Tutor Training Continues

   

Tutor training is an essential aspect of the Berkeley Writing Center that often doesn’t earn the credit it deserves. After chatting with Writing Center Director Mr. Brandt, I learned about the importance of this key aspect in our daily lives as tutors. He explained, “Tutor training is important because what we do is important.” If we aren’t reminded of the practices we as Writing Center tutors should work on, our tutoring tends to suffer. Mr. Brandt says that tutor training stresses the importance of three key factors in a good tutorial: 1) filling out session notes completely, which ensures others have a good summary of the session, is a huge part of a tutoring session; 2) slowing down and conducting tutorials as if they are actual conversations, rather than mere perfunctory services, and finally 3) understanding the changes that occur in the English department.

 

Tutors Learn How to Improve Tutorials

 

Every Monday morning, Mr. Brandt meets with new tutors to ensure they understand these key factors that will help them succeed as tutors in the future. First, new tutors are expected to learn from the tutor manual, and discuss topics like how to conduct tutorials, how to encourage reluctant tutees in these tutorials, and how to take advantage of opportunities for leadership positions offered in the writing center later in their tutoring careers. New tutors are also expected to shadow older tutors, conduct mock tutorials, and pass a test based on the tutor manual’s material.

 

 

 Tutors at a Morning Training Session and in the Writing Center

In these Monday morning tutor trainings, new tutors learn about tutor programs like OWL and tutorials with Academy Prep. According to Mr. Brandt, the most pressing issue in the Writing Center is the fact that some seasoned tutors don’t have enough training sessions due to their busy Berkeley schedules. He tries to bring new ideas from writing conferences he attends, implementing them into our tutor training sessions. As tutors, no matter what grade, we should make sure that we practice important tutoring skills in our daily tutorials.

 

- Pooja

Self-Study Group Attends Conference in Miami

          Recently, the Berkeley Preparatory School English Department shifted its focus from teaching students how to write analysis concerning specific notable literary works to instructing them in the skills of personal expression and articulation of subjective impressions. This change was facilitated by the incorporation of the Six Traits rubric, which instructs students to focus upon six primary areas in the process of developing their writing skills. The focus upon the development of these six skills (ideas, conventions, voice, word choice, sentence fluency and organization) provides the students with the fundamental skills necessary to write on a wide variety of assignments ranging from literary analysis to personal reflection to persuasive argumentation.

Students Relax at the Conference in Miami

          However, this change, although beneficial, was not without its complications during implementation. Some students, who had previously been trained almost exclusively in literary analysis, were abruptly required to shift to unfamiliar personalized and subjective writing. This change in the approach of the English Department was perhaps even more disorienting for those members of the student body who choose to volunteer their time to tutor their peers because they had to not only tutor papers based upon the traditional literary analysis format but also those constructed using the principles of the new incorporated Six Traits rubric.  

The Self-Study Group Presents at the Conference

          Thus, in order to better facilitate the transition of the focus of tutoring from literary analysis to the alternative rubric, the Self Study group of the Writing Center chose to dedicate their yearly research to documenting the transition between the two approaches to writing and its effect upon tutoring. This group, led by faculty advisor Mr. Brandt and student director Andrew S., first polled the majority of tutors in order to evaluate their opinions regarding the changes which had occurred within the English department and their experiences in adapting to the Six Trait rubric. Then, the group also did research concerning the implementation of an electronic reader which would assist in the review of papers by proofreading them for correct grammatical structure and clarity of meaning.


          According to Andrew S., the group found that the reader would probably assist teachers and tutors by allowing them to focus on what he refers to as “higher order” concerns- namely the development of ideas and personal voice- instead of tarrying upon surface concerns such as grammar. Thus, the introduction of an electronic reader provide the student with instruction which more effectively provides assistance with those critical aspects of writing which are most in need of improvement.

Students Attend a Presentation

           Armed with this newfound knowledge, two of the student members of the Self-Study group, director Andrew S. and intern Avi F.S., along with their faculty sponsors, travelled to the National Conference of Peer Tutors of Writing (NCPTW) in Miami in order to present their findings and listen to presentations from similar groups from other schools. The Self-Study group listened to presentations regarding interesting topics such as the transition between high school and college writing or how gender tends to factor into the dynamics of a student writing center. After attentively listening to these presentations and many others, the Berkeley Preparatory School representatives presented their findings. According to Andrew S., the audience at the conference was “very attentive” and seemed “genuinely interested” in the unique study conducted by the Berkeley group. Indeed, the conference was a constructive and eye-opening experience for all involved.


- Alex

Tutors Visit Academy Prep

          “Her dry tongue licked her lips and she could taste the sweat on her face,” exclaimed Naomi, revealing a smile that emitted a sense of accomplishment.

Tutors Interact with Students in the Classroom

          “That’s great! You really understand the concept of showing and not telling,” I replied, genuinely impressed she was grasping on so quickly. I looked around the room at the heads bent over the papers, thinking how great an opportunity it is to be able to teach kids English, skills that I take for granted. It was my second visit to Academy Prep, a school that provides students of lower-income families the chance to get a great education and move on to excellent high schools. Both my visits to Academy Prep taught me lessons of patience while also providing me the opportunity to work with kids and help them improve their writing skills. On this particular visit, the directors and interns of the Academy Prep section of the Writing Center decided to focus on the concept of showing and not telling. Monica, Megan, and I ventured into the auditorium, armed with writing lessons, ready to face the 6th grade boys and girls.

Tutors Lead a Class Activity.

          We were all a bit nervous, but we easily got into the flow of the lesson by reading a short story to demonstrate the concept of showing. The students took turns reading the story aloud, giving us a chance to break the ice and get the students involved. As hands immediately shot up to volunteer to read, I knew that we were going to have a great session and that these students were willing to learn. Following the reading, we proceeded to explain showing and not telling through the introduction and discussion of the five senses.

A Tutor Discusses Writing Strategies with Academy Prep Students.

          We then challenged the students to search the story to find examples of the use of vivid details and the five senses. For me, it was truly amazing to see their creativity. Immediately, the children recognized that the story was missing parts of the five senses, specifically the portrayal of smell and taste. Instead of moving on, most of them decided to make up sentences on their own to fit into the story. Their initiative to add onto the story with new ideas revealed many of the kids’ creativity and willingness to learn. The next part of our lesson involved students starting an outline of a story while utilizing the lesson of showing and not telling. They would later write their stories at Berkeley with the Berkeley Writing Center tutors. Although it was a bit difficult for them to apply this new skill of writing to their own stories, they definitely began to understand the concept by the end of our lesson.

 Berkeley Students Tutor Academy Prep Students

           Overall, I can definitely say I have more empathy towards my own teachers after my visit to Academy Prep! It definitely takes patience and hard work to teach students skills that are sometimes challenging. It also opened my eyes to how well Berkeley prepares us in writing. I never realized how hard it is to explain to others concepts that come so naturally to me! However, I was very proud of the Academy Prep students and look forward to seeing them shine on their paper using details and the five senses.

- Sara

Welcome!

            This is the Writing Center's new blog. Previously, we used to publish an e-newsletter that would be emailed to the student body and the faculty about twice a year. Now, we'll be continuously updating this blog with articles, pictures, and links. Of course, if you’re a traditionalist and prefer the old email, feel free to enter your address into the top right corner of the page to subscribe - you'll receive a message every time there's an update to the blog.

Many people, including many tutors themselves, don't realize how much the writing center does – besides actually tutoring students' work, tutors put on Eat n' Speaks (open events that act as a forum for students and teachers to showcase their creative work), attend conferences (such as the one in Miami coming up), and help students from Academy Prep in special tutoring sessions. Our aim is to inform the student body about all of these events. To do that, we could use your help. If there's an event going on, take a picture or write a short summary and we'll post it here. Check back soon for more posts.

- Neil

        

Next Eat n' Speak Theme

The sorting hat has chosen Tuesday, November 15^th as the second Eat n' Speak of this school year. Bring your wands and brooms to enjoy some tasty treats and spectacular talent! Sport your house of Gryffindor, Hufflepuff, Ravenclaw, or Slytherin by performing or speaking. Come and enjoy fellow wizards and witches perform their finest and a traditional Hogwarts feast!

- Elizabeth

First Eat n' Speak of the Year

For the many freshmen and new Berkeley students who may have been entirely confused by the antics of senior Writing Center Directors George, Charles, and Lizzy occurring in morning convocation at the beginning of October, it’s time for a brief explanation and overview.

Writing Center Directors

In the words of quite a few new students I approached prior to the event, “What exactly is an ‘Eat n’ Speak?’” The answer is simple: the event is a time for students (and sometimes teachers—shout out to Mrs. McLean!) to perform songs, poems, short stories, dances, or anything else they have written or composed.

A Faculty Member Performs

As the directors so eloquently describe, the recurring phenomenon is simply “a time to share creativity.” The event occurs in the library during lunch twice a semester, and students and teachers alike are encouraged to come support their friends, as well as indulge in some free food provided to supplement the particular theme.

An Enthusiastic Eat n' Speak Participant

            This year, Berkeley’s first Eat n’ Speak was Disney-themed, accompanied by childhood-favorite treats, Disney-themed jokes, and even Disney character plushie giveaways. The turnout was a huge success, with even the undoubtedly busy Mr. Seivold making time for a guest appearance, a smile on his face the entire time. Eat n’ Speaks will do that to a person, as the high energy and support for fellow students emanate throughout the entire room. Berkeley’s first Eat n’ Speak of the year was opened with Mrs. McLean reading a poem from Charlie and the Chocolate Factory, fitting with the kid-friendly theme.

The Melodivas

Next, Berkeley’s own Melodivas were lead by senior Laryn in belting out her senior solo, “Accidently in Love.” The rest of the event included rap performances from seniors Matt and Jonathan (with his own Tampa creed), as well as a lovely heart-felt ballad played and sung by junior Keely.

Rappers Perform at the Eat n' Speak 

Finally, with the breakout performance of the lunch period, came the duet of Boys Like Girls’ “Hero/Heroine,” as performed by sophomores Calle and Nick. With both students on vocals, and Nick on the guitar, one only had to take a single glance around the room in order to see the adoration present in the eyes of girls of all ages. If nothing else, one may want to consider performing in the next Eat n’ Speak as a simple self-esteem boost—not once has an act exited the stage to anything less than rounding applause, and smiles all around. The next Eat n’ Speak has yet to be announced, but, judging by the standard already set, it will certainly not be affair to be missed.

Students Applaud a Performance

- Kennison