Patrice Pilgrim-Wright

My lessons typically begin with me having the student share what they want to get out of the session. I ask questions about their own perception of what they need to work on in order to improve their performance in literacy areas. I then follow up - based on that sharing, with a diagnostic writing activity that is geared towards identifying strengths, weaknesses and additional areas where support might be needed. I use this information to customize a working outline that is going to list what areas of focus we will be looking at, as well as resources that can be used to help improve the overall impact of the study sessions. Time is allocated for independent student work during each session and, before the end of the session, a review of what was covered during that session. I try very hard to ensure that each student I tutor/teach, understands that my 'classroom' is a safe space where they can get the customized support that they need in order to be successful. I also utilize the 'data' that is gained from various assignments to make shifts in how I deliver instruction and support. I provide opportunities for students to ask as many questions as they need in order to ensure that they have established a baseline understanding of whatever concept or topic we are working on at that time. Finally, I share with students that I do not take myself too seriously and that I am willing to allow for shifts in my perspective based on the data that is being shared or presented.