Consentive Writing, Editing And Research

One good way to start with a new student is to exchange introductions, and I go first. We trade names, of course, home areas, information about families, about interests and hobbies, about plans for the future.

Since I tutor and teach in the area of English, we then talk about the student's experiences with writing and also reading – what kinds of books and particular books are of interest.

 Will proceed from this to choose a subject for a first writing project. That project will be tailored to the students age and experience level. It may be a paragraph, a very short story, and essay and so forth.

 I'll ask the student to write comfortably about the topic and not worry about technical correctness, but just to get the ideas down. Then, the student and I become a writer – editor team. to, we revise the writing and improve it. Since revising is the heart of writing, this process takes a while and a couple of go-overs. Will stop when were both satisfied with the result or, depending upon available time, will stop and put it aside until the next lesson.

As to my education in English and related fields, I hold a PhD degree in communication/English, a Masters degree in literature, and a second Masters The maneuvers degree in radio – television – film, an area which includes in itself writings of many sorts.

 I have taught at the college level and tutored students for over 20 years. I've worked at a number of schools in various locales and with a variety of students – some are their families' first to go to high school or college, some have been on various ethnicities(including Hispanic and Native American) and others have been quite sophisticated "city kids."

 I have found that the writer – editor "workshop" approach that I have described above works well with students of every sort at every educational level.

As to a "standard pricing system," I take a couple of approaches. My usual rate is $35/hr., and I will discount that in an ongoing program of lessons for a student

 Also, I am quite willing to consider a "sliding scale" agreement about pricing as may be appropriate for particular students and their families.

Well, to begin, both of my parents were teachers in our city's school system at the elementary and high school levels. So, our household always ran on an academic schedule: the year starting in September through to the beginning a summer of vacation before the start of the next school year.

 I got an early taste of being a group leader by participating in activities in which I was an older counselor to groups of young people. In some of these experiences, we told stories to each other and read stories together.

My family background and these sorts of early activities, I think, led me toward teaching.

As I have mentioned above, many types! I have taught and tutorted inner – city kids of various ethnicities and also children growing up in rural settings, including Native American children. I've also taught students from neighborhoods and families of higher socioeconomic levels, the sort used of students who would "naturally" go through high school and on to college and graduate school.

I am fond of events that occur in many different localities that focus on story – telling and literature. They commonly take place in the context of a cultural fair or neighborhood event. Some include showing movies also.

One of my favorite such activities are Halloween parties for younger kids in which ghost stories and scary movies are presented.

A second sort of event that I particularly like is a version of the above tailored for more adult audiences that consist of the presentation or acting – out of stories and dramas by various authors; Charles Dickens is a common focus of these.

There must be, of course, a sort of mutual "likability" here.  also, of course, the teacher must be readily familiar with the tApic of study

 Of equal or more importance is a consideration that the teacher truly cares about the comfort and welfare of the student as study goes along.

 Teachers best and most useful response is approval and praise. A good, caring teacher never says to a student, "Well, some of what you've written here is wrong;  we have to correct it." The best teachers say, "What you have done here is good. Now, let's make it even better."

Students should probably think about what aspects of their work are important to them. In writing, that might be description or emotional tone ore the beauty of language. 

Good teachers ask about such things and pay attention to what their students tell them.