Blog 5: Over-emotionality in Tutees: Finding the “Ayes” in Their “I” Along with the Tears in Their Eyes/Shelley Williams
Always running the risk of being overly emotional
or empathetic, I tend to get highly involved in each paper, no matter how gut-
or heart-wrenching the topic. But, I lean toward using the emotionality to
further engage the student by indicating that no one else can tell this story from
their particular perspective but they themselves, and so they have a
responsibility to themselves and to their audience to portray it as closely as
they experienced it as possible (within reason if the paper has potentially
offensive material; in which case tutors can steer towards more acceptable ways
to get across the same idea in a more academically appropriate way).
It’s interesting, but though I can remember several
times when students started reading their papers aloud and the material was
very emotional and they began to choke up (at which point I have offered to
read aloud for them or semi-silently), and though I usually remember the
relative skill of a student to tell a story on the page, I cannot remember any
specific scenarios or stories that have caused these tears. Every story is
hopefully important enough to a student that it became the topic of their paper
whether it elicits tears or not. Me forgetting, I hope means I am acting in the
moment to what students are presenting (both on the page and with their
emotionality) and then, like a teacher needs to, letting it go after the
session has ended and noting progress should I see them again later.
Just like tutoring unfamiliar material, I always
try to capitalize on my unfamiliarity with the story or the cause of the
over-emotionality. Playing dumb has some real advantages at times, and this is
one of those times. By this I do not mean a cold, “I don’t get it” approach,
but some kind of response that demonstrates “I sense this experience must have
been really hard for you. Here’s where you made that difficulty really clear,
and here’s a place where there’s an opportunity for you to do that again, going
further.”
That’s just an example of how I would ideally like
to be sensitive and yet productive and not mired in the emotionality
itself. I do often follow up with
students who have such papers, especially those who I believe can really make
something profound of their papers, by saying that if I see them again, I’d
love to hear how their paper was received (and graded). This is both
encouraging for them as well as reinforcing or enlightening for me on whether I
am being successful in my suggestions to them and whether or not students are
being enabled to make good use of said suggestions.
As for how I might recommend to other tutors how to
deal with overly emotional students, I would encourage them to use the
emotionality and any empathy they may feel to always be channeled and focused
back on the paper and to highlight where the paper is succeeding in
capitalizing on the emotional nature of the topic or the tutee’s reaction to it
as well as where the paper could be strengthened for even greater effect. I’d
suggest letting students know that tear-jerking papers means the emotional
appeal and/or way they are telling their story, is reaching the reader(s) and
commanding attention, and that that is one of the things successful writing
does. Embarrassment thereby is disallowed from entering the equation for
producing a good result or from devolving into sidetracking off topic,
potentially ensnaring the tutor, tutee or both, in an unneeded or inappropriate
therapy or rant session.
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