Observation 2
Background: student writing an observation an interaction of a four year old that he/she observed in a preschool environment.
The coach and the student seemed to be comfortable with each other and they have worked together before. The setting was in the front room and not at a table. The coach asked the student to read her observation out loud and had to several time ask the student to speak up. The student wrote her observation on his/her laptop. The student had to try and balance the laptop on the arm rest of the chair while the coach was leaning over to see the screen. The coach was sitting with her elbow on the are rest and her chin in her palm, with her fingers curled to her face. The student started to ask if the coach was tiered but the coach replied no. The student continues to read what laptop was on his/her while the coach tried to listen. I saw the coach be distracted by the phone ringing and people walking by the window. When the student picked up on a problem with her observation the coach helped his/her make the correction (grammar). Then the student started to read and the coaches’ eyes closed. The student looked up and said are you sure you’re not tiered and the coach replied no again just listening to you read. The student continued and there was a flow problem with the next paragraph that neither the coach nor the student picked up on. I wanted to say something but couldn’t. The next few line the coach did pick up on another mistake and asked the student to read it again. The student did and still did not pick up on the problem. The coach said come on you know this and told the student to give it one more try. The student did but still did not see the problem. The coach asked me if I could tell where the problem was , but I also did not pick it up, since I could not see the laptop from where I was sitting. The coach then said see how you are pausing when you read the sentence between this word and that what does that tell you> the student thought about it for a few seconds and said I don’t know. The coach then tapped the student on the shoulder and said you need a comma there. The two laughed and the student said see that’s why I come here. The student move around in his/her sits and started to read again. The coach tried to see what was on the laptop but couldn’t because the student moved and the glare from the lights where effecting the coaches vision. The coach didn’t ask the student to move back so they could see instead the coach just closed their eyes again. I was wondering how the coach was going to pick up another comma or spelling mistake if they couldn’t see. The phone rings again for the fourth time and the coach perks up and moves the laptop so she could see. I know that they are friendly but the coach might have asked instead of just grabbing it. Then a few more errors were picked up and the observation was complete. The student then tells the coach a story about why he/she always wants to work with this coach. They talk about the coaches’ name and how if the student would have had a child their child would have this coach’s name. Then they talk about how they both lost their mothers to diabetes and how they need to work together to get healthy. Once the proof read was over the two became very chatty and animated, it did not seem like the same two people 20 min. before.
Tuesday, November 16, 2010
notes on observation 1
Notes on tutoring observation
11-2-10
(s) is the student and (c) is the coach
Background:
(s) was a walk-in that had to prepare a lesson plan on day of the dead. The student was taking a Spanish teaching class. The (s) was prepared with the assignment, however unsure how to proceed.
© asked for an explanation on the task ahead of them. The (s) was unclear themselves. The (s) started to rub their hand and twist their pen between their fingers. The (s) then became uncomfortable and moved back and forth in their chair. Picking up on these clues the ( c ) said this is what my understanding of the assignment is, and tried to break down the task at hand. The (s) nodded, and said ok and wrote something on their paper. It was evident to me as the observer that the (s) still did not understand. The (c ) moved on in hopes that maybe if they dove into the assignment maybe it would become more clear for the student. This move was great, (I myself would have thought of a different way to explain it and it might have taken the whole hour to do it…I have the hand holder approach). The (s) was very nervier and kept swallowing and nodding, while looking down at her sleeves, hoping the ( c ) would just give her the next answer. The ( c) gives the (s) the first answer, but brings it back on the (s) for the next question the ( c) asked the (S) what does procedure mean to you. The ( C) pushes for an answer , but no answer came, just the squeak of the chair. The student folded her arms in close to her body, leaned on the table with her elbows and placed her chin in her hands. The (s) couldn’t say anything. They wouldn’t admit that they didn’t know, but with their body language you could just tell. The ( c) moves on after giving her definition of procedure. The ( c) tried and tried to engage the (s) but nothing, the (s) seemed to be a “Deer in headlights”. The ( c) asked the student to read some of the assignment out loud but the student was unwilling. There was silence In the room for about a minute and the ( c), with great poise move on to the next question, as the student leaned back in the chair and started twirling again, waiting for the next answer. As the observer I could tell the (c ) had many tools to draw in the (s ) but the student wasn’t there for help only wanted his/her homework to be completed. The wonderful (c ) continues to push for some sign of effort on the students part other than moving, nodding , and twirling (great for my paper though). The Day of the Dead lesson plan was complete however, now the ( c) was told that the class had to teach this lesson in class, and each teacher only was given 20 minutes to complete the entire lesson. So being the nice person the ( c ) worked on breaking down times for each project the student would be teaching. The ( c) provided great ideas on how to make the lesson work as the (s ) twirled and stared into space.
The (c ) finally had enough and told the (s) very nicely that they might want to go on the computer and do some research on the computer. Though body language the ( s) became very defensive to this suggestion. The (s) pushed back their chair and folded their arms across their chest and finally spoke after 20 min. (other than the words yeah, and ok). The (s) shut down and didn.t feel that they had to do their own work …why because the (s) was at the writing center and giving up their time to be there. In the (s) mind the (c) was there to help and the help the (s) wanted was for the ( c ) to do the work. The ( c ) picked up on this and told the (s ) to to talk to their professor to make sure the (s) was pointed in the right direction. At this point the (s) looked as if they were going to cry and said…my professor will not help me anymore. (That didn’t surprise me because I felt as if the student was looking to be carried and didn’t want to put forth his/her own effort). The (c ) told the student that he/she should make an outline and a time sheet and plug in what the student felt was important. The ( c ) said we will have to move on to the next assignment that the student needed help with or they were going to run out of time.
The next assignment was for a different class and the student again had the topic for this class but was even more clueless on this assignment. The assignment was to pick a religion and culture and talk about what they have learned about the similarities and different between the two. The (c) explained to the student that they should break down the assignment and figure out the first part before moving on to the second. The (s) was more focused on the (c ) ‘s religion and hand how it played out in the coaches life. The student leaned in and took great notes on what the ( c) was saying about themselves, The poor coach was doing the assignment without realizing what she was doing. The student was very manipulative. Once the coach realized they were being manipulated they stopped. When the © stopped talking again the fidgeting and twirling started again. Now what was really interesting, the fidgeting was not only done by the student but also the coach, see Dr. Chandler walked into the room and sat down near the interaction between the © and the (s). Now it seemed to be two students talking and not a (c ) and student. The (c ) lost their confidence level and maybe their feeling of hierarchy. changed. The coaching changed and their seemed to be an older sister giving advice to a younger sister without mommy hearing. Once Dr. Chandler left the area roles went back to (c) and (s).
11-2-10
(s) is the student and (c) is the coach
Background:
(s) was a walk-in that had to prepare a lesson plan on day of the dead. The student was taking a Spanish teaching class. The (s) was prepared with the assignment, however unsure how to proceed.
© asked for an explanation on the task ahead of them. The (s) was unclear themselves. The (s) started to rub their hand and twist their pen between their fingers. The (s) then became uncomfortable and moved back and forth in their chair. Picking up on these clues the ( c ) said this is what my understanding of the assignment is, and tried to break down the task at hand. The (s) nodded, and said ok and wrote something on their paper. It was evident to me as the observer that the (s) still did not understand. The (c ) moved on in hopes that maybe if they dove into the assignment maybe it would become more clear for the student. This move was great, (I myself would have thought of a different way to explain it and it might have taken the whole hour to do it…I have the hand holder approach). The (s) was very nervier and kept swallowing and nodding, while looking down at her sleeves, hoping the ( c ) would just give her the next answer. The ( c) gives the (s) the first answer, but brings it back on the (s) for the next question the ( c) asked the (S) what does procedure mean to you. The ( C) pushes for an answer , but no answer came, just the squeak of the chair. The student folded her arms in close to her body, leaned on the table with her elbows and placed her chin in her hands. The (s) couldn’t say anything. They wouldn’t admit that they didn’t know, but with their body language you could just tell. The ( c) moves on after giving her definition of procedure. The ( c) tried and tried to engage the (s) but nothing, the (s) seemed to be a “Deer in headlights”. The ( c) asked the student to read some of the assignment out loud but the student was unwilling. There was silence In the room for about a minute and the ( c), with great poise move on to the next question, as the student leaned back in the chair and started twirling again, waiting for the next answer. As the observer I could tell the (c ) had many tools to draw in the (s ) but the student wasn’t there for help only wanted his/her homework to be completed. The wonderful (c ) continues to push for some sign of effort on the students part other than moving, nodding , and twirling (great for my paper though). The Day of the Dead lesson plan was complete however, now the ( c) was told that the class had to teach this lesson in class, and each teacher only was given 20 minutes to complete the entire lesson. So being the nice person the ( c ) worked on breaking down times for each project the student would be teaching. The ( c) provided great ideas on how to make the lesson work as the (s ) twirled and stared into space.
The (c ) finally had enough and told the (s) very nicely that they might want to go on the computer and do some research on the computer. Though body language the ( s) became very defensive to this suggestion. The (s) pushed back their chair and folded their arms across their chest and finally spoke after 20 min. (other than the words yeah, and ok). The (s) shut down and didn.t feel that they had to do their own work …why because the (s) was at the writing center and giving up their time to be there. In the (s) mind the (c) was there to help and the help the (s) wanted was for the ( c ) to do the work. The ( c ) picked up on this and told the (s ) to to talk to their professor to make sure the (s) was pointed in the right direction. At this point the (s) looked as if they were going to cry and said…my professor will not help me anymore. (That didn’t surprise me because I felt as if the student was looking to be carried and didn’t want to put forth his/her own effort). The (c ) told the student that he/she should make an outline and a time sheet and plug in what the student felt was important. The ( c ) said we will have to move on to the next assignment that the student needed help with or they were going to run out of time.
The next assignment was for a different class and the student again had the topic for this class but was even more clueless on this assignment. The assignment was to pick a religion and culture and talk about what they have learned about the similarities and different between the two. The (c) explained to the student that they should break down the assignment and figure out the first part before moving on to the second. The (s) was more focused on the (c ) ‘s religion and hand how it played out in the coaches life. The student leaned in and took great notes on what the ( c) was saying about themselves, The poor coach was doing the assignment without realizing what she was doing. The student was very manipulative. Once the coach realized they were being manipulated they stopped. When the © stopped talking again the fidgeting and twirling started again. Now what was really interesting, the fidgeting was not only done by the student but also the coach, see Dr. Chandler walked into the room and sat down near the interaction between the © and the (s). Now it seemed to be two students talking and not a (c ) and student. The (c ) lost their confidence level and maybe their feeling of hierarchy. changed. The coaching changed and their seemed to be an older sister giving advice to a younger sister without mommy hearing. Once Dr. Chandler left the area roles went back to (c) and (s).
Tuesday, November 9, 2010
Question and Bib.
My topic is on body language and how it relates to coaching.
resources:
*Body language: (Improve your body language, improve your confidence!): http://www.lifecoachingstudio.com/pcb2.htm
*Interpersonal Distances from Various Categories of Interaction:
http://www.cba.uni.edu/buscomm/nonverbal/Body%20Language.htm
*Interpreting Gestures:
http://montgomeryschoolsmd.org/departments/studentaffairs/pdf/sa/resources/communications/bodylang.pdf
*Hansen, J. Teaching Without Talking. Phi Delta Kappan v. 92 no. 1 (September 2010) p. 35-40 (Wilson Web)
*Students' Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
Anthony J. Onwuegbuzie, Ann E. Witcher, Kathleen M. T. Collins, Janet D. Filer, Cheryl D. Wiedmaier, Chris W. Moore
American Educational Research Journal, Vol. 44, No. 1 (Mar., 2007), pp. 113-160
* 50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges
Breaux, Annette; Whitaker, Todd
Eye on Education; 141pp. Dec 2010.
... Discover the Beams of Their Dreams; (45) Work that Body Language!; (46) No Rest for the Weary; (47) A Little Guilt Trip Goes a Long Way; (48) Teach Them to Cope or They'll Create a Way!; (49) Listen, Listen, Listen!; and (50) Only a Fool ...
Accession Number: ED509817
* Augmentative & Alternative Communication
Murphy, Patti
Exceptional Parent; v37 n8 p48-51 Aug 2007
... feelings when getting a message across through speech or body language is not an option. Variations of such ingredients are working well for two Florida families in unique places on their communication journeys. Their stories are presented.
Accession Number: EJ771953
* Teen Success! Ideas to Move Your Mind. (2nd Edition)
Elye, Beatrice J.
Great Potential Press, Inc.; 240pp. 2007.
... Listening and Speaking; (12) Communication Beyond Words: Body Language and Appearance; (13) Organizing Meetings: Like Herding Cats; (14) Public Speaking: Doh! Do I Have To?; (15) Determination and Persistence: Overcoming Obstacles and Difficulties; ...
Accession Number: ED510193
resources:
*Body language: (Improve your body language, improve your confidence!): http://www.lifecoachingstudio.com/pcb2.htm
*Interpersonal Distances from Various Categories of Interaction:
http://www.cba.uni.edu/buscomm/nonverbal/Body%20Language.htm
*Interpreting Gestures:
http://montgomeryschoolsmd.org/departments/studentaffairs/pdf/sa/resources/communications/bodylang.pdf
*Hansen, J. Teaching Without Talking. Phi Delta Kappan v. 92 no. 1 (September 2010) p. 35-40 (Wilson Web)
*Students' Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
Anthony J. Onwuegbuzie, Ann E. Witcher, Kathleen M. T. Collins, Janet D. Filer, Cheryl D. Wiedmaier, Chris W. Moore
American Educational Research Journal, Vol. 44, No. 1 (Mar., 2007), pp. 113-160
* 50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges
Breaux, Annette; Whitaker, Todd
Eye on Education; 141pp. Dec 2010.
... Discover the Beams of Their Dreams; (45) Work that Body Language!; (46) No Rest for the Weary; (47) A Little Guilt Trip Goes a Long Way; (48) Teach Them to Cope or They'll Create a Way!; (49) Listen, Listen, Listen!; and (50) Only a Fool ...
Accession Number: ED509817
* Augmentative & Alternative Communication
Murphy, Patti
Exceptional Parent; v37 n8 p48-51 Aug 2007
... feelings when getting a message across through speech or body language is not an option. Variations of such ingredients are working well for two Florida families in unique places on their communication journeys. Their stories are presented.
Accession Number: EJ771953
* Teen Success! Ideas to Move Your Mind. (2nd Edition)
Elye, Beatrice J.
Great Potential Press, Inc.; 240pp. 2007.
... Listening and Speaking; (12) Communication Beyond Words: Body Language and Appearance; (13) Organizing Meetings: Like Herding Cats; (14) Public Speaking: Doh! Do I Have To?; (15) Determination and Persistence: Overcoming Obstacles and Difficulties; ...
Accession Number: ED510193
Blog 9..Ideas about My Writing Center
* Why a writing center: The writing center was developed to give students the chance to feel comfortable recieving help. The writing center uses students who come from different backrounds and learning experainces. The center is ran by English department faculty, with guidance from other subjects(Education department, Second Lanuage department, etc).
* Qualifations for coaches: The coaches have to be second year or higher students that hold a GPA of a 3.0 in English. Coaches must complete a training program and have a back-round check. We also have e-mail addresses for each coach, so If a question comes up you can contact your coach. These e-mail are screened by our faculty to insure the safty of our coaches. I coaches provide a breif desripotion of themselves so students can have a better chance of relationg to the coach. Hours are posted and in some cases our coaches may be able to attend class with student to provide extra support.
* Who talks....coaches or the student? This will vary but most of the time the student shall do most of the talking. our coaches are in place for guidance and support and not to dominate the session.
* Higher up staff?
The program is ran by the coaches first with support and guidance from English faculty.
* How did this writing ceter come about?
The writing center was developed on many years of research. We do not follow one set style. we understand that every student is diffrent and they each have their own way of learning so, we provide support the same way, "indeviualized".
* Qualifations for coaches: The coaches have to be second year or higher students that hold a GPA of a 3.0 in English. Coaches must complete a training program and have a back-round check. We also have e-mail addresses for each coach, so If a question comes up you can contact your coach. These e-mail are screened by our faculty to insure the safty of our coaches. I coaches provide a breif desripotion of themselves so students can have a better chance of relationg to the coach. Hours are posted and in some cases our coaches may be able to attend class with student to provide extra support.
* Who talks....coaches or the student? This will vary but most of the time the student shall do most of the talking. our coaches are in place for guidance and support and not to dominate the session.
* Higher up staff?
The program is ran by the coaches first with support and guidance from English faculty.
* How did this writing ceter come about?
The writing center was developed on many years of research. We do not follow one set style. we understand that every student is diffrent and they each have their own way of learning so, we provide support the same way, "indeviualized".
Wednesday, October 6, 2010
blog 8 draft paper
Tammy Ronkowitz
Making writing as simple as One…Two…Three…FOUR
When one is writing a paper, the basics should always be remembered….. ‘WHO, WHAT, WHEN, WHERE, and WHY’.
WHO is your audience? Of course, the first reader will be the instructor who assigned the paper. Addressing this issue can get a little tricky. Most instructors follow the same format. They assign a topic for the paper and ask the student to write about this topic. Although this sounds simple, one must realize that the instructor already has a preconceived idea about what they want in response. Unless one is a mind-reader, the writer may find themselves in a pickle. How does one prevent the inevitable doom? The obvious, (but more difficult for some students) is to simply talk to the instructor. Most professors are more than willing to share their thoughts and listen to other points of view. Instructors are not there to fail the students. In fact, their true goal is to help their students succeeded. If the student is embarrassed to talk in class, most professors will stay behind to share with their students. If they are unavailable after class, or if your concern needs more time, all instructors have office hours. A student can simply drop in and spend time one –on- one. Additionally, most instructors are willing to work around the student’s schedule to arrange for a mutually agreeable appointment time.
Once the topic is clear, the writing can begin. There are several writing ‘tips’ that will help with the process:
1. Support the paper with valid sources. (Wikipedia is not a valid source!)
2. Using thesaurus tools are helpful – but, make sure the words chosen are right. Sometimes meanings change. Be able to define the word, if needed.
3. Get to the point and stay on topic. Keep away from the fluff. That only confuses or bores the reader.
4. Visit the writing center for guidance.
WHAT will be the focus of the paper? What does the student want to write about? What is the professor expecting from the assignment? To find your focus, think about what interests you as a writer. What make the most sense? Try these steps:
1. Critically look at all topic ideas and write a paragraph on each topic. The topic that feels right should be the choice.
2. Write with passion. Don’t write the paper because you have to. Write it because you love to. Make your paper become a part of you and not just a bunch of words on the paper. Remember, there is a reason why no one can ever cook better than your mom. Her food is made with ‘love’. That is how the paper should be written.
3. Decide what you want to achieve. Are you just trying to pass the class? Or, are you willing to put yourself out there to achieve greater.
4. Go to the writing center for inspiration.
The WHEN is simple.... When is the paper due?
Organizing to prepare for the ‘when’ is the easiest to understand but may not be the easiest to commit to. If you look around the classroom on the day papers are due, there are always more empty seats than usual. There is a very good reason. Generally, the ‘absentees’ are overwhelmed and unprepared. Missing class is not the solution. You are not fooling anyone…..the professors know why you are not there! How does one insure that class is not missed on the deadline day? (You need to save that day for a ‘sick day’ at the beach!)
1. Organize your time. Research, plan, write, proof-read, and re-write.
2. Never wait until the last minute to write the paper. Space out your timing. Write a page or two and then return to it again later. Your best work is done over time. Do not overwhelm yourself.
3. Write a few pages and then consult with your professor to make sure you are on the right track. This will reinforce your understanding of what the professor is looking for.
4. Go to the writing center for help and direction.
WHERE you write helps you understand yourself as a writer. Some writers like to have a noisy environment. Listening to music or having background noise helps them concentrate. Other writers need absolute silence…. No noise… No interruptions. Then there are those who fall in the middle….. quiet but an active environment of people or things to observe while writing.
1. Know your style
2. Try other environments
3. Develop your style
4. Visit the writing center to discuss your options and who you are as a writer.
Finally, we reach ‘WHY’. Why should the student put all this thought into writing a paper? It is only one grade! While this may be true, a written paper usually holds more weight than other assignments throughout the semester. Just giving a little bit more of yourself on a written paper can be the difference between passing or failing, taking the class over, or becoming one step closer to graduation. The attitude we take in writing a simple paper helps define the person we become in life. A student that hands in mediocre work and settles for a ‘C-‘ will settle for mediocre in the real world. While a student that pushes himself to become a better writer will see success. This experience will encourage persistence and perseverance in everything they do. Rewards are sweet! So…..
1. Push yourself to reach higher goals.
2. Demand the best for yourself and don’t settle for less.
3. Ask questions. As the popular saying that states, “There is no such thing as a stupid question” - so don’t be afraid to ask.
4. Check out the writing center… for YOU!
One can conclude that becoming a successful writer takes effort and self-analysis. However, help is always key. Throughout the theme (somewhat tongue in cheek) was the availability of the writing center. There is a misconception that this resource is available for someone to proofread your written work. While that may be true, the writing center has so much more to offer. This peer-based gathering center was put in place to help students focus and receive guidance throughout each step of the writing process. Here, great tools for learning new concepts and for positively developing students’ confidence are utilized. Stop in to experience one of Kean’s true gems. What do you have to lose?
Making writing as simple as One…Two…Three…FOUR
When one is writing a paper, the basics should always be remembered….. ‘WHO, WHAT, WHEN, WHERE, and WHY’.
WHO is your audience? Of course, the first reader will be the instructor who assigned the paper. Addressing this issue can get a little tricky. Most instructors follow the same format. They assign a topic for the paper and ask the student to write about this topic. Although this sounds simple, one must realize that the instructor already has a preconceived idea about what they want in response. Unless one is a mind-reader, the writer may find themselves in a pickle. How does one prevent the inevitable doom? The obvious, (but more difficult for some students) is to simply talk to the instructor. Most professors are more than willing to share their thoughts and listen to other points of view. Instructors are not there to fail the students. In fact, their true goal is to help their students succeeded. If the student is embarrassed to talk in class, most professors will stay behind to share with their students. If they are unavailable after class, or if your concern needs more time, all instructors have office hours. A student can simply drop in and spend time one –on- one. Additionally, most instructors are willing to work around the student’s schedule to arrange for a mutually agreeable appointment time.
Once the topic is clear, the writing can begin. There are several writing ‘tips’ that will help with the process:
1. Support the paper with valid sources. (Wikipedia is not a valid source!)
2. Using thesaurus tools are helpful – but, make sure the words chosen are right. Sometimes meanings change. Be able to define the word, if needed.
3. Get to the point and stay on topic. Keep away from the fluff. That only confuses or bores the reader.
4. Visit the writing center for guidance.
WHAT will be the focus of the paper? What does the student want to write about? What is the professor expecting from the assignment? To find your focus, think about what interests you as a writer. What make the most sense? Try these steps:
1. Critically look at all topic ideas and write a paragraph on each topic. The topic that feels right should be the choice.
2. Write with passion. Don’t write the paper because you have to. Write it because you love to. Make your paper become a part of you and not just a bunch of words on the paper. Remember, there is a reason why no one can ever cook better than your mom. Her food is made with ‘love’. That is how the paper should be written.
3. Decide what you want to achieve. Are you just trying to pass the class? Or, are you willing to put yourself out there to achieve greater.
4. Go to the writing center for inspiration.
The WHEN is simple.... When is the paper due?
Organizing to prepare for the ‘when’ is the easiest to understand but may not be the easiest to commit to. If you look around the classroom on the day papers are due, there are always more empty seats than usual. There is a very good reason. Generally, the ‘absentees’ are overwhelmed and unprepared. Missing class is not the solution. You are not fooling anyone…..the professors know why you are not there! How does one insure that class is not missed on the deadline day? (You need to save that day for a ‘sick day’ at the beach!)
1. Organize your time. Research, plan, write, proof-read, and re-write.
2. Never wait until the last minute to write the paper. Space out your timing. Write a page or two and then return to it again later. Your best work is done over time. Do not overwhelm yourself.
3. Write a few pages and then consult with your professor to make sure you are on the right track. This will reinforce your understanding of what the professor is looking for.
4. Go to the writing center for help and direction.
WHERE you write helps you understand yourself as a writer. Some writers like to have a noisy environment. Listening to music or having background noise helps them concentrate. Other writers need absolute silence…. No noise… No interruptions. Then there are those who fall in the middle….. quiet but an active environment of people or things to observe while writing.
1. Know your style
2. Try other environments
3. Develop your style
4. Visit the writing center to discuss your options and who you are as a writer.
Finally, we reach ‘WHY’. Why should the student put all this thought into writing a paper? It is only one grade! While this may be true, a written paper usually holds more weight than other assignments throughout the semester. Just giving a little bit more of yourself on a written paper can be the difference between passing or failing, taking the class over, or becoming one step closer to graduation. The attitude we take in writing a simple paper helps define the person we become in life. A student that hands in mediocre work and settles for a ‘C-‘ will settle for mediocre in the real world. While a student that pushes himself to become a better writer will see success. This experience will encourage persistence and perseverance in everything they do. Rewards are sweet! So…..
1. Push yourself to reach higher goals.
2. Demand the best for yourself and don’t settle for less.
3. Ask questions. As the popular saying that states, “There is no such thing as a stupid question” - so don’t be afraid to ask.
4. Check out the writing center… for YOU!
One can conclude that becoming a successful writer takes effort and self-analysis. However, help is always key. Throughout the theme (somewhat tongue in cheek) was the availability of the writing center. There is a misconception that this resource is available for someone to proofread your written work. While that may be true, the writing center has so much more to offer. This peer-based gathering center was put in place to help students focus and receive guidance throughout each step of the writing process. Here, great tools for learning new concepts and for positively developing students’ confidence are utilized. Stop in to experience one of Kean’s true gems. What do you have to lose?
Tuesday, October 5, 2010
My Writing Center Philosophy (blog 9)
My Writing Center Philosophy:
Writers come from different learning background, but somehow the “cookie cutter” expects everyone’s work to be the same. Not here at Kean, we recognizes and embrace differences, we understand “there is more than one to skin a cat”. We have an amazing writing center that understands writing is more than grammar and mechanics. Writing a great paper is a goal of the writing center, but our true goal is to do so by assuring cultural/social backgrounds, language, and talents are explored to ensure students become more effective writers. We focus on these areas to help create better writers, covering better individual understanding, while building the writers self-esteem and confidence in their writing ability. Here at Kean, we DO NOT have tutors; We Have PEER COACHES who’s main focus is the student. The coaches are in place to guide and push the student to achieve their true potential. Our coaches believe and stand by the concept that ALL writers will benefit from conversation. The coaches’ tackle writing at all stages--planning, drafting, revising, and editing—understanding writers encounter these stages with different degrees of strength and comfort.
Our coaches themselves come from different majors on campus, and more importantly different cultural/social learning backgrounds. Our head coach Tammy Ronkowitz is dyslexic and dropped out of college twice before. Thankfully, she decided to give it one more try and has been on the dean’s list since her return to school.
The coaches each have their own store to tell, so visit our writing center and check out “Our Wall of Fame”. Each coach has a picture with a paragraph describing their background and challenges they faced with writing, and how they push themselves to achieve their true potential.
Writers come from different learning background, but somehow the “cookie cutter” expects everyone’s work to be the same. Not here at Kean, we recognizes and embrace differences, we understand “there is more than one to skin a cat”. We have an amazing writing center that understands writing is more than grammar and mechanics. Writing a great paper is a goal of the writing center, but our true goal is to do so by assuring cultural/social backgrounds, language, and talents are explored to ensure students become more effective writers. We focus on these areas to help create better writers, covering better individual understanding, while building the writers self-esteem and confidence in their writing ability. Here at Kean, we DO NOT have tutors; We Have PEER COACHES who’s main focus is the student. The coaches are in place to guide and push the student to achieve their true potential. Our coaches believe and stand by the concept that ALL writers will benefit from conversation. The coaches’ tackle writing at all stages--planning, drafting, revising, and editing—understanding writers encounter these stages with different degrees of strength and comfort.
Our coaches themselves come from different majors on campus, and more importantly different cultural/social learning backgrounds. Our head coach Tammy Ronkowitz is dyslexic and dropped out of college twice before. Thankfully, she decided to give it one more try and has been on the dean’s list since her return to school.
The coaches each have their own store to tell, so visit our writing center and check out “Our Wall of Fame”. Each coach has a picture with a paragraph describing their background and challenges they faced with writing, and how they push themselves to achieve their true potential.
Post 7 Bouquet,North, and North
What Bouquet’s, North’s one and two all wrote about how a writing center should work, it’s their philosophy on how to run the perfect writing center. What the three agreed on was that writing is a process and they value coaching. This is all that they seemed to agree on. They both had ideas that were unrealistic. I think North realized his mistakes and recanted a few.
North felt…
1. Students would coming looking for a writing center, it would be so many people they would have to be turned away at the door….(We wish).
2. Students aren’t as motivated as he once thought
3. Teachers aren’t as supportive I he would like
4. Disappointed that peer coaches are looked down upon, lower than the teachers.
5. It much harder then he hoped
6. Not enough training for student coaches
I love how Bouquet down plays “fix-it shop” and want to scrap everything and go with her gut. Hell with the product, let’s start with the thing process…. She got to be a mom! There was a more therapists style in her coaching, something’s broke let’s fix it mentality. I felt more a connection here, surprise, surprise…heheh
North felt…
1. Students would coming looking for a writing center, it would be so many people they would have to be turned away at the door….(We wish).
2. Students aren’t as motivated as he once thought
3. Teachers aren’t as supportive I he would like
4. Disappointed that peer coaches are looked down upon, lower than the teachers.
5. It much harder then he hoped
6. Not enough training for student coaches
I love how Bouquet down plays “fix-it shop” and want to scrap everything and go with her gut. Hell with the product, let’s start with the thing process…. She got to be a mom! There was a more therapists style in her coaching, something’s broke let’s fix it mentality. I felt more a connection here, surprise, surprise…heheh
Subscribe to:
Posts (Atom)