Tuesday, October 13, 2009
class 10/14
For my tutoring analysis and response this week, I decided to go with the session that gave me the most trouble as an observer, but I don't feel like I had any control over what happened in that session, so it was hard for me to expound on the experience. More specifically, I reported on everything that happened, which was easy enough, but when I started thinking about how I would have improved the session to make it the most positive experience for client and consultant alike, I had some trouble. I don't think that it was difficult for me to say what I think the consultant should have done, but what I would have done in the same situation. It is really easy to sit on the outside and say, in any venue, what one would do in a situation, but when the tables are turned and you're in the hot seat, its a different story. I find it intimidating sometimes to tell people what they don't want to hear, or use a different method than a client is used to because I fear they think I'm wasting their time. This is off the subject of my analysis, but has anyone been having a hard time helping the ESL students? I don't have a problem understanding them when they're speaking but I have a really hard time helping them with their papers, as they are difficult to read and understand what they're really trying to say. For these students, it isn't laziness in proofreading, but a legitimate language barrier. I think this should be discussed more in class.
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I have not had to help an ESL tutor in the writing center but I've helped them before and I know what you're talking about. It is difficult. I too want to know if there's anything we can do to ease the process of helping them.
ReplyDeleteWe are now on to the ESL portion of our class, so hopefully, you'll find some good advice from the ESL textbook and from the film we're going to watch in class. I also encourage you to drop by my office anytime to discuss issues you're having with ESL clients.
ReplyDeleteI have a hard time avoiding simply proofreading ESL students' papers. They make simple mistakes such as using "in" instead of "on", and I don't know how to communicate to them when to use which. Sometimes I feel like I'm just reading their paper and exposing these mistakes to them. I also try to give structural advice, but I don't always feel like it is understood. I definitely feel the language barrier!
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