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Brianna Marquez, 2/24/20, SB#13

The font I would use for the sketches, would be the Old Computery ST font located on Dafont.com. The subject of the research is involving technology and while a coding font may be challenging to read, this font is a nice blend. 

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Brianna Marquez, 4/17/20, SB#12

This week’s lesson about visual design was so insightful, and one that I did not think of had many relations to the center initially. But after focusing on examples, I could understand the critical knowledge that comes with helping students and their research posters. While as tutors, we can work to help with grammar and spelling, we can also offer guidance with the eye of a viewer. Most students can have their opinion regarding slideshow presentations, but research posters are rare to come across. One concrete strategy I would work to apply in my research poster is focalization. When looking at a poster, you want to guide the eye of the viewer and keep them intrigued and interested. I would use my knowledge of focalization to guide them through my research and my results.

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Brianna Marquez, 4/10/20, SB#11

1.      Have you ever worked with students on the grammar of their paper?

Yes, she has a phase where she worked with international students at the WMC.

           What did you find struggles in when explaining the error(s)?

There are moments that the explanation of grammar as a tutor is a bit of a struggle to explain. She sometimes felt that although she knew the grammar correction, the explanation of it was confusing.

           Do you have a specific approach when you are trying to kindly notify them of the error?

Depending on the student, and what they are in the center to work on the approach about grammar will vary. She recommends when giving any feedback to speak in a soft voice and with careful infliction. She would also use sticky notes for the common grammar errors that she may notice and it gives the tutee reminders in the future.

           Do you refer to the WMC grammar guide when working with a tutee and the grammar in their work?

She does not often use the guide, if the tutee does not request or mention the guide. She does share the resources to the students or if they need a lot of extra practice. But during sessions, if not request by the tutee, she often doesn’t use it.

           If you could share one piece of advice to a tutor about working with a tutee and grammar, what would it be?

Keep in mind, professors care more about the content of a student’s paper than the grammar. If a student comes in with content questions, and the grammar isn’t impairing the reading, then don’t stress too much about it.

2.    Overall after interviewing with the tutor, the importance of grammar is a common concern that students come to the WMC with. The advice that she gave about prioritizing the sessions was crucial, because the paper may require more focus on something besides grammar. I learned and realize the importance of breaking the time of the session according to the needs of the student.

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Brianna Marquez, 4/10/20. SB #10

1.     The biggest takeaway I gather from this video and the overall ESL tutoring experience, is being humane. Accepting that the session may be a bit more of a challenge than a native English language student but working with them rather than against them and their difficulties. I would hope to incorporate this into my sessions by having patience and asking them questions for clarity and offering them examples that may relate to them, to better help them understand what I may be teaching them.

2.     This film is focusing on understanding ESL writers and where they come from rather than forcing them to change and form to a native English writer. Teaching them the differences and comparisons would better help the students understand voice, style, and tone. In the video, Silva addresses that as a editor establish what would be good enough for a class. This concept will take the stress off the editor in being distracted and having high expectations and the writer not meeting them.

3.     My concern with ESL students is making them feel unsuccessful or discourage to write due to the possible errors. I would hope to address it by showing them their strengths and helping them identify and improve their weaknesses.

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Brianna Marquez 2/13/20 SB# 9

1.     Summarize: What is Amy Cuddy’s argument?

The nonverbal behavior we present with, it shows our communication and the interactions between people. We make judgements and predict our future based of our body language. Cuddy is speaking on the positive and negative power poses that we as humans unknowingly do in instances were confidence is a crucial component to finding success.

2.     Contextualize: How does Amy Cuddy and Koegel contribute to your understanding of body language?  What are some points that could be useful in tutoring students giving oral presentations?  

Cuddy and Koegel both understand that body language is a 24/7 action. The poses or movements that we make, reflect our mental and physical emotions and feelings. They focus on the power a pose can have on our vision for success and accomplishing tasks with a positive and energetic mindset.  Some points found from both Cuddy and Koegel that I hope to take is the poses before giving an oral presentation, Cuddy discussed in her talk about the two different posture poses that were done in a research and the success rates at the end. It was found that the slouching, crouching, and stiff positions held before a job interview were not wanted for the job, while the open, relaxed, head held high posture were more likely to be hired. During the oral presentation posture is a key component in the success of the presentation but, after reading and listening to Cuddy, the before work is just as important, and some may argue even more crucial.

3.     Post: Answer the following questions in your post: If you did a “body audit” when you give presentations, what would it be? What area of oral communication would you like to improve or try out in your upcoming presentation (use our criteria list)?

If I did a body audit of when I was giving a presentation, I believe I would see a balance of confidence and fear through my posture. I would say when I know a specific piece of content or something was extremely interesting to me in the presentation, I open up and have a subtle power pose. But when I am nervous or don’t feel confident in my information, my posture is sheltered. I encroach my shoulders inward, eyes looking downward, and less physical movement. When I look at my past presentations, the improvement I would like to see for myself is physical movements and focused hand gestures. In my day to day routine, I use my hand frequently to talk, but in my presentations, I find my hand movements to be a little odd and random, I would hope to improve those gestures by making them more intentional. I would also like to see myself using my positive posture pose through the classroom. Much of my stiffness comes from staying in one spot and not leaving my presentation area in fear of stumbling and overwhelming myself.

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Brianna Marquez 2/6/20 SB #8

1.    Identify: Thursday March 5, 2020.

A Drop in Session at 2:50 pm for English 105.

Observed by Madi.

2.    Describe: What happened in your session (start to finish).

           In this session, I began with introducing myself and welcoming the student into the center. We walked over inside the center. I let the tutee settle and bring up her paper. I asked what we would be working on today and the course and subject. Being an in-class tutor for an English 105 class, I asked the tutee to share some insight about the prompt and their main question for their paper. Once explained, I gained more clarity and asked about what they would hope to focus on in the session. They responded with making sure it flows and that their citations were correct. I wrote them down on a piece of paper. Then followed up with a question about the due date, it being due the next day. I began by reading the first couple of paragraphs and began to ask the tutee about what they want their key points to be. The tutee wanted their first paragraph to summarize the article, the second paragraph to analyze the article’s work, and the third paragraph to focus back on their topic/question. With this breakdown, we focused on clarifying the main takeaways of the article and them being presented in the first paragraph and transitioning into the second paragraph by elaborating on those key takeaways. Once we went through this process with the first article, I reviewed the citation with the tutee and offered her one of the quick guides. We spent the second part of the session, creating the MLA citation from start to finish, showing the tutee were to find the doi, distinguishing the difference between the title of container and the publisher. Once, we complete the citation and the article annotation, I asked if they had any more concerned or questions regarding their work. I went over what we completed and the next steps. I asked if this was her first time at the center and it wasn’t! I let her know that it was my first time tutoring and thanked her for being so patient with me. We walked over to the computer to complete the sign out process and she left.

3.    Analysis:

What did the experienced tutors observe?  

The experienced tutors observed the session from beginning to end and focusing their attention when working on the citation with the tutee. I did not work with writing outside of my field. The exact opposite, I had an understanding of the course objective, by being a tutor for a different English 105 course. If it was writing outside of my field, I would imagine being honest from the beginning. But making it a positive experience for the tutee and focusing on this I do understand and can help with. As a tutor we are not analyzing their content for accuracy, but focusing on being a second eye to formatting, clarity, grammar, citation errors. So I would work to the best of my abilities in that sense. My biggest take away from this experience was to ask the tutee questions in the beginning, but not too many! I felt that while my questions were short and simple, there was too many. I felt as though I was taking too much of the initiative and could work on allowing the tutee to read aloud or asking if they would like to. My body language can improve in having more eye contact with the tutee. I did find helpful that the tutee was filling out the citation and I was a guide to the guide I provided her.

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Brianna Marquez 2/6/20 SB#7

1.    Identify:

I completed session #1 on Thursday, March 5 at 1:37 pm with Jennifer Johnsen. This tutoring session was a drop in session.

I completed session #2 on Thursday, March 5, at 2:04 pm with Madi. This tutoring session was a schedule appointment.

2.    Post:  Describe the session from start to finish:

How did the tutor open and close the session?  

Session #1: The tutor began the session by greeting herself and gave the tutee a couple of moments to settle in and get her paper up and running. During that time, she asked what the session was to focus on, which was written on paper. Then began the session in reading the essay together. The session was closed by reviewing what they had discussed, creating a game plan/next step, once there wasn’t any last-minute questions or clarifications, the tutor leads the tutee to the computer to sign out.

Session #2: The tutor began by introducing herself and asking how their day had been so far. This allowed the tutee to gain comfortability and take a moment to settle in. The tutor followed up with how to they could help them today. The tutee acknowledges the course they were in and that the professor recommends going to the specific tutor. Once brainstorming was identified as the main target of the session. The session began. Once the session was coming to a close, the tutor summarizes the main points that were discussed during the session. Along with creating a game plan, the tutor was supportive while the tutee filled out the tutor visit form. The tutee had been to the center before, and remember the exit processed, the tutor walked them over and confirm both exit steps were met.

How did this observation complement the issues raised in the WMC videos we’ve seen so far?

Session #1: This observation was a perfect example of being a reflection of what the tutee is presenting with. Throughout the session, the engagement from the tutee was closed to nonexistent. The tutor did an amazing job of keeping the ball in their court, asking them questions, and working with the replies given and not doing the work for them. The tutor took their time in and didn’t rush the session even though the tutee wasn’t super involved in the session.

Session #2: This observation complemented the issues raised in the videos, by allowing the tutee to explain their thought process. Since this was a brainstorming session with an outline, the tutee was able to ask questions and speak out to get more clarity on what they want to discuss. This session was a little different, with the tutor being an in class tutor in the past for this professor, which allowed more insight and specific comments/ suggestions that pertain to the course and the professor’s wants.

Where there any challenging moments in the session?

Session #1: The challenge that I saw most obvious in the session, was the tutee’s lack of knowing exactly what they wanted to work on in their paper. To follow with that, the tutee seemed reluctant and wanted the tutor do confirm and do the work for them.

Session #2: The challenge in this session was not letting the conversation be directed towards the class setting and the professor’s wants, and keeping focused on the brainstorming and outline process. While the communication wasn’t bad, it was helpful for the tutee to best understand the overall objective of the assignment and making sure they are hitting those points in their paper.

What kinds of questions did they ask? (identify w/cognitive level of Bloom’s taxonomy).

Session #1: The tutor began the session by asking questions about the prompt and the needs of the tutee, to best understand and evaluate. The tutor asked questions such as, “What are we working on today? What do you want me to focus on in your paper? Could you be more specific in where to focus on, when it comes to clarity?” This allowed the tutor to focus on the patterns and find commonalities in the writing that can be improved or revised by the tutee.

As the tutor was working with the tutee, to best analyze and evaluate the work, when the tutor made a suggestion or recommendation, they would find statements or questions that would help the tutee apply what they are learning to their own work. The tutor would ask questions like, “Do you want to write this down? Would you like me to highlight this for you to remember later? What format is your professor looking for? Would you like a guide to best cite your sources?” All of the questions were opportunities for the tutee to incorporate themselves and be the editor, rather than leaving it up to tutor to do the work for them.

Session #2: This session and the questions asked from both the tutor and tutee were focused on the creative level. The tutor was asking questions like, “what do you hope the professor and reader would understand from your paper?” then would follow up with “do you think your outline displays those objectives?” The focus throughout the session was allowing the tutee to create their own point of view while meeting the requirements of the course and the prompt.

What was the “ratio” of them talking vs listening? What did you learn from the session?

Session #1: The ratio of the tutor talking vs. listening, was learning towards more talking in the beginning of the session. The tutee seemed shy and hesitated, but once asked questions, they opened up and took more of an imitative. I learned that a tutor should reflect what the tutee is presenting in terms of attitude and willingness. But in the beginning the tutee may be reluctant and to work through it as much as possible, then reflect the energy being given.

Session #2: This session’s ration was an amazing balance, for both tutor and tutee. When one was talking the other was attentive and listening, not interrupting. There was only a few moments of paused silence, due to either the tutee or tutor writing, but wasn’t more than a minute or two. I gained a great deal of this session, and the best outtake was that let when brainstorming let the tutee speak. Sometimes they just need to say ideas out aloud to clear out their brain and rearrange their outline and objectives.

3. Draw and Post a Sketch

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Brianna Marquez 2/28/20 SB #6

1.Identify: List questions for your interview in the SB. One question might be:

What should new tutors know about what SAs/ASAs do?

They do a lot to keep the center flowing. A role that they played that goes unnoticed is answering non-wmc questions. Having a standard knowledge of the library layout helps to answer those common questions by students walking by the front desk.

How can tutors help SAs/ASAs when in the center?

When the center is super busy, a line sometimes build up at the front desk, with a mixture of reasonings. A tutor helping to answer questions or file the line by need would be helpful.

Do you find it helpful for tutors to help schedule sessions?

While the tutor could help schedule sessions with students, the SAs/ASAs already have the information up and would prefer that task to be left to them if possible.

When do you feel like you can use a break? When a SA/ASA is working a day shift, typically by the fourth hour a break is needed.

If a tutor can help you with one task, what would it be?

If a tutor could be more positive and not show a negative or sad expression when an SA/ASA asked to help with a drop in.

Do you believe time management is crucial for as a SA/ASA?

Time mangagment being crucial varies depending on the time and day of the week. It is crucial if a SA/ASA is opening the center, in order to focus on having up and running by the time tutors get there and the center officially opens.

2. Post: Write down the summary of the discussion you’ve had during the interview.  What is your key take-away?

My takeaway from this discussion was to check up on SA/ASA’s when they are working the front desk. Offering a hand when the desk looks overwhelmed or they may need a small break. While managing my role as a tutor, being kind to SA/ASA’s when they are asking to meet with a drop in or take on some appointments. Overall, I learned that SA/ASA’s have a lot of tasks and roles to fulfill and as a tutor extending a hand or helping on my end would be helpful and relieve some stress and weight at the front desk.  

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Brianna Marquez 2/21/20 SB #5

I have come to the collection that a commonality found with in-class experienced tutors, is understanding the class you are working with. Every classroom is different, and the need will vary according to what is being asked of you and what services you, as the tutor, can provide. I took this wisdom into my classroom and replicated it by asking the professor what she was hoping to get out of me. I wanted to provide the best of services as possible to not only help her but also help the students. I asked the experienced tutors on ways to best represent their roles in the classroom. Its recommended that rather than doing the work for the student, to focus on guiding them. When focusing on assisting, it allows the students to gain more knowledge and not rely on the tutor to fix their work. When discussing strategies of working as an in-class tutor, I found a key objective was listening before “fixing.” This concept for myself would be challenging to incorporate but one worth accepting to not only better the students but for myself as a tutor. I found that a commonality within these experienced tutors is finding the balance of responsibility during the in-class tutorial session. Due to the crunch of time that a tutor should spend with students in the classroom, the fear or want to find the problems and fix them, may arise. However, taking a moment back and asking the student what they may be needing a second set of eyes on and what they may want to improve is keeping the ball in their court and allowing them to come back for another session if needed.

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Brianna Marquez 2/12/20 SB #4

1. From the demand grid, I narrowed down to my tope three topics that I found most interest in, those being:   Does music affect productivity?  Does technology around tutorial session create distractions?

2. 

Music and Productivity:

Geethanjali, B., et al. “Enhancement of Task Performance Aided by           Music.” Current Science, vol. 111, no. 11, 2016, pp. 1794– 1801. JSTOR, www.jstor.org/stable/24911540. Accessed 11 Feb.2020.

Stoehr, Taylor. “Studying with the Radio On.” The Antioch Review, vol. 52, no. 3, 1994, pp. 498–520. JSTOR, www.jstor.org/stable/4613011. Accessed 13 Feb. 2020.

Wolfe, David E. “Effects of Music Loudness on Task Performance and Self-Report of College-Aged Students.” Journal of Research in Music Education, vol. 31, no. 3, 1983, pp. 191–201. JSTOR, www.jstor.org/stable/3345172. Accessed 11 Feb. 2020.

Technology and Distractions:

Hanson, Trudy L., et al. “Cell Phones, Text Messaging, and Facebook: Competing Time Demands of Today's College Students.” College Teaching, vol. 59, no. 1, 2011, pp. 23–30., www.jstor.org/stable/41305101. Accessed 13 Feb. 2020.

Tobin, Martin J. “Put down Your Smartphone and Pick up a Book.” BMJ: British                                     Medical Journal, vol. 349, 2014. JSTOR, www.jstor.org/stable/26516542.                                             Accessed 13 Feb. 2020.

3. I found interest in both of these topics because they are commonly found amongst students in the center but also throughout campus. Often times, I find myself finding assistance through music to encourage my productivity or writing blocks. But I have run into moments when music because a cause to a writing block or lack of productivity. Along with music, technology is a main component found within the classrooms, on campus, and in the center. Students, including myself, really on technology to capture our notes, write papers, and even find our research. I was always interested in learning if technology is helping us as students or hurting us. It has become a norm for digital programming in school, but it is always the best resource. Both of these topics peaked extreme interest and I would think finding more research and conducting some within CI would be intriguing and may help the center and school grow and develop new strategies to learning. 

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Brianna Marquez 2/12/20 SB #3

1. In Class Tutors/ Takeaways: 

- operating with more specific objectives due to professor and pre-establish assignments; focus on reviewing and revising; be a translator for a professor

- create bonds with students and influence more students to center; (break the ice as soon as possible; be approachable); get to know the students

- going to students rather than waiting for students to come to you

2. I think a unique way for in class tutors to help support the objectives listed, such as curiosity, is the one on one conversations/sessions with students. When asking the student about their paper, rather than drilling them with questions, building a conversation around the writing prompt and their ideas. This would be a helpful tactic if they are struggling with brainstorming. Also, when a student may be struggling with putting their thoughts into sentences, the curiosity and conversation may allow them talk out their ideas and sort them out. This can also allow the tutor to get a better understand of the research that may be needed. Along with engaging with the students to spark curiosity on both ends, this will allow the tutor get clarity if there are questions or concerns regarding the understanding of the prompt. 

3. I hope to gain experience talking with students and learning how to best help them and get the most out of their sessions. This will also allow me to lock in a standard dialogue when giving tutorial session in the center, focusing on the student doing the work and not myself. Because I am so used to editing my peers’ papers for them, this will give me the chance to challenge myself not to edit for the student but more so guide them. 

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Brianna Marquez, 1/6/20, Sketchbook #2

1. From this video I gathered some great tools and reminders to keep with me when being a tutor. I found that the biggest take away and often something I may relate to, is when meeting with a student and the session leads to fixing the paper rather than guiding the student to revise their own paper. I learned that it is more about giving them the confidence to revise their work.

2. Some ideas that the tutors address that relate back to the reading, coming from the struggles or stereotypes that come with being a writing tutor. Surprisingly enough, people come to tutors for the tutors to do the work for them, when in reality a tutor is a second eye but will never confirm a grade for a paper. This is amazing advice! Never give a grade for a paper you are observing! 

3. Attached below: 

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