I'm not really experienced with this, but here it goes. I just had my first mentor session with Tim. We spent the time talking about the last session that he had and how he handled it. It was a drop-in session where a student brought in a grammar worksheet dealing with adjectives and adverbs. He told me that he didn't really remember the rules too well. So, he looked up the rules and was better able to help the student. He also told me that the student was a little apprehensive about the assignment because she was "not a writer" but an artist. For a boost of confidence, he told her that she just needed to think about writing as the same kind of process as drawing (which was the assignment; the correlation between images and writing). He handled the situation well. Instead of just faking his way through the session, he utilized his resources and helped the student to achieve her goal. Troubleshooting a session can be difficult, but he has figured out just one of the ways to do that. This will be a subject that we discuss for a little while because I feel that it is important to learn those skills. As different situations or hypothetical situations arise, I will relate to him my experiences and how I have or would handle them. Then we will discuss the methods and what he thinks he would do similarly or differently and why.
After we had discussed the session, we got to talking a little bit about ESL students. This is a subject that he has had very little experience with. I told him about the difficulties of trying to communicate grammar rules and things of the like to someone who won't necessarily understand what you are trying to talk about. A lesson that I have learned over the course of my time here is that it is much easier to teach an ESL student by example than it is to explain rules. Once they have grasped the concept visually, it is easier to communicate it orally.
We didn't discuss much after these two subjects. He wasn't really prepared for the session this week, but he has assured me that he will come next week with questions about the center and tutoring. Things should go a little smoother next time for we both now have a week to prepare for the next session.
Wednesday, February 17, 2010
Tuesday, December 8, 2009
Week 14
Casey
This week in Pegeen's class the students went over their first draft for Project 4. I really like this project because it gives the students a choice with what they want to write about, and I think in turn this will produce better written essays and more enthusiasm from the students.
It has been my experience while observing the classroom that the students in the Tuesday afternoon section are very reluctant to discuss Gladwell, mainly because they either didn't really understand his ideas or thought they didn't understand them. In class today, however, the students were much more involved in the discussion, which made me happy to see. I think this is due to most of the class choosing the same option for their last essay (#3 - Anti-success), and we read over one example of a student's essay who chose this option, which answered a lot of questions the class had about their own essays. This particular student used the phrase "Gladwell would say that..." instead of actually quoting Gladwell. Pegeen emphasized that it is important for the students to use Gladwell's actual ideas and implement them in the essay rather than guessing or assuming what Gladwell would say about a certain topic or situation.
We also read a student's paper that was doing the second option, sending a letter to Gladwell. It seemed that the common question among all students, no matter what option they chose for this essay, was using Gladwell's ideas in the correct context. We spent a lot of time in class discussing and evaluating some of the big ideas that Gladwell brings up, like cultural legacies, innate talent, and extraordinary opportunities. She suggested looking through thosed sections in the book again to make sure the students are using these ideas in the right context.
I feel that the students overall are understanding Gladwell better and more fully. This shows with them being able to use his ideas and relate them to their own experiences. I am really happy with how this assignment is going so far, so I'm excited to see what my student's paper will look like.
-Casey
This week in Pegeen's class the students went over their first draft for Project 4. I really like this project because it gives the students a choice with what they want to write about, and I think in turn this will produce better written essays and more enthusiasm from the students.
It has been my experience while observing the classroom that the students in the Tuesday afternoon section are very reluctant to discuss Gladwell, mainly because they either didn't really understand his ideas or thought they didn't understand them. In class today, however, the students were much more involved in the discussion, which made me happy to see. I think this is due to most of the class choosing the same option for their last essay (#3 - Anti-success), and we read over one example of a student's essay who chose this option, which answered a lot of questions the class had about their own essays. This particular student used the phrase "Gladwell would say that..." instead of actually quoting Gladwell. Pegeen emphasized that it is important for the students to use Gladwell's actual ideas and implement them in the essay rather than guessing or assuming what Gladwell would say about a certain topic or situation.
We also read a student's paper that was doing the second option, sending a letter to Gladwell. It seemed that the common question among all students, no matter what option they chose for this essay, was using Gladwell's ideas in the correct context. We spent a lot of time in class discussing and evaluating some of the big ideas that Gladwell brings up, like cultural legacies, innate talent, and extraordinary opportunities. She suggested looking through thosed sections in the book again to make sure the students are using these ideas in the right context.
I feel that the students overall are understanding Gladwell better and more fully. This shows with them being able to use his ideas and relate them to their own experiences. I am really happy with how this assignment is going so far, so I'm excited to see what my student's paper will look like.
-Casey
Friday, December 4, 2009
Me again..
So during the past two weeks when I have met with my students from the class they have been brainstorming ideas for their final project. One of my students had a conversation with me about how she felt that this class as a whole all semester has not only made her a better writer but has prepared her for future college courses.
I was very happy to hear this and know that the tutors in the classroom program has at least benefitted one student, and I am sure more.
Coming up on their final assignment, where the students get to choose between 4 different prompts or come up with their own, I feel that at least w/ the students I see, they seem to want to do their own thing for the final.
One girl wants to incorporate her magazine journalism major into the final by writing an article on success and what she read in Gladwell. I feel like this would benefit her in a round about way.
2 more weeks! =]
I was very happy to hear this and know that the tutors in the classroom program has at least benefitted one student, and I am sure more.
Coming up on their final assignment, where the students get to choose between 4 different prompts or come up with their own, I feel that at least w/ the students I see, they seem to want to do their own thing for the final.
One girl wants to incorporate her magazine journalism major into the final by writing an article on success and what she read in Gladwell. I feel like this would benefit her in a round about way.
2 more weeks! =]
Saturday, November 21, 2009
This Week..
Casey and I observed the class this Tuesday and I was very surprised by what I saw. When we walked in, there were only three students in class! Pegeen gave the students their new essay assignment and it sort of connected with the absence of the students; she wanted the essay to be about what she as a college professor should do in order to make her students more successful. Halfway into the discussion, another student showed up and Pegeen used him as an example asking if it was fair to the other students who were there on time that she needed to repeat the discussion?
More than a half an hour rolled by when two more students showed up late, both of them being my students that I tutor. I was a bit disappointed in them I guess more so than the other student who walked in late; I wonder if this has anything to do with the fact that maybe subconciously I could be thinking that this may reflect badly upon me as their tutor.
I noticed those who walked in late were the ones who were also not reading the assigned readings.
I am interested to read these papers the students are writing which will tell both Pegeen and I what they expect their professors to do when they come to class late, don't do the assignments, etc. Perhaps there is something we as their educators so to speak, just don't get?
More than a half an hour rolled by when two more students showed up late, both of them being my students that I tutor. I was a bit disappointed in them I guess more so than the other student who walked in late; I wonder if this has anything to do with the fact that maybe subconciously I could be thinking that this may reflect badly upon me as their tutor.
I noticed those who walked in late were the ones who were also not reading the assigned readings.
I am interested to read these papers the students are writing which will tell both Pegeen and I what they expect their professors to do when they come to class late, don't do the assignments, etc. Perhaps there is something we as their educators so to speak, just don't get?
Alicia
I've started about four blog posts in the past few weeks, and every week I get completely stymied because I'm not sure what to say. It seems as if everything that I want to say has been said more eloquently by someone else.
I agree with Whitney in that I've noticed overall improvement in my students' work. Though with some of them I feel that I need much more time. This has been supplemented somewhat by work in the classroom but I'm not sure that what needs to be getting done is getting done. This is compounded by the fact that a lot of my students are coming less frequently to their regular sessions. Continuity is being lost, and I think that depreciates the value of the sessions.
I agree with Whitney in that I've noticed overall improvement in my students' work. Though with some of them I feel that I need much more time. This has been supplemented somewhat by work in the classroom but I'm not sure that what needs to be getting done is getting done. This is compounded by the fact that a lot of my students are coming less frequently to their regular sessions. Continuity is being lost, and I think that depreciates the value of the sessions.
Friday, November 13, 2009
Update..
As I go through session after session with my students, I can honestly see an improvement in their work and their willingness to learn and attend sessions. From the beginning of this program until now (ten weeks into the semester) I feel that the students I've been working with have not only grown more comfortable with the tutoring atmosphere as a whole, but they have also become more comfortable with their own work and asking for help when they feel stuck.
As with all sessions, sometimes I do feel like some of the students, once they hit a certain level where they become comfortable with the tutor, start to slack off, but I do not feel like this has anything to do with the pilot program. I think this may just be an issue students who attend sessions weekly may eventually find themselves falling into.
A common issue a few of my students have had is continuing to read the Gladwell book. They are completeing the assignments to my knowledge, however they have vocalized the fact that they are becoming bored with the book and the assignments, which may or may not be why some of them fall into the previous issue of becoming too comfortable and not doing their work or bringing it into sessions.
Back to the positive, since it definately has outweighed the negative this whole semester; I don't know if it's just me or if the other tutors feel the same, but this program has made me more vested in helping these students out than before. Since I am familiar with the assignments and the course material I am not relying on just the students to inform me about what is going on in class. With five weeks left in the semester, I hope I will be informed that this pilot program will continue on in the spring. =]
As with all sessions, sometimes I do feel like some of the students, once they hit a certain level where they become comfortable with the tutor, start to slack off, but I do not feel like this has anything to do with the pilot program. I think this may just be an issue students who attend sessions weekly may eventually find themselves falling into.
A common issue a few of my students have had is continuing to read the Gladwell book. They are completeing the assignments to my knowledge, however they have vocalized the fact that they are becoming bored with the book and the assignments, which may or may not be why some of them fall into the previous issue of becoming too comfortable and not doing their work or bringing it into sessions.
Back to the positive, since it definately has outweighed the negative this whole semester; I don't know if it's just me or if the other tutors feel the same, but this program has made me more vested in helping these students out than before. Since I am familiar with the assignments and the course material I am not relying on just the students to inform me about what is going on in class. With five weeks left in the semester, I hope I will be informed that this pilot program will continue on in the spring. =]
Sunday, November 1, 2009
First Major Paper
When the assignment sheet for the first major paper was handed out I talked to my writers about choosing a focus that was interesting and relevant to them. Many of them actually wanted to choose the final focus, which asked them to point out holes in Gladwell's argument and amend them. I warned them, just as Pegeen did in class that while this topic was the most alluring, it required more critical thinking and pointed writing than some of the other prompts. Several of my writers ended up choosing this focus and those initial sessions with them were rather difficult. While they were engaged and had vigor talking about this topic, I continually had to remind them that this was not simply an excuse to criticize Gladwell or simply say what they did not like about what they read. In sessions we would write a bit and then discuss it. This sometimes kept us from forging a complete draft within a session because as we would stop to discuss the new portion inevitably we would have to weed out the Gladwell-bashing in order to get to the discussion of Gladwell's ideas.
The next week when the writers had completed their first draft of the paper I saw that many of the writers who chose the final prompt had crafted their paper as a point, counterpoint debate. The papers had forward motion and were very neat and tidy, however they were not taking Gladwell seriously. When explaining my reservations in sessions many of the writers stood their ground, feeling very confident and satisfied with their work. During class workshops I was relieved that after some writers' papers were read Pegeen gave similar feedback to them as I did in sessions.
After Tuesday's class I met with some writers who immediately wanted to change their topic but were overwhelmed by the prospect of starting over again. I went back to Pegeen's warning that these papers would not be completely organized or tightly edited and suggested free-writing in efforts to get their true ideas and interests regarding Gladwell out on the page instead of trying to force their thoughts into one of the prompts. Once they were finished we looked over the main ideas they expressed and then back to the list of focuses and tried to match the spirit of their free write to the focus. This seemed to be less daunting for them and much more freeing than writing the first essay for some. Later in the week when we met it also seemed to provide a better foundation for them to craft their final essays upon. While many writers did not end up keeping much of their first draft I feel that it is important at times to first make an enthusiastic, creative statement and then step back and objectively sort through the work to judge value and quality.
I think the value of the class workshops became very clear with this essay as well. After Thursday's class I stayed after class with one of my writers and discussed how his essay was similar to the one read in class. We compared his essay to the two read in class and I think that activity fully illustrated how the debate format does not easily translate to a full and approachable essay. I routinely framed this essay as "an exchange of ideas" in efforts to counteract the sharp debate style. When we met the next week I was stunned to read the drastic changes from the last draft. The writer said that hearing my feedback alongside Pegeen's made him strongly consider revising his paper. I think that this example illustrates how wonderfully this program can work.
I also think that the drafting of this paper has taught the class the importance of multiple drafts and has broken the notion of first drafts being perfect, precious entities that should not be altered. I think that this assignment has strengthened the relationship between my writers and I and made them more objective editors overall.
-Brian
The next week when the writers had completed their first draft of the paper I saw that many of the writers who chose the final prompt had crafted their paper as a point, counterpoint debate. The papers had forward motion and were very neat and tidy, however they were not taking Gladwell seriously. When explaining my reservations in sessions many of the writers stood their ground, feeling very confident and satisfied with their work. During class workshops I was relieved that after some writers' papers were read Pegeen gave similar feedback to them as I did in sessions.
After Tuesday's class I met with some writers who immediately wanted to change their topic but were overwhelmed by the prospect of starting over again. I went back to Pegeen's warning that these papers would not be completely organized or tightly edited and suggested free-writing in efforts to get their true ideas and interests regarding Gladwell out on the page instead of trying to force their thoughts into one of the prompts. Once they were finished we looked over the main ideas they expressed and then back to the list of focuses and tried to match the spirit of their free write to the focus. This seemed to be less daunting for them and much more freeing than writing the first essay for some. Later in the week when we met it also seemed to provide a better foundation for them to craft their final essays upon. While many writers did not end up keeping much of their first draft I feel that it is important at times to first make an enthusiastic, creative statement and then step back and objectively sort through the work to judge value and quality.
I think the value of the class workshops became very clear with this essay as well. After Thursday's class I stayed after class with one of my writers and discussed how his essay was similar to the one read in class. We compared his essay to the two read in class and I think that activity fully illustrated how the debate format does not easily translate to a full and approachable essay. I routinely framed this essay as "an exchange of ideas" in efforts to counteract the sharp debate style. When we met the next week I was stunned to read the drastic changes from the last draft. The writer said that hearing my feedback alongside Pegeen's made him strongly consider revising his paper. I think that this example illustrates how wonderfully this program can work.
I also think that the drafting of this paper has taught the class the importance of multiple drafts and has broken the notion of first drafts being perfect, precious entities that should not be altered. I think that this assignment has strengthened the relationship between my writers and I and made them more objective editors overall.
-Brian
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