Studying the body language presents a difficult problem. Body language is a, subconsciously, a form of communication that is almost as important as verbal communication. It's just that though, subconscious. Though there are certain ways we can express that we are engaged in the tutoring session, I think it will be hard to be fully conscious of everything that my body does.
Video 1
There didn't seem to be much going on in this video. There were a number of things, though, that indicated to me that the teacher was engaged in the tutoring. One of the important things I noticed was the way he bent forward to help the student. Trixie mentioned something the other day about how she likes to kneel down to the level of the person she's speaking with if they're sitting down. I think I've seen something similar to this on one of those shows where a family has terrible children and a British woman comes to teach them how to raise their kids. Coming down to someone's eye level indicates, so they said, the sense that even though you are in control you are not talking down to them.
Video 2
There was a fair amount of body language in here that made it seem as though there was a little bit of discussion going on. As the video went on, the student seemed to get lazier and lazier. Things like the telephone call were obvious examples of him not being engaged, and the same is true for his eating. Though none of these things alone necessarily mean that he wasn't getting anything from the experience, the video gives you the general feeling that nothing was really going on.
Video 3
I think this video expressed the importance of setting a good tone for the session at the beginning. The woman is friendly from the outset to the student and they immediately get to work. I think your first impression is important because it is usually necessary for most sessions to have a client that is comfortable and has some level of trust in you as the tutor. With a bad first impression it might take half the session before they begin to trust you.
Wednesday, October 1, 2008
Tuesday, September 30, 2008
Co-Consulting #1
I had a very frustrating co-consulting experience today. The student we worked with came in with a cover letter for an organization. When we asked her what she wanted to work on, she said she needed to write a resume and was not sure if what she had written would pass as a resume. The student clearly told us she needed a resume to apply, that she did not know what format or what content to put in her resume, but the tutor I worked with decided to spend the entire hour working with her cover letter and simply telling her to look online for sample resumes.
Personally, I have re-written my resume several times and find it difficult when writing your first resume. I made a copy of information on resumes and gave it to her and also suggested that if she had any trouble with her resume at all to make another appointment.
I also was frustrated with how the tutor worked with the student. He literally re-wrote several of her sentences on her letter and hardly asked her for any input. I tried to interrupt and ask her questions and help her, but he usually said "yes that too.." and then went back to re-writing her sentences. He also told her to replace the word interest in a sentence "I am interested in joining this organization..." to sparked. I had to explain to him that saying "I am sparked in joining this organization" did not make sense, that she did not need to change the word, but if she wanted to she could say motivated or passionate instead. I think the tutor was an ESL student himself, but he should not have been so direct when working with the student. Although his suggestions were mostly correct and very intelligent, he should have asked her more questions and had her do more of her own writing during the session.
Personally, I have re-written my resume several times and find it difficult when writing your first resume. I made a copy of information on resumes and gave it to her and also suggested that if she had any trouble with her resume at all to make another appointment.
I also was frustrated with how the tutor worked with the student. He literally re-wrote several of her sentences on her letter and hardly asked her for any input. I tried to interrupt and ask her questions and help her, but he usually said "yes that too.." and then went back to re-writing her sentences. He also told her to replace the word interest in a sentence "I am interested in joining this organization..." to sparked. I had to explain to him that saying "I am sparked in joining this organization" did not make sense, that she did not need to change the word, but if she wanted to she could say motivated or passionate instead. I think the tutor was an ESL student himself, but he should not have been so direct when working with the student. Although his suggestions were mostly correct and very intelligent, he should have asked her more questions and had her do more of her own writing during the session.
Monday, September 29, 2008
Video Respones
Video #1
This video had a long intro and with no volume it was a little hard to figure out what was going on. But once the actual video started I started to see the students beginning their tutoring process. These people seemed to all be pretty engaged and the students seemed to be asking questions and having some actual discussion. The only real definitive thing I can say is that the students and tutors seemed enganged... anything else would be guessing.
Video #2
This video seemed to be an older tutor with a young student who really didnt want to be at the writing center. The fact that he seemed to be eating, on his phone, making noise, and the way he was slouched back, made me think that he was told to come to the WC and was going to get as little as possible out of the experience.
Video #3
This video lamely starts out on a safari, I am assuming to find the writing center. After the kid with dumb hat is done, we see a very enthusiastic writing experience, both the woman and the student seem to be very attentive to each others comments. Both leave happy and its a success!
P.S. I didn't know we were spoused to have a copy of Harry Potter in order to end a session, but I will order it on Amazon, asap.
This video had a long intro and with no volume it was a little hard to figure out what was going on. But once the actual video started I started to see the students beginning their tutoring process. These people seemed to all be pretty engaged and the students seemed to be asking questions and having some actual discussion. The only real definitive thing I can say is that the students and tutors seemed enganged... anything else would be guessing.
Video #2
This video seemed to be an older tutor with a young student who really didnt want to be at the writing center. The fact that he seemed to be eating, on his phone, making noise, and the way he was slouched back, made me think that he was told to come to the WC and was going to get as little as possible out of the experience.
Video #3
This video lamely starts out on a safari, I am assuming to find the writing center. After the kid with dumb hat is done, we see a very enthusiastic writing experience, both the woman and the student seem to be very attentive to each others comments. Both leave happy and its a success!
P.S. I didn't know we were spoused to have a copy of Harry Potter in order to end a session, but I will order it on Amazon, asap.
Video Response
The three short films that we viewed all expressed different issues of physicality within the writing center, while still differing within their approach and content.
Film 1: The consultants seemed to be maintaining a positive stance where they are able to show that they are interessted and that they are expressing positive energy and feedback. Sitting up in the chair, remaining focused, and involved all reveal the appropriate physical language. There was an issue with how the writing center was set up. The consultants were set up across from the clients and this seemed only to distance the two groups rather than unify. Sitting across from each other also seemed awkward while discussing visual aids like a book or the paper that they were reading. This film showed that the physical layout of the center plays a very vital role in the effectiveness of the center.
Film 2: This film showed a young client enter the writing center and participate in a session with a much older consultant. For many reasons the consultant seemed turned off by the client (the reasons could have been him eating and talking on the phone). The consultant showed very obiously with his body language that he was not interessted. He seemed drawn back, stand-offish, authoritative, and uninteressted. Although the client did not seem to be the happiest client to the center it must be known that although it is not the job of the consultant to change a client's attitude it IS the consultant's job to not judge a client at all, especially to the point of negatively affecting that clients expereince.
Film 3: This clip seemed to reveal all of the most important aspects of the writing center. It showed that it is important for the consultant to sit on or near the same side of the tables as the client (so as not to discourage), to be positive, and to reflect this positivity within their body movement. It was obvoius that just by walking their clients to and from the center doors the clients seemed more comfortable and willing to work because the consultant was expressing so much interesst and desire in assisting the client.
These three films reveal the importance of all types and forms of body languagge within the writing center and how the consultant has control of all of these different types of body language. It truely is important for all consultants to be mindful of the signals that they can and probably are sending through their body language without even knowing it.
Film 1: The consultants seemed to be maintaining a positive stance where they are able to show that they are interessted and that they are expressing positive energy and feedback. Sitting up in the chair, remaining focused, and involved all reveal the appropriate physical language. There was an issue with how the writing center was set up. The consultants were set up across from the clients and this seemed only to distance the two groups rather than unify. Sitting across from each other also seemed awkward while discussing visual aids like a book or the paper that they were reading. This film showed that the physical layout of the center plays a very vital role in the effectiveness of the center.
Film 2: This film showed a young client enter the writing center and participate in a session with a much older consultant. For many reasons the consultant seemed turned off by the client (the reasons could have been him eating and talking on the phone). The consultant showed very obiously with his body language that he was not interessted. He seemed drawn back, stand-offish, authoritative, and uninteressted. Although the client did not seem to be the happiest client to the center it must be known that although it is not the job of the consultant to change a client's attitude it IS the consultant's job to not judge a client at all, especially to the point of negatively affecting that clients expereince.
Film 3: This clip seemed to reveal all of the most important aspects of the writing center. It showed that it is important for the consultant to sit on or near the same side of the tables as the client (so as not to discourage), to be positive, and to reflect this positivity within their body movement. It was obvoius that just by walking their clients to and from the center doors the clients seemed more comfortable and willing to work because the consultant was expressing so much interesst and desire in assisting the client.
These three films reveal the importance of all types and forms of body languagge within the writing center and how the consultant has control of all of these different types of body language. It truely is important for all consultants to be mindful of the signals that they can and probably are sending through their body language without even knowing it.
Sunday, September 28, 2008
Exercise 3 B
Video 1: In this video a group of students were tutoring one another under the supervision of an adult. This was a much different then the other videos. There was one adult who listed goals on the board and spoke loud and clearly stating the tasks of the session. The man in charge spoke directly and walked around all of the students sometimes leaning closley to them, demanding their attention.
The students in the video kept good eye contact and seemed to ask direct questions with one another. Some gave positive feedback as well. However, I am not sure from the video if having one authoratative figure lurk over the tutors would be the best tutoring environment.
Video 2: This video gave a good example of working with an unprepaired student. The tutor used good verbal and non verbal communications skills. He introduced himself with a handshake, asked direct questions, kept good eye contact, and sat near the student. When the student was not prepared he gave clear instructions on returning.
The student in this video demonstrated several poor communication skills. He did introduce himself at the beginning of the session as well. However, he constantly taped his fingers and seemed distracted. He brought no materials, notes, or books to the session. He also answered his cell phone and rudely interupted the tutor.
Video 3: This video showed a very observant point of view during a tutoring session. Most of the camera angles were farther away. From what I could see, the tutor and the student demonstrated good communication. The tutor seemed very friendly shaking the students hand at the begining of the session and at the end. She appeard to have read his paper outloud for him and pointed out suggestions. The tutor and student also sat next to one another. The student was prepared for the session and appeared to have left pleased.
The students in the video kept good eye contact and seemed to ask direct questions with one another. Some gave positive feedback as well. However, I am not sure from the video if having one authoratative figure lurk over the tutors would be the best tutoring environment.
Video 2: This video gave a good example of working with an unprepaired student. The tutor used good verbal and non verbal communications skills. He introduced himself with a handshake, asked direct questions, kept good eye contact, and sat near the student. When the student was not prepared he gave clear instructions on returning.
The student in this video demonstrated several poor communication skills. He did introduce himself at the beginning of the session as well. However, he constantly taped his fingers and seemed distracted. He brought no materials, notes, or books to the session. He also answered his cell phone and rudely interupted the tutor.
Video 3: This video showed a very observant point of view during a tutoring session. Most of the camera angles were farther away. From what I could see, the tutor and the student demonstrated good communication. The tutor seemed very friendly shaking the students hand at the begining of the session and at the end. She appeard to have read his paper outloud for him and pointed out suggestions. The tutor and student also sat next to one another. The student was prepared for the session and appeared to have left pleased.
Exercise 3B
The first video was very vague and did not seem to make much sense. I couldn’t tell who was the tutor and who was the student. For some reason someone got removed from the tutoring room by the teacher and I didn’t know what the teacher was doing going around and talking to the students either.
In the second view the student has no respect for the tutor or tutoring session. He doesn’t show this until part way through the session when he dumps his notebook all over the table. The tutor sits back and takes this looking vaguely alarmed. Then when the student starts talking on his cell phone the tutor waves his arm to get him off the phone. Once off the phone the tutor has a long monologue that I think is about correcting the student’s behavior. Then randomly at the end they are on good terms…
In the third video everything runs smoothly. The tutor is friendly, open, and warm; the student is open to help and eager to work on his paper. They part of extremely well terms. The following are lists of what I noticed in each video.
Video 1:
Students come in and sit down in groups.
Teacher instructing student and asking questions of both student and tutor.
Shows student assignment and reads it to student. Student responds to questioning. Student and teacher discuss assignment.
Student discusses assignment and wants with tutor.
One student is removed
Video 2:
Tutor and student meet.
Student discuss assignment with tutor
Tutor questions what student wants / is concerned about.
Student seems to show disregard for tutor by dropping all paper s out of book and pulling notes and such out of pockets and everywhere. Seems as though student is not serious about this session.
Student answers cell phone paying no attention to tutor.
Tutor asks student to get off the phone repeatedly and shows his resentment for such behavior.
Student shakes had and says no big deal and shows more annoyance with tutor.
Tutor expresses opinions about what kind of behavior is expected from both parties.
Tutor monologues to student for a long while.
Student taps pen seemingly irritated and bored.
Tutor goes over paper with student and has him sign it.
They shake hands at the end as if in agreement.
Video 3:
Student comes in and is directed to his tutor.
They meet and he shows her assignment.
They make nice and head towards a table.
They sit down and go over the assignment.
Tutor asks student about paper and assignment by looking interested and pointing to it.
Other tutor goes over in detail what he thinks is important in paper.
Both tutors go step by step over paper. She makes a mark on his paper.
Teacher points to book and paper maybe suggesting a quote change.
Student thanks tutor and departs.
In the second view the student has no respect for the tutor or tutoring session. He doesn’t show this until part way through the session when he dumps his notebook all over the table. The tutor sits back and takes this looking vaguely alarmed. Then when the student starts talking on his cell phone the tutor waves his arm to get him off the phone. Once off the phone the tutor has a long monologue that I think is about correcting the student’s behavior. Then randomly at the end they are on good terms…
In the third video everything runs smoothly. The tutor is friendly, open, and warm; the student is open to help and eager to work on his paper. They part of extremely well terms. The following are lists of what I noticed in each video.
Video 1:
Students come in and sit down in groups.
Teacher instructing student and asking questions of both student and tutor.
Shows student assignment and reads it to student. Student responds to questioning. Student and teacher discuss assignment.
Student discusses assignment and wants with tutor.
One student is removed
Video 2:
Tutor and student meet.
Student discuss assignment with tutor
Tutor questions what student wants / is concerned about.
Student seems to show disregard for tutor by dropping all paper s out of book and pulling notes and such out of pockets and everywhere. Seems as though student is not serious about this session.
Student answers cell phone paying no attention to tutor.
Tutor asks student to get off the phone repeatedly and shows his resentment for such behavior.
Student shakes had and says no big deal and shows more annoyance with tutor.
Tutor expresses opinions about what kind of behavior is expected from both parties.
Tutor monologues to student for a long while.
Student taps pen seemingly irritated and bored.
Tutor goes over paper with student and has him sign it.
They shake hands at the end as if in agreement.
Video 3:
Student comes in and is directed to his tutor.
They meet and he shows her assignment.
They make nice and head towards a table.
They sit down and go over the assignment.
Tutor asks student about paper and assignment by looking interested and pointing to it.
Other tutor goes over in detail what he thinks is important in paper.
Both tutors go step by step over paper. She makes a mark on his paper.
Teacher points to book and paper maybe suggesting a quote change.
Student thanks tutor and departs.
3B Video Exercises (weekly post)
The tutoring videos exhibited a fairly broad range of body language and consultant-client positioning during sessions. Video 2 in particular was a clear over-embellishment of what NOT to do as a tutor in a session. So, I've compiled a list addressing the dos and don'ts of a client's and a consultant's body language based on these delicious videos. Brief notes: I enjoyed the title of video 3, as well as the consultant's reading selection post-session.
Consultants:
DO maintain appropriate and proper eye contact the entire time. DO greet the client and introduce yourself with a firm handshake and a smile.
DON'T furrow your brow constantly, especially while looking directly at the client. DON'T make weird negative hand motions, like you're cutting something off, or shaking your head deliberately, like you're lecturing a petulant child. DO maintain your distance. Give the client plenty of working space, as well as personal space. The cubicle in video 3, for example, seemed a bit crowded/cramped for my liking. DO present a positive demeanor, and be prepared. Seeming visually or otherwise downtrodden or negative will only convey to the client that you either don't want to be there or don't place a lot of important on the paper/session. DON'T start rewriting everything for the client. I think that's what was being demonstrated in video 3, contrasted with very light sketches from the HP consultant, but if you are taking that directive of an approach, it's no surprise if the client becomes distanced and unengaged with what you're doing and with what's happening in the session. DO be respectful.
Clients:
DON'T be eating something as you're entering the center/introducing yourself. It's kind of gross and really unprofessional. DON'T look all around and here and there. It tells the consultant you're not paying attention to the session and therefore wasting both your and his/her time. DO be organized. Come with at least one printed out copy of your paper/project (preferably two). When you bring it in with a slew of other papers, on a laptop without printing capabilities, or a handwritten version, you're preventing optimal consulting and feedback. DO turn off your cell phone. This applies to consultants, as well, but was made evident in the second video. It's bad enough if the ring interrupts the session; it's even 10 times worse if you answer it.
DO be engaged. This consultant is here to help you, and you alone; if you treat it as another teacher giving you "crap" about a paper, you are, once again, wasting the time of both of you. DO be respectful. Video 2, once again, demonstrated an acute lack of respect for the consultant. Not cool.
Consultants:
Clients:
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