Tutoring Communication: Verbal and Nonverbal Interpersonal

Gestures and Techniques

 

 

Scott Holden

 

 

 

Independent Study

Writing Theory and Tutoring

Pam Cross, Instructor

April 22, 2005

 


What is Communication?

            It may seem like a simple question, but communication takes many forms and techniques.  People engage in some type of communication every day.  Talking, writing, or flipping someone the bird are all considered communication.   Skilled interpersonal communication is a tutor’s most valuable asset.  Interpersonal communication is defined as, “the communication that takes place between two persons who have an established relationship; the people are in some way connected” (DeVito 2004).  This relationship is called a dyad, meaning group of two. In regard to tutoring, the communication that takes place is the actual tutoring session and dyadic relationship exists between you, the tutor, and the student.  It is necessary that a dyad exists for interpersonal communication to take place.  It is important to note that “dyads are always central to interpersonal relationships” (Wilmot 1999).  Without a solid understanding of how to communicate with different students, the tutoring session can be severely compromised.  The more you know about communicating with those you tutor, the more insight and knowledge you gain about what does and doesn’t work in certain tutoring interactions.

Types of Interpersonal Communication

            There are several types of verbal and nonverbal communication.  Learning how to identify and understand these cues can make you a better tutor.  Remember, personalities and cultural practices differ, so these communication characteristics can be different from one tutoring session to the next.  Always be aware of the person and remember to tutor him or her, not the paper!  Furthermore, remember avoid taking certain reactions personally.  Many times, negative verbal and nonverbal communication directed toward the tutor is malicious.  Often, the student is upset or frustrated and just venting.  Be the bigger person. The following are examples of verbal and nonverbal communication often encountered by tutors at the writing lab.

Verbal: A majority of the students entering the Writing Lab expect a tutor to read the paper, make the necessary corrections, and possibly give some suggestions. They don’t realize the importance of verbal communication between themselves and the tutor. There’s only so much a student can convey in their written words. It’s impossible to conduct a successful tutoring session without oral communication between the tutor and the student.  However, there may be problems.  They include but are not limited to:

  • Accents:  International or English as a second language students may possess thick accents, which can present a challenge to effective communication.  Miscommunication can lead to frustration.  If you are having trouble understanding the person you are tutoring, apologize and politely ask her to repeat herself.  Ask her to speak slowly and ask your own questions slowly!  Yes/no questions are easy enough to answer and can help guide the session in the right direction.  For example, ask her if she understands the assignment.  Better than yes/no questions, is asking the student to restate the assignment in their own words.  Questions like these help you gauge what kind of help is needed and provides you with a place to start.
  • Fast-Talking:  Fast-talking is usually the result of nervous energy or anxiety.  Many times, students will come into the lab and begin to speak extremely fast about almost anything.  There are many viable reasons, but the most common can be linked to apprehensiveness about a paper or assignment. Often these assignments are due that day or are already late.  It is important to stay clam, smile, and tell the person to relax and take a deep breath.  Making a lighthearted joke about their excitement might help to calm both his and your nerves.
  • Whispering/Silence:  Whispering or not talking at all can mean many things.  Sometimes whispering and silence can indicate the student is scared.  Make her feel as comfortable as you can.  Be as non-threatening as possible.  Smile; speak clearly but softly and slowly.  Many times, quiet students are new to the Writing Lab so make a good first impression.  Match their demeanor with yours.  Don’t over power.
  • Attitude:  Although it can be very hard to deal with, it is your job as a tutor to let smart-alec comments roll off your back.  Students with short fuses or a lack of patience often act like this because they do not understand.  The common statements of “I don’t care” or “Whatever” are cries for help.  Tread lightly; these students often possess low self-esteem about the quality of their work.  They are stressed and ready to give up.  Be patient.
  • Indirect Speech: Most Western cultures favor direct speech while most Asian cultures use indirect speech.  Americans are used to direct speech, which stresses meaning what you say.  However, indirect speech can be harder to interpret while tutoring.  Many students of Asian descent “emphasize politeness and attempt to maintain a positive public image rather than absolute truth” (DeVito 2004).  Asian students, especially young Asian women, will say they understand even if they don’t so as not to offend you.  Over explaining what you are correcting is a good method to help them understand.  Remember to prompt them by asking questions.        

Nonverbal:  The majority of our communication is expressed through nonverbal gestures.  Albert Mehrabain, a communications professor, discovered that “ only about 7 percent of the emotional meaning of a message is communicated through explicit verbal channels. About 38 percent is communicated by paralanguage, which is basically the use of the voice. About 55 percent comes through nonverbal, which includes such things as gesture, posture, facial expression, etc.” (Mehrabain 1972:35).  Identifying different nonverbals can help you understand the actions and the intended meanings of the students you tutor. Some examples are:

  • Arm crossing:  Arm crossing can be a defense mechanism.  This nonverbal technique “may indicate protection against some sort of verbal or nonverbal attack" (Richmond et al. 1991:62).   Tutors must also make a conscious effort not to do this.  It can send the wrong message to students, making them feel apprehensive about the session.  Men are more apt to use this gesture than women, especially when a female tutor tutors a male student.  
  • Shoulder Shrugging:  Shrugging one’s shoulders can be seen as a sign of indifference.  It is hard to tutor someone who does not care or won’t try.  Shrugging is a sign that the student may feel perplexed and has given up.  Charles Darwin explained, "When a man wishes to show that he cannot do something, or prevent something being done, he often raises with a quick movement both shoulders" (Darwin 1872:264).   In this situation it is important for the tutor to the student actively involved in the tutoring session.  At times, putting the paper aside and starting an off-topic conversation can get the student to actively participate.
  • Eye Rolling:  Eye rolling signifies an obvious sign of disgust.  Frustrated students who are informed that they are required to redo a paper or do not understand the assignment may roll their eyes.  It is a nonverbal gesture that can annoy even the most patient of tutors.  Attitude-ridden speech may accompany this nonverbal and can be hard to ignore in a tutoring session.  Remember to place yourself in the student’s shoes.  How would you feel if you wrote an entire paper and were told you had to start over?
  • Body Shift: The body shift or body movement can mean different things.  First, the student may just be moving to get comfortable.  Other times, "gross changes in body position, such as shifting in the chair, may show negative feelings toward the person one is talking to" (Mehrabian 1972:90).  Emotional change can cause a physical change of position.  When you have to break bad news to a student, expect to witness some type of body movement albeit a slouch, stiffening, or the ever-popular head bob.  Stay positive and as non-threatening as possible.  Try to help them look at the bright side of things.  For example, if it is an obvious case of plagiarism, inform them it was better for you to catch it in a tutoring session than a professor to catch it while grading.  Let them know you may have saved them from failing the assignment or possible expulsion.    
  • Proxemics:  Personal space may be the most important nonverbal to consider while tutoring.  Every culture has a different perception about appropriate spatial comfort. Givens states, “There are cultural rules and biological boundaries--explicit as well as implicit and subtle limits to observe--everywhere” (Givens 2005).  As a tutor you must maintain a distance that is comfortable for you and the student. 

Things to Keep in Mind

Just like people, every tutoring session is different.  These are common characteristics experienced by the Writing Center Tutors; however, none of these can be applied every time.  What is important is that you are honest with the students you tutor and that you make sure you stay within the professional boundaries of tutoring.  Here is some tutoring and interpersonal communication resources that may help you learn more:

The Nonverbal Dictionary provides pictures and definitions of nonverbal gestures.

http://members.aol.com/nonverbal2/diction1.htm

Purdue University’s Writing Center is an excellent and detailed website dedicated to tutoring.

http://owl.english.purdue.edu/

If all else fails and you want to talk to someone with a lot of first hand experience, email me.

Trippychild240@aol.com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Darwin, Charles. (1872). The Expression of the Emotions in Man and Animals. Third Edition.

New York: Oxford University Press, 1998.

DeVito, Joseph A.  (2004).  The Interpersonal Communication Book.  Tenth Edition. 

Boston:  Pearson.

Givens, David B.  (2005).  The Nonverbal Dictionary of Gestures, Signs and Body Language

Cues.  Retrieved April 13, 2005, from http://members.aol.com/nonverbal2/diction1.htm

Mehrabian, Albert.  (1972).  Nonverbal Communication.   Chicago:  Aldine-Atherton.

Wilmot, W.W.  (1999).  Relational Communication.  New York:  McGraw-Hill.