In the first chapter you will read about different theories and how to implement these theories to instill confidence and direction. Chapter one touches on five major theoretical theories...
Social constructionism:
use previous knowledge ( things previously read, heard, said, and or written). culture and dialogue illustrate and reinforcement ( this is at the backbone of the writers relationship with writing) Using these tools will allow the student to elaborate on their own thought process and be able to write to their best of their abilities.
Reader response:
covers two related theories subjective criticism and transaction criticism
Subjective criticism (more radical idea)
response to own ideas after reading text understanding that each individual has their own interpretation from the reading interpretation is your own
Transactional criticism (less radical idea)
texts guides, and develops new ideas using both material and structure text and reader become one ( forming a meaning together) how responds to work and real world Talk and writing
people are better talker then readers or writers talking it out is the start of the writing process ( example a web or using an outline). Using a web or outline helps bounce ideas off to improve the writing progress role-playing or reading aloud working together strengthens relationship and both the student and coach learn together The use of these tools helps create a more personal understanding of the students learning style and create a stronger bond of trust.
Collaborative learning
trust and confidence is the main objective while working together to accomplish a goal or task useful for challenging one another with questions and proof of reason chance to evaluate and change ideas if necessary
Feminism
not teacher lead questions more how to respond to the text is more important support and life experience come in to play, increasing knowledge of oneself working to a common goal creating a voice for the student...(there is never a dumb question)
My thoughts:
Chapter one gave some great incite on tutoring and I learned a great deal with some of the standpoints that have been provided above, however I felt a key point in this chapter was overlooked. What I felt wasn't really talked about was learning styles that may be altered do to learning disabilities. A student that may have a processing or sometimes known as a receptive language disorder which is "a type of learning disability affecting the ability to understand spoken, and sometimes written, language. Students with receptive language disorders often have difficulty with speech and organizing their thoughts, which creates problems in communicating verbally with others and in organizing their thoughts on paper" (about.com). There is other students like myself that maybe dyslexic which is "a disorder in children ( and adults) who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities"(medicineNet.com). There is so many learning disabilities that can be reached and concored with the right tools. I have a perfect example that I would like to share. I am a softball coach and their was a young girl that no one wanted on their team because she had adhd and never could pay attention. We were in a meeting picking girls and the first girl I had chosen was her. All the other coaches reminded me that the girl I chose had problems and she was the "booby prize". I looked at the rest of my peers and told them that by the end of the year they all would wish they had her on their team. They all said I don't think so but good luck. I build a bond with this player and gained her trust then I asked her to put her self out their for me and try a new position on the field, she trusted me so she did it. I placed her at catcher because I knew that she had to pay attention the whole time, she had to be engaged with every play. By the end of the season I had each coach come up to me and complement my coaching skills, but that wasn't it I told them it is the fact that I would never give up on a child and neither should you as I walked away with first place trophy in hand. Learning disabilities cant be changed but there are skill that can be taught to improve learning.
Chapter two topic:
Research on peer groups (what have they found - what does it imply about coaching writing?)
- Peer groups are the key on building self confidence, builds risk- taking and creativity, and also helps with interaction with peers.
- Focuses on development of accuracy while writing
- The ability to to use their judgement and distinguish between major and minor writing problems
- Most importantly encourage questions
Research on conferences
- The most important part of one to one conferences depends on who is involved
- conferences fail way to often because it is ran by the teacher it follows his or her agenda
- mechanics is the higher focus and not the students weakness
Is divided into three categories: Studies of peer coaching in general, Studies of literacy coaching, and Studies of coaching writing
- Studies of peer coaching in general
- used to improve skills of the student
- helps develope social development
- it is more cost effective
2. Studies of literacy coaching
- coaching for children during elementary years is the best way to improve reading and writing tools
- best case is when their is a strong parent involement
- literacy coaching is effective for all age groups dealing with interpersonal, management and content skills
- Coaching is an effective way for elementry grades to form the proper writing skills
- Improves the quality of the students writing (final paper)
- Improves grades
Chapter 2 focused more on elementry grades and how earily intervention is the key. I am in agreement with this aproach, however any age student will gain the proper tools which will established a greater understanding of reading and writing.
Chapter three topic:
"Mistaken" theories for coaching
- taking over the job at hand and not allowing the student to do his own work
- when work is not up to par giving honest feedback is the best flattery, guidence is the key
- never be over critical, it is not the coaches goal.
- never become the writer you are coaching their therapist the relationship becomes too personal
- always respect the writer don't use your ideas, the student needs to feel welcome to be open with the coach...when yyou put your ideas it make the writer feel wrong
- It ok to not know, be honest, the coach cant know everything...look it up with the student, and dont hide your mistakes
- fix the problem now and dont wait untill its to late
Chapter three though it was short, I enjoyed the way it was writen. I like how the reader learned the mistakes first then gave the reasons. It cemented the concepts for me as the reader. Three of the pionts really hit home for me because I found fault in myself with my own children. I try to help them with their writing and sometime change their thoughts in the direction I felt they were trying to go. I am their cheerleader in their corner and praise their work and at the sametime changing it. My last coaching mistake is responding too late, because if after I have corrected their papers several time and still see the same mistakes I leave it so maybe someone else can deal with correcting their problem. My thought is their not getting the way I am teaching it so maybe a new approach from their teacher is the best way...I still feel if I cant reach them hopefully someone else can. Sometime (most of the time) children listen to others before their parents... (after the age of ten).
* bullets and ideas came from the book: McAndrew, Donald A. and Thomas J. Reigstad. (2001). Tutoring Writing: A Practical Guide for Conferences. Portsmouth, NH: Boynton/Cook
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