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.