Name: Teresa L. Shelton
Partner’s name: Emily
Student’s name: Isabella
Activities Used: Icebreakers, News About Me, books student had in backpack,
Reasons for Activity: The icebreakers were used to let her know we were starting. It also gave us a chance to learn about her likes, background, and other information she felt was important for us to know. It also gave her a chance to learn about the tutors. She fell right into place with Emily and me. We also used the form “News About Me” to gather information about her. She was very willing to answer questions and even give more complex answers then the questions asked. It provided many likes and dislikes. She likes guinea pigs and Taylor Swift. She doesn’t like long chapter books because they too big.
Responsibility of each candidate: Isabella is actually Emily’s student but mine did not show up for the first meeting. I let Emily start the conversations off and then I would join. We played Emily’s icebreaker first and then finished with mine. It gave Isabella a chance to know both of us but to make an extra connection hopefully with Emily. While we worked on the News About Me form, Emily wrote the answers down as I would make conversation with Isabella to get her opinions.
What worked well: Isabella is very outgoing and seemed to want the attention. Talking about herself wasn’t a problem. She was willing to play the games and answer questions with enthusiasm even though she had been through the process before.
What can be improved: It was obvious it was our first meeting. As tutors we were looking around to make sure we were doing something similar to everyone else. Also, my student didn’t make it to tutoring so having the two of us sharing the one student wasn’t what we expected but we adapted. With two students our icebreakers would have been more fun to get the session started.
Partner’s name: Emily
Student’s name: Isabella
Activities Used: Icebreakers, News About Me, books student had in backpack,
Reasons for Activity: The icebreakers were used to let her know we were starting. It also gave us a chance to learn about her likes, background, and other information she felt was important for us to know. It also gave her a chance to learn about the tutors. She fell right into place with Emily and me. We also used the form “News About Me” to gather information about her. She was very willing to answer questions and even give more complex answers then the questions asked. It provided many likes and dislikes. She likes guinea pigs and Taylor Swift. She doesn’t like long chapter books because they too big.
Responsibility of each candidate: Isabella is actually Emily’s student but mine did not show up for the first meeting. I let Emily start the conversations off and then I would join. We played Emily’s icebreaker first and then finished with mine. It gave Isabella a chance to know both of us but to make an extra connection hopefully with Emily. While we worked on the News About Me form, Emily wrote the answers down as I would make conversation with Isabella to get her opinions.
What worked well: Isabella is very outgoing and seemed to want the attention. Talking about herself wasn’t a problem. She was willing to play the games and answer questions with enthusiasm even though she had been through the process before.
What can be improved: It was obvious it was our first meeting. As tutors we were looking around to make sure we were doing something similar to everyone else. Also, my student didn’t make it to tutoring so having the two of us sharing the one student wasn’t what we expected but we adapted. With two students our icebreakers would have been more fun to get the session started.