EOU Writing Lab Home

 

Tutor Observations and Reflections

 

WR 220

Tutor Observations and Reflections


One of the most effective ways to prepare to work as a writing tutor is to observe experienced tutors in the process of tutoring. Most students, after observing tutoring in the Writing Lab, gain confidence that they can, indeed, see themselves as writing tutors. Some of the most important learning in the course happens in these observations.

Beginning Week 2, you are expected to observe 4 tutoring sessions by the end of Week 4. I would like you to do at least one observation Week 2. Please do not save all of the observations until Week 4. Also, please be flexible, because it takes a few weeks for tutor and student schedules to settle.

To begin, go to the Writing Lab (LH 234 in the Learning Resource Center) and study the Schedule Board to check out tutor appointment schedules. Write down some times that fit into your schedule.
To observe a session, arrive at the Writing Lab on time for that session and introduce yourself to the tutor. Tutors will know to expect you because all tutors participated in observations when they took WR 220. The tutor should ask the student if it is all right for you to observe, explaining that you are a tutor-in-training, there to observe the tutor, not the student. A student has never refused if assured that it is the tutor who is the focus. If a student does not show up to a session, you may interview the tutor in place of observing. Write up what you learn in the interview.

To observe a student working with a writing tutor, sit at the table with the tutor and the student, and take notes as they work. Use the Writing Tutor "Best Practices Checklist" to help to train your eye for what the tutor is doing to apply learning theory, writing process theory, and writing center theory to practice. Please do not be negative about the tutors, as you may be the one mentoring next year. Your job is to describe and then reflect on and analyze what you see in light of our reading and class discussions. Orient me and provide context by providing the tutor’s name, and the course the student’s paper is for. If the student provides some information about him or herself, provide it (I do not need the student’s name). See "Reflecting on Tutoring Sessions" for more questions to help you analyze sessions.

The reflection part of the response is essential. What insights into tutoring or the writing process did you gain? What connections did you make to the readings? What do you see one should do and not do in tutoring sessions and why? How do you think your strengths and weaknesses will affect your own tutoring? What questions or concerns about tutoring do you have after the session?

Tutor Observations and Reflections must be a minimum of one typed page. It is best to type up your responses very soon after a session. Place your completed Observations/Reflections in the labeled folder in my box on my office door. At the top of each observation, use the following heading:

Your Name
Date:
Tutor:
Tutor Observation # (1-4)

 

Site Maintained by the Eastern Oregon University Writing Lab

Problems viewing our site? Contact Susan Whitelock susan.whitelock@eou.edu