When I was a college student, one of my literature professors was unexpectedly late one day. As she hurried through the door in her animated way, she stopped abruptly, grinned, and stood in the doorway listening to her students conduct class in her absence. “Now, that’s a teacher’s dream right there!”
At the time, I didn’t know the phrase ‘student-centered learning,’ but in retrospect, that moment became one of the most influential in my teaching and mentoring career. In large part, because of that moment, I operate with the philosophy that safe, reflective, and respectful learning spaces foster community learning, which encourages participants to take greater ownership over their learning processes.
In my tutoring, coaching, and editing sessions, I encourage writers to reflect on ways they might personally connect to the assignment. Of course, when the writing is a personal memoir, that is not a difficult request. When the writer is a poet and the project is an essay for a statistics class, the connection might be a little more challenging. Yet, when writers embark on this reflection time, they gain a greater respect for the topic and ultimately claim a stronger sense of ownership over it as well.
All of those steps typically translate to more successful writing.
Through Tutoring the Whole Writer, you can find the personal connection to your own writing process and develop skills for use long beyond any single assignment or project.
- Students praise learner-centered instruction at RTI conference (mainedoenews.net)