Tutoring

Tutoring Philosophy

I believe the “success” of one’s life is measured not in his or her own wealth, fame, or achievement but in the lives he or she touches and the people he or she helps.  Tutoring allows me to help my fellow students not only with their academic work but also by providing a supportive community they can trust and depend on.  College life can be stressful and overwhelming, and all students have personal lives, responsibilities, problems, and hardships outside of academics.  I strive to help students succeed academically and also reduce some of their stress.  There is nothing more rewarding for a writing tutor than when a student enters the center feeling overwhelmed and anxious and leaves feeling relieved and confident.

I believe, a tutor should view each student not as just “another tutee” but an individual human being with unique abilities, strengths, writing, learning, and thinking styles.  The tutor should make adjustments and accommodations to their tutoring approach for each session and each student.  I typically prefer a non-directive tutoring style, because it enables students to find and correct their own errors and improve their writing for themselves.  However, some students might benefit more from or be more comfortable with a directive style of tutoring.  A tutor should do everything in his or her power to make each student as comfortable, successful, and supported as possible and help each student to the best of his or her ability.

I believe all students, whether they know it or not, have unique and valuable knowledge, skills, and ideas.  They bring all of these to the center with them, and the tutor does the same. The writing center is not only a place where “writing” occurs but a place for communication and collaboration among peers, a sharing of knowledge, a dialogue of ideas.  When tutors and tutees collaborate and work together, both of them leave the center with more knowledge and skills than when they entered.