Emily TS#1

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Date/Time: May 3rd, 10:20 A.M. 

Location: Zoom 

Topic/Skill: Introduction, Speaking Skills 

Feedback provided to tutee: At the end of the meeting, I wanted to gauge Je-won's writing skills, so I assigned him to write some short sentences on describing his life in South Korea. I also suggested for him to work on his speakings skills. The main advice I gave for him was to take more risks when it came to speaking. I could tell he is a more shy and reserved individual, so he may feel nervous to make mistakes, and thus, refrains from attempting to speak. 

Lesson about tutoring and/or the tutee learned: Basic sentence phrasing, greetings, etc. 

Tutee: Je-won Lee 

    For this Monday morning, it was my first tutoring session with Je-won. I ultimately decided that this first session should focus on gauging Je-won's English level. His mother did inform me that he is a beginner level; however, I wanted to understand what he was learning in class and if there were any areas that he needs to work on more specifically. Other than learning about his English level, I also wanted to get to know him. It was our first time meeting so I wanted to build a learning environment that was both comfortable and supportive for him. I wanted to understand what style of learning works best for him, which he addressed was through visuals like PowerPoint. As previously addressed, the main area I wanted to focus on was better understanding his speaking skills. I began with asking very general, concrete questions for him to answer. I initially wanted to use the questions listed in the Tutoring Guideline, which were serve in both understanding him as well as his skills. But, I quickly realized that his knowledge of English is very limited. He was able to answer simple questions like where he was from and his birthday, but he could not answer additional questions that demanded answers to be more in-depth. He was able to tell me that in his class he was learning aspects like months and numbers, which prompted me to ask him questions like, "When is your birthday?". I spoke slower and repeated my questions for him. Additionally, when asking him a question, I would often give my own response so that he had some sort of example to use when responding to me. Although this may be challenging, as he has just begun to learn English in class, I look forward to helping him and seeing his knowledge of the English language grow. I also hope that as we continue our sessions I will see him take more risks.