Empathic Tutoring

Empathic Tutoring in the Third Space

Writing Lab Newsletter, 36.9-10, pg. 11-13

            Empathic tutoring methods enable a tutor to, when necessary, step outside the realm of tutoring and into a role of advocacy. According to this Writing Lab article by Nancy Wilson and Keri Fitzgerald, this occurs when a tutor identifies an issue beyond grammar or content, an issue that could be in the classroom or within the tutor/tutee relationship.

            For instance, the article notes that professors are not perfect; sometimes the assignments they give overlook certain differences among students. An assignment asking students to identify what they find attractive about the opposite sex may ostracize gay students, etc. In my experience tutoring, I have occasionally found the wording of an assignment to be strange. Typically I try to justify why the professor might have worded it that way, while still trying to help the student understand better. After reading this article, I can see how sometimes the situation might necessitate something further. The article says not to view the faculty-tutor-tutee relationship as a hierarchy, but rather to view the faculty member as the audience. In other words, professors are not far-off entities that make the rules that we must morph to adhere to; they can be part of the discussion, too. I have met with many students who are intimidated by their professors, and I would like to show them this is not necessary.

            Sometimes empathic tutoring actually requires the tutor to take him/herself out of the situation and leave their personal biases aside. Occasionally a student will come in, typically with an argumentative writing assignment, and they will present to you an argument that directly challenges your beliefs and values - and then you have to help them strengthen their argument. This can be tough, but you can still help them strengthen their argument by playing the respectful devil’s advocate, the article said. In this discussion-based setting, both the tutor and tutee could develop empathy for new beliefs.

            I like the idea that tutoring challenges the “banking concept” of education (depositing random bits of knowledge in students’ brains with no context). I think discussion among tutors, tutees and faculty can foster a healthier learning environment for all parties.

(Annika, Downtown Phoenix campus writing tutor)