Consulting Philosophy...

So technically, that last one wasn't really the "last" one. Hahahaa.
Here ya go;

Case-By-Case

When I first started taking consultations at the Writing Center, I was hesitant to try any kind of practices that weren't strictly out of our guide books. It took me a few weeks, before I realized the fluidity and malleable qualities of every session I conducted within a day's work. The most marvelous of things happened, and I began to vividly envision the way my sessions could go if I adopted an adaptative approach to each and every session. The possibilities were endless and entirely new, a different and fascinating world opened up to me as a Writing Center consultant.
During our classes, discussion became rooted less in a theoretical sense, and more within reality. We all began to understand the ways of consulting, and the power of one-on-one sessions with students. This powerful academic interaction has yet to cease in fascinating me, holding me in a tight, vice-like grip; showing the real potential behind a student's work and the ways in which to coax it out of even the most introverted. As Melissa always said to us in class, “We're giving you tools to put into your tool belt to use during these sessions.” And right before my eyes, I witnessed myself implementing strategies I had read about and incorporating them seamlessly into a session, so much so I would always want to stop and ask the student if they noticed me doing it. But of course that would ruin the magic!
Tutoring became a much less complex web of strategy and more like an organized compartment of drawers inside my mind. I like to keep things in tidy little boxes, possibly with labels, so they are easy and quick to locate and use when the situation calls for it. I began to use a quick mental check list that was vague and generally applicable to most students and their work, and once I had located the student within a category or need, I could use the group of tools that best suit them and their personality. I know this seems like the start of stereotyping, but I made sure to never let silly assumptions get in the way of helping a student to the fullest of my capabilities and knowledge. The multitude of readings on the very act of simply categorizing gave me enough warning to know when to stop assuming and start asking questions. Which leads into one of the biggest pillars of my own philosophy on the art of tutoring. (And yes, it's an art form.)
Beyond the standard greeting and “How is your day going so far?”, I always ask the student to be specific in the assignment's parameters and guidelines. Usually they are delightfully prepared and bring the syllabus or assignment sheet and I get the chance to see, just by that small amount of writing, what their professor may or may not tolerate, and exactly how far I can go with this student. And I say, “far” because I strive to take them somewhere, even if its just a few inches forward. If I happen to be having a rather brilliant day, and I get to take them more than just a few inches or feet, but leaps and bounds beyond where they started, I know that I did my job and I did it well. This is top priority; new realizations, a new skill (however small) or just a different way of seeing the same paper they've been frantically staring at is my ultimate goal.
I feel that I may take too dominant of a stance with a student and their work, assuming a more “teacherly” role rather than tutorly, and I have worked to try tone this aggressiveness down. I always try to remember to ask the student what they want, it's a simple as that. “What do you want me to look over?”, “What would you like to go over today?”. These deceivingly simple requests which can make all the difference in the world. It can take a session from down right stale to ablaze with creativity and best of all, productivity. When going at it from a general angle I keep the HOC's in mind and work on down to the LOC's if there is time. Generally, and we all know this is true, no piece of writing is ever truly finished, and can always use another round of revision or a new pair of eyes. This holds true with even the most pretentious of students (and yes, I am going to call them pretentious, because some of them smack of it). It's always interesting to see their reactions to my seemingly mystical ability to pull something new and possibly (hopefully) even better from their brains.
Vocalization of ideas and using a pencil on paper, rather then a pen or marker are also central pillars in my practices and therefore my philosophy. There is no limit to how much you can quiz, poke, prod and squeeze out of someone. “Why”, asked a hundred times should still a get a slightly new and genuine response; there can never be a moment of conclusion. Expansion is one of my favorite activities to focus on when I work with students and I can usually manage to get even a little bit in on the most stubborn. I refuse to use pens or markers on student papers, and sometimes I'll refuse to write on it completely. I will put a pencil between their fingers if need be, and I'm not afraid to confront an issue head on at any stage of the writing or surrounding any topic. I keep my subjectivity to a minimum, always acting immensely interested in their research or observations while usually having an easy time finding something to discuss with the student about what they just read to me, or I may have just read to them.
These practices may be simple, and I like them that way. There should be a certain level of thought and contemplation put into a student's experience while working with us, but to over think and unnecessarily nit pick at a student or their behavior or even your own reaction to them will always be awkward and cause tension. The easiest way to handle any situation while working with a student is to take it step by step, using the tools we have as well as know-how and experience we've acquired and had bestowed on us through our fellow consultants. All in all, case by case is my mantra, and always keeping in mind that strategy includes a healthy dose of “It just depends!”.