Patrick TS #2

Patrick TS#2

Date/Time: September 7, 2018, 11:30 a.m.-12:30 p.m.

Location: CIES Student Lounge (Main Floor)

Topic Discussed: Sentence Structure and Word Usage in Spoken English

My Tutee is an advanced student and very intelligent. She is quick to grasp concepts, especially when I ask questions of a global nature—to prompt further conversation—and not overly scaffold. Indirect questions seem to work well as scaffolding of any extensive nature is not required. Some scaffolding is needed, perhaps at various discussion points, but nothing of an extensive nature has been necessary.

Her facial expressions are a clue to indicate whether she has completely grasped a point of discussion, or requires a bit more verbiage from me. It is very exciting to see learning occur. Follow-up conversation by my Tutee confirms understanding of a concept of a discussion point. Again, the facial expression is of a happy expression and celebration. The learning occurs because the Tutee has processed something and has come to some result—consistent with word usage, concept expression, etc. The tutor hopes to use an effective prompt or framework to assist the learner in the “procession action.”

Today, I provided a blank paper and asked the Tutee to write a letter (or email) to me. The prompt provided was this: I plan to visit your country in the near future. Please suggest places I should visit as well as places I should eat. I asked her to concentrate on sharing her message and not worry about form or grammar.

She wrote for 15-20 minutes. I had originally suggested 10 minutes; however, she wrote continuously, and seemed well-engaged in the activity, I thought it best to not interrupt. It seemed the process should continue. After about 30-35 minutes, I asked her to share her writing with me.

Next, I asked her to simply start a conversation with me in which she described places I should visit. This provided opportunity for me to ask follow-up questions so she could elaborate, and think of ways to help me understand the things she was discussing about her country. Very interesting. She responded well and seemed to take on these follow-up questions without difficulty. It was clear she was thinking, but spoke with relative fluency and ease.

I read the two pages she wrote with interest. As I read, I was persuaded to visit her country, especially to explore the island she mentioned that was located off the main coast of the country. I asked her to note any areas where she “wasn’t sure” (as the textbook mentioned). She mentioned she was concerned about form/structure and grammar. She pointed out some places in the text where she thought attention to grammar was needed.

My impression is that her self-assessment was more severe than my assessment of the paper. Specifically, I was impressed with the “colorful language” she used to describe several locations in her country, and less-frequently used words—which she used in proper context and with clarity.

I marked a few places (just to leave a clue that something needed her attention). I noted that we would look at the writing at the next meeting. We discussed the benefits of revisiting a writing project—reviewing with “fresh perspective” (the textbook mentioned this technique). When I described the “incubation” concept that I prefer to use, she understood immediately.

Working with a highly skilled student is a good challenge for me. It will definitely keep me “on my toes” concerning diagnosing, planning, and creating useful activities that are learner-centered! I think I am learning more than my Tutee!