(Download) "We have a Secret: Balancing Directiveness and Nondirectiveness During Peer Tutoring (Tutor's Column) (Column)" by Writing Lab Newsletter & Kristin Boyd " Book PDF Kindle ePub Free
eBook details
- Title: We have a Secret: Balancing Directiveness and Nondirectiveness During Peer Tutoring (Tutor's Column) (Column)
- Author : Writing Lab Newsletter & Kristin Boyd
- Release Date : January 01, 2011
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 59 KB
Description
Striking a balance between directiveness and non-directiveness is one of the most challenging aspects of being a peer tutor. Writers come to tutors for help, which gives us more authority, but the simple fact that a tutor is also a student makes us peers. As peer tutors, we try to be non-directive in an effort to help writers explore their own ideas but still give them valuable feedback. Yet, some tutoring situations require a more directive approach. So we wonder if and when we're being too directive or not directive enough. Minute by minute, tutoring sessions are dynamic because a dialogue occurs during sessions; sometimes the writer leads the conversation, and sometimes the tutor leads, depending on who has more knowledge to share at a given time. As tutors, we need to be constantly aware of this dynamic and adjust our approach accordingly. We need to decide when to be more directive (giving information that we have) or non-directive (listening and guiding a writer because she has more information). As part of tutor training at our writing center, tutors write weekly reflections on their tutoring sessions and post them to an online forum via the university. One of these online discussions extended into a more detailed, in-person discussion between the authors, Ann and Kristin, about Ann's use of both directive and nondirective tutoring techniques in a session. At the beginning of the session, the writer told Ann that the assignment was an analysis of a film she had watched during class. The writer said that there was no assignment sheet; the four-page paper had been verbally assigned two days before without much detail from the instructor. Despite this, the writer managed to write three pages, and she wanted to be sure she met the few criteria the professor had given for the assignment.
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