Instructional Educational Coaching: Effective Mediation In The Classroom

In the 2011 article “Helping Students Meet the Challenges of Academic Writing”, educators Linda Fernsten and Mary Reda offer innovative self-reflective writing exercises that post-secondary instructors can employ to help students improve writer self-image and academic writing. The authors’ rationale for reflective and practical writing strategies were developed from direct classroom experience, and are based on four (4) assumptions. Their claim that self-reflective writing can aid student writers in overcoming conflict (due to dominant culture, upbringing, former writing experiences, gender, and other marginalizing factors) to improve writer self-identity is plausible. However, their argument that cross-curriculum academic writing can be improved through self-directed, self-reflective writing requires further investigation.

The article, Call a Meeting with Your Writing Teacher Self by Ruth Culham, surprised me. I was not aware that writing wasn’t really a big topic until the 1980s. The idea that writing is not just a linear set of steps was stressed throughout my writing education. I agreed with Culham’s statement that writing is a “highly individual, creative process”. The process should be looked at as stages, not steps. The fact that writing has not been stressed on in the past means that many students my age and older probably never really learned the best ways to write. I think back to some of the classmates I had and they could only regurgitate what they learned. It’s up to us, as teachers, to focus student writing on “learning how

While attending writing class, I learned about the 4 steps in writing, bases for revising, organizing, and connecting specific information, and I also learned about the different types of essays such as descriptive, narrative, process, cause and effect and argumentative essay. I have been a student at Milwaukee Area Technical College for 1 semester, and over the course of my enrollment I have grown and learned more that I knew prior to attending this writing course. Participating in this writing class has taught me so much more than stuff about literature and language, it has taught me another way of expressing myself. I have learned here how to write and express myself, how to think for myself, and how to find the answers to the things that I don 't know. Most importantly I have learned how important technique, outlines and organization are. My goal in this paper is to inform writers about how my writing skills have improved.

Murray is insightful not only to instructors but also to learners. Murray argues that the challenge facing writing is the fact that teachers have treated it as a product rather than a process and the same concept passed on to students. The author holds that the main problem with this view is that students get to receive irrelevant criticisms that are not related to their learning goals. While I tend to agree with the author based on the arguments presented, it is notable that Murray has paid little attention to the idea of education in the contemporary world. In most learning institutions, the outcome of the writing is considered more than the process. As a teacher paying attention to the process of writing but not be consistent with the students, who are mostly driven by

University Writing Center (UWC) and Academic Success Center (ASC) are two of the university facilities that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.

Upon entering Columbia College, writing was one of my weaker areas. It was very important that I gained the necessary knowledge and confidence to become a better writer. I didn’t know how to express myself and felt as though my writing was not my interest. As a result of taking English 101, I have gained a better understanding on how to properly research and build a satisfactory paper. Every paper that was assigned seemed like a struggle to complete. Before entering this class, I did not know the meaning of a thesis or why it was important, however, I obtained this skill quickly. I noticed that every paper has an argument and the thesis helps clarify the rebuttal. Now, I have a new outlook on writing. It’s a way to express my thoughts and allow others to see things through my eyes. There is no doubt that I still have a long way to go, but I know if I continue to write, I will get better. Just as I developed more skills in class, the various papers assigned helped to better structure the writer in me. In addition, the subject areas were not only interesting, but very informative and made it much easier to write about my experiences.

As part of students IEP resource program and RtI services, I provide instruction for the development of written expression, as evidenced by my Professional Growth Experience #2. My methodology for writing instruction has evolved dramatically. Now I see each student as an individual somewhere on the path to independent “author.” I work to meet each student’s learning need at their level. Currently, students work at their own level and I provide individual or small group mini-lessons to support weaker skills. I learned from experience to create quality, high interest prompts that address a real audience to teach “voice.” My format support Common Core’s informative/explanatory writing standard and engages critical thinking and motivation. To

Students are instructed on how to develop and organize their writing by developing a plan or out line to follow. Teachers should discuss with their students how to effectively plan out their writing strategy. Students need to be taught to question themselves about the purpose of their writing. Questions like; “Who am I writing for?” or “How will I organize my thoughts?” are two general examples. Gersten mentions the importance and purpose of the first draft and how it provides a concrete reminder for where the writing is going. The plan and its draft provide a common language for teacher and students to share making communication easier. He also speaks of the strengths of the revision process. Gersten illustrates how peer-editing can be a useful tool to employ during writing.

Writing Coach – New school year, new attitude, and new repertoire of writing skills that will put you at the head of your class! Writing enrichment and private coaching and tutoring for middle and high school students. I specialize in teaching basic composition, essay, and research writing. Through my coaching you will receive positive encouragement towards reaching your writing goals. You will: learn new writing skills, modify current writing skills, identify and prioritize writing goals, meet deadlines for writing school papers, and learn strategies to overcome challenges encountered in the classroom.

Peer-tutoring is a collaborative activity that allows the exchange of knowledge to occur outside of a classroom setting. As a peer tutor, I do my best to establish a safe space where students can share their writing insecurities and self-develop as writers. During my sessions, I focus on establishing a comfortable work environment to encourage meaningful dialogue and allow tutees to articulate their writing needs. By establishing a welcoming work environment, I can engage in meaningful discussion with tutees and familiarize myself with their writing so I can effectively implement a tutoring approach that suits their needs as writers. My tutoring philosophy mainly focuses on gaining familiarity with the tutees writing and personality through

He walks around with a full head of hair, grey beard and a coffee mug, that’s Chad Kebrdle. One of the coolest English professors at Ancilla college, let-lone the entire state of Indiana. Mr. Kebrdle is the sort of teacher children pray for. He’s a really relaxed guy with a very unique teaching style. He is very understanding of his students, he emphasizes the use of scheduled working habits and he provokes an eagerness in his students to want to learn. By utilizing these three learning techniques, Mr.Kebrdle has efficiently been able to enhance my writing skills.

The University Writing Center (UWC) and the Academic Success Center (ASC) are two of the university initiatives that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.

During our class sessions in which we were given the opportunity to tutor each other I noticed my class mates perfectly exemplifying the techniques in which we learned. Various praxis of Probing, Interpretive questioning and a few of the techniques listed to aid writing anxiety were very helpful for me to not only experience but to implement.

Keeping control in the classroom is an area where many teachers have an excessive need to improve upon. Certain studies, such as White (1975), have shown that the act of giving praise is a more effective tool than reprimanding, especially when trying to control the classroom or certain troublesome students. However, even with this evidence, teachers still tend to use excessive amounts of disapproving statements or body language, which will deteriorate their students positive view of them, preventing the praise and approval which helps students to respect their teacher, and behave for him/her. From the outside looking in, the amount a teacher reprimands her class is usually unavailable to the public’s eyes, a concern for many parents.

Student A formerly received special education services during her first two years of high school. As a student, she lacks confidence but is willing to work hard, ask questions, and meet with me outside of class to complete major writing assignments. Also, Student A goes to the Literacy Center and receives additional help from a certified English teacher with writing assignments. Student A is passionate about working with children and hopes to be an art therapist. She is conscious of her future and knows that she will need to attend college to earn a degree in art therapy. As a result, her goal is to make sure her writing skills reflect college readiness. Instructional goals for Student A include 1. being able to use evidence from a variety