Archives
Staff Editorial
Tutor Guru

Games
Links
Pictures

About Us
Contact Us
Reader Survey
Message Board

Search Past Issues

Research is a multi-faceted art form, and if students can isolate the most useful type for their particular needs, it can prove to be a very fruitful practice. The summer before my junior year at the University of Kentucky, I was thrust into intensive research along with other aspiring tutors for the writing tutor position. Following the traditional research mold, we studied numerous articles about tutoring. For example, we read articles by professors such as John Trimbur, and we also read books such as The Allyn and Bacon Guide to Peer Tutoring- A TA's Guide to Teaching Writing in all Disciplines.

Though these readings shed light on many murky areas of the peer tutoring process, it was the observational research that was most helpful. Over the summer, before we began our jobs as writing tutors, we spent time in the Writing Center at UK, observing the tutorial process. It was truly the next best thing to actually conducting a tutorial ourselves. Watching a real tutorial in the sunny fifth floor of our beautiful library, I felt in awe of my surroundings. Though I was still extremely nervous, once I witnessed the two students before me discussing a concrete paper, I began to relax. This process was the most valuable teaching tool in our training because it taught us to have the right demeanor, use effective verbal phrases, and structure our sessions in the most practical way.

As young, inexperienced teachers, peer tutors need to observe seasoned tutors in order to learn to have an appropriate manner. Since we are students ourselves, the students we tutor are often our own ages. This can create authority issues because many students are hesitant to accept advice from their peers. There is a myth, that was likely formed in high school classrooms, that peer reviewing is a waste of time. Now, in a collegiate setting, we peer tutors must work extra hard to regain some of that lost trust.

Therefore, one of the most important things that I learned from the observation was how to conduct myself in order to establish some authority, without being arrogant. My first day at the Writing Center was intimidating. The majority of the two decades of my life had been spent on the receiving end of the writing process. Therefore, upon walking in to the Writing Center for my peer tutor observation, I felt oddly changed. For the first time, I would be taking notes not on how to write, but on how to teach writing.

When I finally arrived at the library for my first tutorial observation, I met the experienced tutor, Todd. He was older than I expected and exuded a very academic and professional aura. I later learned that he was a graduate student, which made me feel young and inexperienced as an undergrad. When Todd's student arrived, he began the session by asking about the student's class and the accompanying paper. The laid-back chatting that ensued seemed to put the tutee more at ease, and as I listened to this exchange, I noticed the comforting atmosphere of the Center. The smell of books, shifting of chairs, and academic conversations that surrounded us, created an environment that everyone could relax in. The voices of the tutor behind us with an ESL student did not distract, but rather added to the educational ambiance.

Throughout the session, Todd gave good advice, but also was humble regarding his own abilities. When he did not know the answer to a very specific question about a citation, he referred to Saint Martin's Handbook. At the end of the tutorial, the student left feeling better about her paper and positive about the services that the Writing Center offers. By watching Todd's laidback, yet helpful demeanor, I was able to formulate a plan for how I would act with my own students.

The usage of gentle criticism when tutoring can be read about in books, but it is much more helpful to witness the technique in person. As I took notes during my conference with Todd, I found that I kept writing down key phrases that he would repeat when pointing out trouble spots. He would begin with phrases such as, "Here I would suggest…" or "I am somewhat confused by this…" instead of flatly criticizing the writer. Telling someone that they wrote a horrible paragraph will only hurt and alienate them. However, if a tutor makes suggestions for improvement without casting blame, the student will most likely follow the advice because it shows a sense of understanding. Additionally, I noticed that Todd used a blend of gentle criticism and compliments. In fact, he began and ended the session with praise. I took note of this methodology and have henceforth adopted the procedure for my own tutoring sessions.

For example, I once had a student whose paper exuded grammatical problems, was haphazardly written, and was riddled with hyphens. Grammar concerns aside, my first comment was, "You have some great ideas here." I then proceeded to work with her on the structural problems of the paper and then spoke to her about grammar and hyphen usage. At the end of the tutorial, I told her, "You're off to a very solid start. You need to do some revising, but it has the potential to be a fantastic paper." As with all of my students, I was determined to not let her leave the room feeling discouraged and hopeless.

Another important lesson I learned from my field research was how to communicate verbally during the tutorial. In our readings by English professor Peter Elbow, I learned that reading a paper aloud is the widely preferred method for peer tutoring; however, I was not convinced of its advantages until I observed it. Sure enough, when I sat down to watch my very first peer tutoring session, Todd began by telling his student that one of them should read the paper out loud because that is the most helpful method. The student then hesitated and asked him if he would like to read the essay. Todd happily obliged, and in this way, they slowly talked through the paper. The student was even able to catch some corrections herself as he read because hearing the words was a very different experience from silently reading them off a computer screen.

Reading the paper once, and then going back and comparing paragraphs and larger themes seemed to work very well for them. I particularly admired the fact that Todd gave his student a choice of reading it for her. In this way, shy or nervous writers have the option to forgo the reading of their own work. Some students feel extremely self-conscious due to the personal, revealing nature of the written word. In these cases, we should read the paper for them. Still, after watching Todd read his student's paper, I firmly adopted the belief that it is important to have both options.

In conclusion, the hands-on research proved to be more practical than reading books about peer tutoring. I gained the knowledge that I needed to develop the proper demeanor, verbal phrases, and structure for my own conferences. Since research plays a large role in the lives of most serious academics today, we must learn how to avoid time-consuming hang-ups and instead concentrate on effective methods. The best research simulates real life experiences. For example, it is impossible to truly know what it feels like to skydive until you feel the heady rush of wind cradling you to the ground. Likewise, you cannot predict what a tutoring session will be like until you participate in one yourself. The next best thing, watching one, is the best kind of research available.