Lucie Berjoan - Blog Post 7

 

What strikes me about the asynchronous tutoring model is the fact that it focuses primarily on revision at the end of the writing process. While I don't mind this stage of writing, I find myself drawn more to the conversations that occur toward the beginning and middle of the writing process. I think reading a "final" version of the text that needs a lot of work as opposed to having conversations early on that shape the way a paper might take form, require me to tap into a different part of my brain that just feels less fun. That being said, there are of course many benefits to it. I love the idea of not having to talk to anyone and maintain upbeat energetic energy throughout tutoring (not really a big deal when there're only 2 students, but could see it getting tiresome when there are more). Additionally, the pressure of being able to filter everything I say through having to type it would relieve me of the pressure of making sure I give positive feedback, making sure I don't critique too much at once, etc. While these aren't things that I am consciously thinking of, I do think not having to do them would feel easier.

One thing that struck me about the Remington text was how necessary it is to shift our methods of teaching in response to whether we are teaching in person or online. While this is obvious in many ways, I've been fascinated by how difficult it's been for so many teachers to find ways to teach on Zoom that don't revolve around the discussions that dominate so many classrooms. I keep thinking about this article I read about an online class with DeafBlind poet John Lee Clark, someone who has always taught online. While I think many teachers feel like they cannot forgo lecturing or discussion, the question should be whether these forms of teaching really suit an online platform. I digress a bit from the subject of asynchronous tutoring, but this is all to say that I agree with Remington that these different methods have the potential to be just as fruitful, it just requires us as tutors to shift our methods a bit. (This is the article, in case anyone is curious: http://avidly.lareviewofbooks.org/2020/08/02/how-to-teach-with-text-platforming-down-as-disability-pedagogy/ ) 

Comments

  1. David KimeOctober 13, 2020 at 3:48 PM

    "I think reading a 'final' version of the text that needs a lot of work as opposed to having conversations early on that shape the way a paper might take form, require me to tap into a different part of my brain that just feels less fun."

    I found this comment particularly striking and relatable. Sitting in the back and just providing feedback at the end is largely a repetitive process. Plus, the expectations of the student and the tutor often don't align -- and after a while, you both kind of just want to be done with it -- which can be rather demoralizing. (Though, perhaps it also makes it easier for you to spread out the energy you expend over a period of time rather than letting loose in 30-60min intervals)

    I am curious about your thoughts on the second paragraph. Lecturing and discussion through Zoom has proven a bit difficult, exposing the holes they both have in engaging students. How might we shift our minds though? I don't disagree with you, but I'm thinking there has to be a way to shift our focus both in-person and virtually that would help both improve.

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