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<DIV>Dear fellow tutors, </DIV>
<DIV><BR>1. I thougth to try out other ideas that may work. for example, in order to stimulate the student critical thinking, it will be good to ask "wrong" questions. This would be like the tutor would play the dumb and the student would be forced to challenge the tutor's assumptions and wrong information. This would allow the student to express himself and would prevent the tutor from lead the logic of the essay. I have never tried that idea. But I would like to know what you think about that. I concern that using this kind of question would lead to a situation of distrust. </DIV>
<DIV> </DIV>
<DIV>2. While reading the chapters, I always think about my experiences with my tutors and English teachers. At the begining, writing correct sentences was my most important concerned. I "assumed" that the context was correct so I would like to fix only the mechanics. The second concern was to gain vocabulary. It worries me not to sound sophisticated. So, I spent a lot time studying dictionaries and copying sentences from specialized texts. In that process, writing real experiences did not worry me at all. In one ocasion, I wrote that I was building a house only to use the construction jargon. In other ocasions, I expressed complicated ideas. So, I started to give up expressing complicated ideas for simple sentence structure. The ideas changed in the that process. I am not sure if this was good for my learning process, but I think we need to be aware of our student's feelings. </DIV>
<DIV> </DIV>
<DIV>Jhon Sanchez<BR>--- On <B>Wed, 10/14/09, yani29@aol.com <I><yani29@aol.com></I></B> wrote:<BR></DIV>
<BLOCKQUOTE style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(16,16,255) 2px solid"><BR>From: yani29@aol.com <yani29@aol.com><BR>Subject: [Bkn-english-646-fall-2009] Assignment 5 from Yani<BR>To: bkn-english-646-fall-2009@lists-1.liu.edu<BR>Date: Wednesday, October 14, 2009, 1:49 PM<BR><BR>
<DIV id=yiv1290709382><FONT face=arial color=black size=2>
<DIV><BR></DIV>
<DIV><FONT size=2><FONT face="Arial, Helvetica, sans-serif">Nicole I completely agree-- Better late than never... <BR><BR>What can I say buy Phew! These are very dense, heavy loaded chapters. Many techniques, and ideas that could all work in theory. There lies the beauty of theory-it must be proven. As a tutor we have the opportunity to prove or disprove all these concepts. One of the interesting things I find in reading the chapters is the way they show the different types of learning. I often wondered at times how my education could have been better if teachers would have been in tuned with the various learning styles. This is a subject that I have been interested in for quite some time and reading this book and other tutoring materials is assisting me in exploring this further. The interest stemmed from personal experiences and seeing how at times all it took was a diagram instead of a teacher constantly repeating herself over and over for me to "get
it". As a tutor I often wonder if the student is hearing me or just hearing, " outline blah blah blah, coordinating conjunction...blah blah blah....nouns, verbs, content...oh our time is up". So I really try to see what works for them, when does their "ah ha" moment occur for them and how did we get there.<BR><BR>Nicole/Rajul/Shari<BR><BR>Freewriting--foe or friend?<BR><BR>I think maybe because we are such goal oriented people we might feel like free writing is a waste of time. And trust me I know the feeling of waiting and watching as a student free writes in front of me. But I figure it's better than the two of us just glancing into each other's eyes. So why not write-especially if the student has come with nothing to work on. So far I have had a lot of these sessions where the student just doesn't know where to start and free writing is almost a necessity. Maybe to us it feels as if we have not produced a completed paper but to students who don't
know where to start or what to write that session could be worth more than we could ever imagine.<BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR></FONT></FONT></DIV>
<DIV><BR></DIV><BR><BR><FONT face=arial color=black size=2><BR></FONT></FONT><BR>--- On <B>Wed, 10/14/09, yani29@aol.com <I><yani29@aol.com></I></B> wrote:<BR></DIV></BLOCKQUOTE>
<BLOCKQUOTE style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(16,16,255) 2px solid"><BR>From: yani29@aol.com <yani29@aol.com><BR>Subject: [Bkn-english-646-fall-2009] Assignment 5 from Yani<BR>To: bkn-english-646-fall-2009@lists-1.liu.edu<BR>Date: Wednesday, October 14, 2009, 1:49 PM<BR><BR>
<DIV id=yiv336032333><FONT face=arial color=black size=2>
<DIV><BR></DIV>
<DIV><FONT size=2><FONT face="Arial, Helvetica, sans-serif">Nicole I completely agree-- Better late than never... <BR><BR>What can I say buy Phew! These are very dense, heavy loaded chapters. Many techniques, and ideas that could all work in theory. There lies the beauty of theory-it must be proven. As a tutor we have the opportunity to prove or disprove all these concepts. One of the interesting things I find in reading the chapters is the way they show the different types of learning. I often wondered at times how my education could have been better if teachers would have been in tuned with the various learning styles. This is a subject that I have been interested in for quite some time and reading this book and other tutoring materials is assisting me in exploring this further. The interest stemmed from personal experiences and seeing how at times all it took was a diagram instead of a teacher constantly repeating herself over and over for me to "get
it". As a tutor I often wonder if the student is hearing me or just hearing, " outline blah blah blah, coordinating conjunction...blah blah blah....nouns, verbs, content...oh our time is up". So I really try to see what works for them, when does their "ah ha" moment occur for them and how did we get there.<BR><BR>Nicole/Rajul/Shari<BR><BR>Freewriting--foe or friend?<BR><BR>I think maybe because we are such goal oriented people we might feel like free writing is a waste of time. And trust me I know the feeling of waiting and watching as a student free writes in front of me. But I figure it's better than the two of us just glancing into each other's eyes. So why not write-especially if the student has come with nothing to work on. So far I have had a lot of these sessions where the student just doesn't know where to start and free writing is almost a necessity. Maybe to us it feels as if we have not produced a completed paper but to students who don't
know where to start or what to write that session could be worth more than we could ever imagine.<BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR><BR></FONT></FONT></DIV>
<DIV><BR></DIV><BR><BR><FONT face=arial color=black size=2><BR></FONT></FONT></DIV><BR>-----Inline Attachment Follows-----<BR><BR>
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