Dylan Nice

1. I perked up quite a bit at the warning about doing too much of the work for your students (mentioned both in the tutor guide and the Bedford reading) because I often worry I'm doing that when my students visit office hours for help. This "doing too much" happens most often when the student isn't responding productively to the questions I'm asking and so I instinctly take over instead of letting the meeting stall. My question is am I asking the wrong kinds of questions? Are there tried and true questions for nudging a student along? 2. Chapter 1 of the Bedford reading advises against being sarcasitic or flip with the students as it can be perceived as off-putting. That makes sense, but being a little flip is deeply embedded in my personality, so I'm wondering if there's clearer examples of the kinds of quips that should be avoided, like the negative examples the authors provided for the waiting area, e.g."I guess I'll take this one."

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