
Tutoring Hearing-Impaired Students in the Writing Center 65 Theresa N. Walsh Spring 2010 As tutors in the Writing Center, we typically discuss papers and ideas with student writers. A standard session for me begins with a few moments dedicated to establishing a rapport with the writer. We talk about the class, what the teacher’s expectations are, how the student is feeling about those expectations and where the student feels that he or she needs to improve. Throughout the rest of the session I will usually ask a student to read aloud while I watch them read and tell them when they are self-correcting. This is an effective method for me because I can see where the writer’s spoken language doesn’t make it onto the page. Sometimes, a student writer attempts to elevate his or her language in ways that are unnatural to their actual ‘voice’. Other times, the writer expresses ideas in our conversation that they don’t know how to articulate in written form. From here we might discuss how the student could improve his or her writing so that the paper is true to the student’s ideas. All of these typical methods are challenged when the student who is coming to you for help is hearing-impaired. I have tutored two students regularly who are hearing-impaired and both times I was uncertain of how I would approach tutoring without spoken language. Typically when a tutor is assigned a student who is hearing-impaired, you will be notified before they arrive. These moments prior to meeting the student are really the most nerve-wracking that you will experience throughout the whole session. One wonders, ‘How will we communicate?’; ‘What kinds of issues might a hearing-impaired student experience?’; ‘I wonder if we will have a translator.’ These are the questions I ask myself, anyway, and the answers are revealed in the session. The concern with communication is typically the first to be resolved. This will not be the first time that the hearing-impaired student has tried to communicate with a person who does not know sign language. He or she will be adept at communicating with you. My best advice here is to submit to the methods with which the student is most comfortable. Every student with whom you work in the Writing Center brings his or her unique method of communication to the tutoring desk, and the hearing-impaired student is no different in this way from students who can hear. In my experience working with hearing-impaired students, I have seen a translator twice—in the first two sessions with my first hearing-impaired student, whom I will call Ella. Ella dismissed the translator after the first two sessions because she felt that the translator slowed us down. Ella and I watched each other closely. Although she was entirely deaf, Ella could speak and read lips. Most recently I’ve been working with a hearing-impaired student whom I will call Matt. Matt was not assigned a translator, but arrived with a small pad of paper, two pens and a small laptop computer, which we chatted on. Matt has grown accustomed to navigating a world in which very few people speak his language and has determined how he communicates best, with pen and paper. Ella’s primary issue was that she hated to read and this created a situation in which she was unable to visualize what was being described in the text she read. In the case of a hearing student I would ask them questions. But the questions that I would ask would rely on verbal communication. Typically, I’ll as a student about class discussion. I might suggest that a student talk about the readings with fellow classmates or the instructor. Ella, however, wasn’t in a position to do these things. Together Ella and I had to develop methods that would help her with reading comprehension. We began by reading the assigned text and then we drew pictures of what was going on in the book. We only had to do this for a few pages before she began to read and tell me how she imagined the scenes that the author was describing. Once Ella began to visualize the stories that she read, we figured out what types of stories appealed to Ella personally. Then we came up with a reading plan so that she would know how much she should read daily to complete her assignments. The reading plan also included a book that Ella would read that was not assigned, but that she found interesting. This gave Ella a workable schedule and we would devote time to her reading comprehension while she was doing the reading at home. After some time with Ella, I realized that many of her writing issues were related not
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The Tutoring Book Fall 2011 Edition
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�� Diverse Students and Cont
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Helpful Strategies 5 Savannah Corti
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Draw Upon Other Tutors Experiences
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and that even the sessions that did
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What is one thing you wish you had
Page 13 and 14: eceiving tutoring. But don’t let
Page 15 and 16: helped me see that. As a result, ex
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Page 19 and 20: No Draft? No Problem! 19 Kathleen U
Page 21 and 22: 10-4, Little Buddy: Two Way Convos
Page 23 and 24: her paper, I noticed she hadn’t a
Page 25 and 26: mentors and sounding boards for the
Page 27 and 28: �On this page, the top link leads
Page 29 and 30: Purdue OWL (http://owl.english.purd
Page 31 and 32: • Argument • Writing about Lite
Page 33 and 34: The WAC Clearinghouse (http://wac.c
Page 35 and 36: “This exercise, popularized by Pe
Page 37 and 38: active problem solving and critical
Page 39 and 40: Directive or Not? Adapting an Appro
Page 41 and 42: essay meet the page limit is no lon
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Page 45 and 46: was to trust her own knowledge and
Page 47 and 48: Step 2: Learning to Praise Equally
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Page 73 and 74: Tips for Tutoring Reading 73 Kathry
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Page 99 and 100: My Personal Experience with Tutorin
Page 101 and 102: Worldview: the Continent, Asia and
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they are unaware of the social impl
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writer had trouble understanding yo
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Like other immigrant groups and Nat
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121 Katie Johnson Fall 2004 The Wri
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One of my writers was told that in
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It Is Ok. I Am an Expert. 125 Gordo
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The Value of Writing Center Tutors
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expectation of their disciplines mo
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Tutoring for the Grade: Finding the
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The Writing Center and the WPJ 133
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available. Students need to make su
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Essay #1 (60 minutes/90 minutes for
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“Learning to write is a complex p
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Analyzing Rhetorical Situations in
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word choice and the attitude that r
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Social Constructivism in Action 145
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Social Constructivist Strategies fo
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The Writing Center as a Bridge: A P
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Situated Acts of Writing and Tutori
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Kastman Breuch, Lee-Ann M. “Post
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