This will fit into my part IV. (part 4) of the paper, I just haven't decided which case this will be. Although I think case 3 because it demonstrates how student took over session with effective questioning, yet proved to have a positive result in the end.
Session 4: November 30, 2010 3:00pm
As the student continued to read their paper with all the markings from the professor, the Coach pointed to sentence structure and attempted to fix ...by asking,
Coach: "What do you want to say here?
Student: (just glanced and nodded at coach)
Coach: "Help? now you don't need help, write can."
Student: (just starred at paper)
Coach: "This is a period." (pointing with finger directive for student to write on paper.
Student approved directions given by continuing to look at paper--and lifting her pen then writing corrections as she went along.
Coach: "Did you write this?"
Student: (Student agreeing) "Yea I did."
3:09 pm
Coach became extremely comfortable slouching in her seat, and placed elbow on her head, while the student kept reading her already written paper. Student glanced at her, shifting her head from sideways to straight looking for the coach's approval.
Coach: "You're a lot more comfortable with periods now."
Student: "Ha-ha!" (let out a burst of laughter)
3:11 pm
At this point in session, both student and coach are truly comfortable with each other; thus meaning they are getting comfortable in their session. It seems as if the student has received other tutoring sessions from this same coach. The rapport was more on a friendly basis as if they knew each other years on end.
This session seems way more natural than other sessions I have observed. The student accepts constructive criticism in a plausible, positive manner.
Although the coach keeps correcting her sentence structure and punctuation, the student takes all the advise in stride and even seems very calm and collective.
3:13 pm
As the student reads, she starts to fumble with her fingers and pen--pausing and swallowing hard with pursed lips. During this time, the student seems a little worried or eager to finish the session or paper. (Seems like she was uneasy in her chair and kept playing with her pen in hand--like "I want to finish this" mindset.)
The Coach asked the Student a question about what she was writing and her subject matter: "What does he have ADD?"
This is when student took over the session and answered, "Oh god, he has way more isues than that," (explained subject of her paper) then hurriedly she switched gears (subject of question)--lead the session by going back to her paper, continued reading until the end.
Coach: (just listened and did not interrupt as she read her paper outloud.)
Then, Student fired, "Thank God I fixed it!" the student responded as she shuffled her stapled multi-page paper back to page 1. Student pushed the paper to the side and produced another stapled paper in a matter of seconds.
3:18 pm
Coach: "You don't need quotations." coach started to explain what she needed in her 2nd paper and regain the session back, but student said "Okay" multiple times then shook her head, and said, "Nooo-ohh."
Questions fired back and forth but student kept saying "Yeah" as if brushing off the questions the tutor was asking and the student ignored her and continued reading her paper.
3:21pm
The student was totally guiding the session at this point: stopping when she choose and pausing to ask the coach questions. The student starts the questioning now.
The coach became silent at this point--and merely served as an ear to listen.
Is this what some students want, expect, or need? I was confused or lost in translation.
I feel that at this point in the process, the coach completely lost control of the situation, or is it merely a tutor's move--to allow the student to continue? Maybe? Maybe not?
Coach: (Almost jumping out of seat exclaimed) "I see the font here."
Student: "What!?" exclaimed back the student.
Then the student recognized the tutor was in control.
Coach: "What are you talking about strong women?"
Student: "I'll take this out, I'm not sure."
Coach: "Isn't your subject a man?"
Student: "Yeah, you're right--I wasn't sure where I was going with this?"
3:25 pm
Coach took control of the session, she got the session back, yet effective questioning was apparent through out the session, and even though in the middle of the session the student took over the session and started to ask the question, it still proved effective.
And the reason this was proven, was because in the end the student looking almost embarrassed and guilt stricken to have taken control in the middle of the process, having a worried faced with lined lips, at this time shestood upright and rotated her eyes back and forth horizontally without looking at the coach while the tutor rubbed her hands together, as to say with her body language let's wrap this up, kid.
Student suddenly responded, "That's it!"
Coach: "Again don't be afraid to use periods, I feel this paper you took your time."
Student: (She felt pleased as she broke a smile between her cheeks.)
Student: "Yeah I have to do that and stop doing that [not using periods.]"
Student: "Thank you so much I appreciate it. Have a nice day."
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