2The Student/Tutor Relationship
  
 

Digging Deeper Assignments

1.      With another tutor, role play the first few minutes a student arrives and address the ways to make students feel comfortable.  

 
  1. Practice your techniques by selecting one “tutor” and one “student.”  The “tutor” leaves the room. As a group, choose one of the following scenarios (or create a new one) and then bring the “tutor” back into the classroom. The “tutor” then role plays the scenario chosen. Limit the time to 5-10 minutes. After the “tutoring session” talk about what was effective and what problems were seen. Brainstorm ways to make the “session” work better.

a.      The first few minutes with a student who is obviously ill at ease when she arrives.

b.      The first few minutes when a student who has been assigned to come arrives; she does not feel that she needs any help.

c.      A student rushes in and says, “Here is my paper; I don’t have time to stay, but if you will just mark it, I’ll be back right after class to pick it up.”

d.      A student arrives and tells you that his paper is due in two hours.

 
 

 
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The Writing Center: Past and Present The Student/Tutor Relationship The Clueless Student The Unfocused Student The Disorganized Student The Underdeveloped Student The Unrevised Student The Unpolished Student ESL Strategies Research Strategies Discipline-Specific Assignments Documentation Styles Writing Center Ethics Writing Center Publicity

 
© 1999, 2000, 2002 Virginia Bower (Mars Hill College), Charlene Kiser (Milligan College), Kim McMurtry (Montreat College), Ellen Millsaps (Carson-Newman College), Katherine Vande Brake (King College). All rights reserved. This manual was made possible by a Culpeper grant from the Appalachian College Association; click here for information. If you encounter difficulties with these web pages, please notify kmcmurtry@montreat.edu.