A Response to “Tutors’ Column: Will You Trust Me”
Mandy MacArthur, Senior Writing Tutor, Saint Mary’s University Writing Centre and Academic Communications
Wang, By Qian. (May/June 2017). Tutors’ Column: Will You Trust Me. WLN – A Journal of Writing Centre Scholarship, 41(9)-10, p. 26-29.
In her entry, Tutors’ Column: Will You Trust Me, published in WLN, Qian Wang (2017) honestly reveals her struggle with the anxiety and fear related to her tutoring adequacy, or rather, her self-projected inadequacy. Wang (2017) writes of her paralyzing ‘imposter syndrome’ and self-doubt as a Chinese ESL writing tutor at Virginia Tech University. Wang (2017) describes her experiences with the assumptions being made by both peers, the tutor and student, in terms of what constitutes the tutor’s role. Ultimately, Wang (2017) argues that through honesty with oneself and the student, a tutor can gain trust that contributes to a successful and dynamic relationship between the two that is reciprocal in nature.
As a writing tutor with English as my native and only language, it was hard to necessarily connect with Wang’s uncertainty in terms of English competency. However, I did strongly relate to the feelings of anxiousness and self-doubt. Wang (2017) writes, “I was worried that I would not be good enough at writing” (p. 26). This was an all too familiar memory I had of starting as a tutor at the Saint Mary’s University Writing Centre four years ago. I was afraid I would say the wrong thing or appear to be out of my element. I was nervous and apprehensive, and this contributed to a tense environment for guided learning.
Wang (2017) continued by describing the importance of developing a rapport with varying students depending on the individual and tone of the session. After a particularly trying session, where she found her paralyzing anxiety in an attempt to ‘have all the right answers’ was hindering the tutoring process, she made the decision to take this uncomfortable experience and use it as a form of constructive development. As tutors, it is okay to not know everything. She writes, “I started to explain that although I was his tutor, I was not teaching him, but learning with him” (p. 28). This realization helped to change the tone of the session and boost her confidence as well. Personally, what I find most relevant here is making the role of the tutor clear to both parties. Once we relieve ourselves of the responsibility of being experts, we can offer a valuable partnership of collaborative learning.
Wang (2017) concludes with the insight of how clarifying this role helps to establish a sense of connectedness and trust between the tutor and student. She realized, “this trust could only develop when I allowed myself to show my weakness” (p. 29). However, this ‘weakness’ does not equate uselessness, and this honesty earns trust. Wang (2017) adds that in order to be an effective tutor, we must remain open-minded and engaged, and continue to educate ourselves, stating, “being humble and truthful is the key to earning the client’s trust” (p. 29). Based on my experiences as a tutor, I share this perspective with Wang. Every individual, writing assignment, and session will be different. What should remain the same is our passion for and focus on the collective partnership of the tutoring process. We must recognize the value in embracing this uncertainty together and growing our knowledge in a mutually shared way. Understanding this dynamic is the characterization of effective tutoring and has ultimately helped me to find my confidence as an educator as well.