Statement of Tutoring Philosophy
I have been passionate about writing from a young age. I understand the importance of the written word in communicating one’s thoughts and opinions with others. However, I realize that many students do not share the same love for writing that I have. They may struggle with writing or feel insecure about their writing skills. This is where peer tutors can play an important role. What’s great about writing is that everyone has their own unique style. I believe in encouraging these differences rather than trying to change them. My goal as a peer tutor is to help students enjoy the writing process and utilize their individual strengths as writers.
Some students enter the writing center hoping that the tutor will edit their paper for them. They want to know what needs to be fixed and how to fix it so they can get their paper done and over with. I have been asked by students “How should I say this?” as though I will have a better suggestion than anything they could think of. They want me to provide them with exact wording and help them with specific sentences. But that is not what a tutor’s job is. As tutors, we don’t give students the answers, but lead them in the right direction so they can figure it out themselves. If I ask the student what they are trying to say, they are usually able to put their ideas into their own words. This is much more satisfying for the student than being told what to say by the tutor.
I believe in a non-directive style of tutoring. Students who visit the writing center tend to doubt their writing abilities. Tutors can provide reassurance and support while still letting the student be responsible for their own work. Instead of telling the student what needs to be fixed, the tutor should ask the student what their concerns are and how they think they could improve their paper. By encouraging the student as they work to develop their writing skills, tutors can remain a helpful guide without collaborating.
Every student approaches an assignment differently. There isn’t one “right” way to write a paper. A tutor should recognize this and work with the student to help emphasize their strengths as a writer. Part of tutoring is not just pointing out what is wrong, but also what the student is doing right. Each paper tends to have at least some positive aspects. Maybe the writer has a strong voice, or gives great descriptive detail. If a student is aware of their strengths, they can use them in future papers and feel more confident in their writing abilities.
By creating a positive atmosphere in my tutoring sessions and sharing my enthusiasm for writing, hopefully I can help students gain an appreciation for writing themselves. I want to allow students to start seeing themselves as writers, instead of just focusing on getting their paper done as fast as possible. Perhaps then they will start to believe in themselves more, instead of depending on the tutor’s approval.
I have been passionate about writing from a young age. I understand the importance of the written word in communicating one’s thoughts and opinions with others. However, I realize that many students do not share the same love for writing that I have. They may struggle with writing or feel insecure about their writing skills. This is where peer tutors can play an important role. What’s great about writing is that everyone has their own unique style. I believe in encouraging these differences rather than trying to change them. My goal as a peer tutor is to help students enjoy the writing process and utilize their individual strengths as writers.
Some students enter the writing center hoping that the tutor will edit their paper for them. They want to know what needs to be fixed and how to fix it so they can get their paper done and over with. I have been asked by students “How should I say this?” as though I will have a better suggestion than anything they could think of. They want me to provide them with exact wording and help them with specific sentences. But that is not what a tutor’s job is. As tutors, we don’t give students the answers, but lead them in the right direction so they can figure it out themselves. If I ask the student what they are trying to say, they are usually able to put their ideas into their own words. This is much more satisfying for the student than being told what to say by the tutor.
I believe in a non-directive style of tutoring. Students who visit the writing center tend to doubt their writing abilities. Tutors can provide reassurance and support while still letting the student be responsible for their own work. Instead of telling the student what needs to be fixed, the tutor should ask the student what their concerns are and how they think they could improve their paper. By encouraging the student as they work to develop their writing skills, tutors can remain a helpful guide without collaborating.
Every student approaches an assignment differently. There isn’t one “right” way to write a paper. A tutor should recognize this and work with the student to help emphasize their strengths as a writer. Part of tutoring is not just pointing out what is wrong, but also what the student is doing right. Each paper tends to have at least some positive aspects. Maybe the writer has a strong voice, or gives great descriptive detail. If a student is aware of their strengths, they can use them in future papers and feel more confident in their writing abilities.
By creating a positive atmosphere in my tutoring sessions and sharing my enthusiasm for writing, hopefully I can help students gain an appreciation for writing themselves. I want to allow students to start seeing themselves as writers, instead of just focusing on getting their paper done as fast as possible. Perhaps then they will start to believe in themselves more, instead of depending on the tutor’s approval.