Classnotes 9/17

MODEL TUTORING SESSION
THINGS TO LOOK FOR:
Descriptive, rather than interpretive notes.
Body language
Questions/responses in conversation
Quote if necessary
Context /setting
Description of subjects
What changes/they do to their assignments
STEPH VS CHANDLER – THE GOLD TUTORING BELT – FIGHT ON!
Began with starting by asking about the assignment (the class, the the actual assignment, the story)
Double checked her understanding of the assignment.
Asked to see the book
Asked what the student expected to gain from this.
Asked the student what she thought the book was trying to say
Repeated again what she thought the student was trying to say.
She then encouraged the student to write down what she interpreted the subject of the paper to be, and wrote it down herself.
Chandler keeps asking to find out what she’s trying to say, avoiding questions that are too leading.
Stephanie seems to be acknowledging and nodding a lot.
Laughter indicating the situation is comfortable.
Chandler is being encouraging when appropriate (commenting on her understanding of essay writing)
They have gone back into the book, Chandler asking what Stephanie thought was important about the essay. They then found common interests in the work – they continue to talk about big points in the work.
Chandler continued to write down notes, matching Stephanie’s notes.
Chandler asked if her understanding was accurate again, to which Steph replied “Um, that’s where I got confused.”
They both read over the work looking for a mutual point they can understand.
Sort of feel that Chandler is asking a leading question in an effort to get to a point that it seems like Steph is trying to get to, but doesn’t necessarily understand yet. They take notes on the new point they’ve found. Chandler commends her on her point and compliments her word usage.
Chandler broke the fourth wall.
She continued to ask questions about where she should go with her essay, leading them both back to writing.
Stephanie seemed confused, sort of pondering.
Chandler sort of leads her somewhere, but then gets back to an earlier point Stephanie has made.
She asks Stephanie a major question in terms of the paper itself, to which Stephanie replies. She tells her about her experience. She sounds like she understand the point, and is gesturing comfortably with her hands.
Chandler asks a question about is she saying good collaboration vs bad collaboration. She asks it again when she doesn’t get a response.
Stephanie replies the way it seems Chandler wants. Chandler asks for proof and supporting evidence in the article, which Stephanie is able to provide, using quotes from the text.
When prompted, Stephanie responded to a leading question with an unsure “probably.”
Chandler asks what Stephanie feels is useful or good.
Chandler asks a leading question, which is in fairness built on information Stephanie gave, and Stephanie responded with “sort of.”
And then Chandler broke the fourth wall. Again.
Stephanie just continued to make her point, fulfilling the requirements of the essay.
She then did her Matthew McConnaughey impression.
They go back to the original focus.
By this point, Stephanie has a half of page of notes. As Chandler talks, Stephanie continues to look at her book, as if she’s looking for the answers she needs in the book.
Chandler uses “we”, followed by giving her interpretation, punctuating it with “I may be wrong.”
AND YET AGAIN, MORE FOURTH WALL. Oh wait, she’s now directly addressing the audience. Oooh, meta.
Ending it with asking if she’d like another session, any other questions, etc.
20 minutes
Chandler, much like She-Hulk, broke the fourth wall a ton. On the whole, Chandler had an idea of what she wanted to hear/see happen, so she tried to lead Stephanie there.
Need to be encouraging, opening up at the beginning, and summing up.
Don’t be a cheerleader. A pluses not pom poms.