When I first started tutoring, I realized how directive I can be. I noticed that if I know a topic, like analysis vs. summary, I become the teacher rather than a peer helping another. Once I made this realization I really had to take a step back and figure out how I could change this innate feeling to teach rather than help. I thought back to WRT 353 days when we would discuss in class some practices of the facilitative. I think being directive is a very blunt, cut the bull, kind of tactic to connect with your tutee. Sometimes it needs to be necessary, but I don't think it should always be your first approach.
I've really made an effort to ask more questions and try to indirectly guide the tutee to the problem and have them recognize it for themselves, rather than just telling them. I can see how much it helps the tutee too. Not only does it give them a little boost in their confidence, but it now gives them first hand experience in realizing how/why something could be changed for the better. I think this recognition is incredibly important in the learning process.
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ReplyDeleteAly: Wise insights, in my humble opinion. I sometimes wonder how this connects to the prescriptive v. descriptive approach to teaching grammar/linguistics. For me, I prefer to say this is what is going on, and this is how other people have done x, and these are the other ways that have yet to be explored. Certainly, Standard English in teaching, writing, tutoring requires an understanding that more and less "standardized" versions of SE exist. Being descriptive, of the systems and genres (for me) has been useful in coming to see where the boundaries are within versions of grammar and genres and contexts.
ReplyDeleteIn other words, teaching while tutoring isn't *wrong* or *pedagogically* less good per se, or even less effective. I can definitely see times when teaching, prescriptive, and being directive are useful. For me it's figuring out how one does teaching/tutoring in a way that is less about me and more about how it relates to the community. So, being facilitative is wicked preferable, but in some contexts being directive can be a good way of teaching/leading/tutoring too.
As a note, I'd be excited to hear more about this from you or anyone. I think I see that there could be a great deal of value in extending this conversation across the group at large?
I feel the same, Aly! Though, I do think it is easier to be facilitative with some students over others.
ReplyDeleteI really am never too directive. I tend to relate the the tutees and talk to them like a "friend" and I haven't come across any problems. I make them laugh, encourage them that they are the right track, I point out certain things that don't seem right and that could be worked on some more, I ask them what their major is, etc.
ReplyDeleteI go with this approach almost every time because I am personable and want to make the tutee feel as comfortable as possible. Of course I believe the directive approach is needed in some cases but instead of going all "teacher" on the tutee, I mix it up by being facilitative as well.