I am not too sure why there is such an emphasis for many countries to feel as though students must speak English as a second language. While I 100% agree with teaching and somewhat expecting an understanding of a second language to make sure students can better understand others I do not understand why English. I only have trouble with this because in the U.S. we have languages offered as a second language but that is really only in late junior high and about two years in high school. The second language is not brought up early or kept all throughout a students educational career like in other countries. If we do not have this expectation that a student should have a better understanding of another language beyond a tenth grade level why should we almost expect other countries to learn English?

My favorite quote. Allowing is better than denying, so even if the student does reject the activity she at allowed them the opportunity to see what could be produced.

It's also important to note that Evie kept trying this strategy after the first two were deemed unsuccessful. Many people might have stopped after those two encounters and not have asked the third time.

As someone who speaks two languages I can see why people who have a better concept in another language can be confused as to why they should say their ideas to someone who does not speak that language. It feels as though you are talking to yourself because while the other person may be listening intently they have no idea what those words mean. Saying ideas and concepts out loud though in the language you are more comfortable explaining in though gets you to explain in a deeper understanding.

What is important is creating the opportunity and option for the student to partake in. Maybe she declined, but allowing for her to choose is better than shutting her down.

Inquiring allowed Afrah to see why the student used a certain word after finding out the meaning and reason as to why they chose that word. I do not think people get asked why they chose a certain word and are almost always corrected without second thought.

I think just the change of going from helping to taking an interest has more impact on how we approach students and how the session can be different based on what word you use.

We tend to not realize how small our bubble and perspective are until we are exposed to other perspectives and ideas unprovoked.

And because of this it is important to see diversity and understand how the world is bigger than just our point of view.

Having the tea, to be diverse even more so than the student populations allows for all students to feel represented and know they are able to find someone who in way or another share a commonality with them.

I like how it says peer and consultants to ensure that both parties are included in using their own experiences to have a session flow better.

The student should bring up their concerns therefore setting up the teacher on what the agenda is and how they can go about it versus the teacher deciding what the issue is.

I think it is important to remember that this is more of a conference and the students are at least in my opinion supposed to dominate the conversating more so than the teacher.

The teacher is allowing the student to dominate the conversation and conference. The teacher is more of an encourager and believe the students knows what they want to say but simply needs a push into explaining what they are thinking.

The student says what she wanted her paper to talk about and hasn't even realized it. The teacher can keep this in mind and try to encourage the student to incorporate more of this into her paper.

Student starts out right from the beginning that they do not like their paper and that their concern is not having all their ideas flow in their paper.

While the teacher can point out a problem and suggest a solution is it really a problem if the student doesn't think so? The student reminds the teacher as some point that they are told to avoid using "it seems" right after the teacher told her to. The student doesn't see an issue because they've checked from the textbook what they should avoid and the teacher going somewhat against that creates more of an issue.

I think this is important to point out that the teacher sees the students lack of confidence as more of an issue compared to the technical writing issues in the paper because the teacher wants the student to feel confident in writing.

I think as someone who also does not have a lot of confidence in herself I can see how these small comments don't seem like a big deal to the student but to the teacher it shows the students self esteem. With these comments we can try to counteract them by encouraging the writer and praising them for what they're good at.

This is said a couple times before as well. I like how the teacher after this brought up the concern and asked what the student wanted to say

Setting up a goal in the beginning and if the concerns change then we can check throughout the session.

Trying to balance two ways of approaching the student and knowing when to encourage and when to suggest.