Nov. 3, 2010
Time: 4:00pm
Before session began:
- Tutor has never seen this student before. It’s the first time this student attends the WC.
Writing session:
- A student walks in (dressed in jeans, sweater, thin jacket scarf and carrying oversize purse and carrying notebook in hand.
- Tutor introduces himself to her. “Hi my name is xxxx.” Student introduces herself “Hi I’m xxxx.”
- Tutor signals student to sit down by motioning his hand to the seat that is across from his.
- Student takes places purse on ground, takes cell phone out of pocket and lays it on the table along with her notebook.
- Tutor sits and begins talking first. He asks student why she has come to the WC.
- Students points to her notebook and says, “My professor wants me to write my teaching philosophy and I don’t know where to start”.
- Tutor pauses for a moment and waits for student to open her notebook.
- As student opens her notebook and searches for papers in her notebook she mumbles to herself. (I can’t make out what she said because I was seated near both of them but not that close.
- Tutor asks to see what she has done so far.
- Student shrugs her shoulders and says, “I haven't started that’s why I’m here.” I need you to explain to me how it should look like. My professor gave us this outline but I don’t know to start.”
- Tutor takes outline and reads directions out loud to student. He pauses after each direction and asks the student what she thinks the professor wants here.
- Student seems puzzled at this request. She gives short quick answers. She actually answers the question by repeating the question the tutor just read.
- The student gets a text and looks over to her phone.
- Tutor suggests that she turns off her phone so they could work much better.
- A student gives him a surprised look and proceeds to turn off phone. After she turns it off she puts it back in her jean pocket.
- Tutor remarks: “now back to this outline” this time he turns paper so both he and the student can see it and asks her to read it for him.
- Tutor moves his chair closer to students. Student backs up a bit and straightens up in her chair.
- After she reads the last direction she looks up and says “ok so how should I start?”
- Tutor asks points to first direction on outline and looks directly into her eyes and asks: “Why do you want to be a teacher”
- Student: “I like working with children”
- T: “What qualities do you have to be a good teacher? What are your beliefs/ ideas about teaching?”
- S: paused and moves left hand towards face and scratches her forehead
- S: “I’m good at math……I am flexible and very patient…..I have two cousins I babysit all the time and they love me”
- T: “Ok why don’t you write some of those ideas down in your notebook”
- S: Takes a pencil out of her purse and begins to jot down some notes.
- T: “What are some of things you have discussed in your education classes?”
- S: “We’ve talked about Good Practices that we should follow with the students.”
- T: “Good practices?”
- S: “Yea those are rules of teaching”
- T: “Can you tell me about them?”
- S: begins to tell T about them
- T: After S names three of them, T recommends that she write them down.
- S: stops talking and begins to write.
- T: “Can you name anymore?”
- S: talks, stops and then writes”
- S: starts to shake her writing hand as she continues writing (like you shake when your hand falls asleep)
- T: “Why don’t we take a break and look at what we have so far.”
- S and T both look at the notes
- Tutor points to some of S ideas and asks for some more explanation.
- T: looks back at outline which has remained by him throughout the session and asks, “now that you have some ideas written down how could you answer the first question?”
- S: “my qualities” S searched her notes and circled some items. S: looks up and asks T “is this enough or should I add some more?”
- T: “What else makes you a great teacher?”
- S: looks up puts pencil towards her mouth and begins to write
- T: sits back a bit and gives S opportunity to write freely
- T: remains very attentive to S body movement
- S: “ok I think this is enough”
- T: “let’s look at the rest of the questions” “use your notes to answer the questions and create an outline for your paper”
- S: breaks her concentration and looks at T bewildered
- S: “like the outline in highschool” “I learned how to write essays using an outline”
- T: “yes a basic outline can help you focus your ideas and make sure you answer all the requirements of the outline”
- S: “Ok I can do that”
- T: “I’m going to let you work on your ideas for while” “I’m not going anywhere”
- T: straightens up in chair and gives S some space to right.
My conclusions:
Body language: S seemed to be clueless on how to start (handing outline to T)
S seemed disinterested in topic more interested in cell phone
S reaction to T request to turn off phone seemed like she was being reprimanded
T gave suggestions while S did not question them
S followed all the T suggestions without question
S straighten out and moves back in her chair
Verbal responses:
S: "I haven't started thats why I'M here"
S: " I don't know where to start?" (Student is looking to be told what to do)
S: "I need you to show me how it should look like"
Throughout most of the session students looked for a lot of guidance. She seemed surprised when she was asked to read along with tutor. Authority was totally on the end of the tutor. Student followed all recommendations of tutor without questioning.
My conclusions:
Body language: S seemed to be clueless on how to start (handing outline to T)
S seemed disinterested in topic more interested in cell phone
S reaction to T request to turn off phone seemed like she was being reprimanded
T gave suggestions while S did not question them
S followed all the T suggestions without question
S straighten out and moves back in her chair
Verbal responses:
S: "I haven't started thats why I'M here"
S: " I don't know where to start?" (Student is looking to be told what to do)
S: "I need you to show me how it should look like"
Throughout most of the session students looked for a lot of guidance. She seemed surprised when she was asked to read along with tutor. Authority was totally on the end of the tutor. Student followed all recommendations of tutor without questioning.
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