01.03.2007, 9:53 am
Well... This morning when I went to tutor my student things started out splendidly. He read quickly, with enthusiasm, and displayed the ability to comprehend while reading. I made a point to show him my stop watch, and allowed him to time himself as he read, which I'm not even sure was appropriate. However he definitely enjoyed that, and went into the word sort with a smile on his face. When I asked him to alphabetize the words, he became confused, and I translated this to "A, B, C order" which I remembered my teachers calling it. (as though they can't remember 'alphabetize' even though they can remember other words of similar length, such as 'Christmas', 'playground', 'mathematics'...) My student then, without speaking, covered his eyes and began to slowly sort the words. I realized he was pretending to sort them blind, and I exclaimed, "That's so cool! Even I can't do a word sort with my eyes covered. I bet you're cheating, you've got to be!" He got a little smile on his face and pretended to reach around for the words in vain. I thought to myself how his mood has changed so dramatically.
I used child-friendly language. I never assumed he knew anything for fear of making him feel dumb. Before, after, and during every task I told him he was doing a great job and I was proud of him. I asked him to be honest with me, and praised him for his honesty even when it was something I didn't want to hear. I was sensitive to his confusion, I was respectful of his perspective, I treated my questions and comments with the utmost discretion. Yet, and still...
I decided to reward his work with allowing him to skip right to drawing a picture. However, in order to be academically appropriate he has to write an accompanying sentence.
Me: Okay, are you ready to draw a picture and write me a sentence?
Student nods.
Me: Great! You've done such a great job for me today and I'm very happy about it. You have a lot to be proud of. Okay, can you think of a sentence for me?
Student shakes his head.
Me: Well, why don't you think of a word for me. Something you like.
Student sits there staring.
Me: Okay, well since we just read a book about animals, why don't we write about that? Do you own any pets?
Student: No. Well, I did. I had two dogs. Well, my uncle had two dogs but he took them to the SPCA.
Me: Okay well that's a great sentence. Why don't you write that for me, "My uncle had two dogs but he took them to the SPCA."
Student sits in silence.
Me: Okay? Write that sentence right here, then you can draw a picture of the dogs.
Student sits in silence...still.
Me: What's wrong? Do you need help with any of the words? I know you can spell them all.
Student shakes his head.
Me: Do you need help?
Student shakes his head.
Me: Okay, well... Why don't you write about football? I see you worked with [his other tutor] and wrote about football. *blah blah bullshit smalltalk*
Student: Can I write about basketball instead? Because I just did football.
Me: Sure! It's not really about the subject matter, it's about practicing your handwriting and spelling. I saw you drew [other tutor] a picture about basketball, and I was jealous anyway. So here, go ahead, write a sentence.
Student stares.
Me: You want help thinking of a sentence?
Student nods.
Me: Okay, well... *I flip through his other sentences.* You wrote here you play basketball on Saturdays, is that true?
Student nods.
Me: When did you last play?
Student: Saturday was my last game.
Me: Did your team win?
Student: No one wins.
Me: Okay...well, do you have any friends on that team?
Student shakes his head.
Me: Oh, you have to have at least ONE friend, a great kid like you!
Student: *mumble*
Me: Excuse me? Speak up please.
Student: *mumble*
Me: Speak louder.
Student: [friend's name]
Me: Okay, well why don't you write, "I play basketball on Saturdays with [friend's name]." It's not very long, but we can start there.
