Blog) Six trombones led the big parade ( The Music Man by Meredith Willson)

For each session students should be informed to:
*Bring supplies to each session: i.e. netbooks/note books,pencils and paper, usb drives,
*a digital draft of their assignments to share with the class
*a list( or idea) of what they want to do( presentation)
*listen to other group members and politely give feedback
*come ready to work on their assignments while in the studio session

For each session Facilitators should be informed to:
*Take attendance
*Encourage students to share their work and read it aloud.
*Read through assignment sheets and 'translate' assignment sheet.( make sure students understand assignment
*Facilitator should monitor the body language/ emotions of the students
*Try to keep conversations on topic/ towards a goal
*Monitor time of session
Try to have all students participate in sessions

(Blog) 5 Guys named Moe( 5 guys named Moe)

Schedule for EEO program
** Mentors will meet after every meeting through training week**
Week 1
Monday June 21st, 2010
Begin tutor training!
(party/ gathering)Group meeting with all mentors and facilitators: Introductions, (contact information)explanation/ define writing studio, questions and answers about writing studio theory. Break off into groups. **Hand out reading materials. Distribute scripts

Tuesday, June 22nd, 2010
Review appropriate language / mannerisms during WS sessions. Review reading materials by simulate a writing studio session. Using scripts, practice role playing, questions and answers. **hand out several different reading assignments with assignment sheets.

Wednesday, June 23rd, 2010
Continue role-playing with facilitators, go over dilemmas that could arise during writing studio sessions. Useing technology at Kean( keanwise, kean library, etc,)

Thursday, June24th, 2010
Review all materials, questions and answers, Mentors and facilitators

Week 2
Monday, June 28th, 2010
Writing studio sessions: Introductions, Explanation of writing studios to students
One-on-one sessions



Tuesday, June 29th, 2010
One-on-one sessions

Work Shop:Goal Setting

Wednesday, June 30th, 2010
Writing studio sessions:Goal Setting, distribute and explain techology.

Thursday, July 1st, 2010
One-on-one sessions
Open for individual appointments( walk ins for 2 hours. 30 min.s each
Mentor and facilitator group meeting

Week 3
Monday, July 5th, 2010
Writing studio sessions:

Tuesday, July 6th , 2010
Work Shop: Study Habits

Wednesday, July 7th , 2010
Writing studio sessions:Study Habits

Thursday, July 8th , 2010
Open for individual appointments( walk ins for 2 hours. 30 min.s each
Mentor and facilitator group meeting

Week 4
Monday, July 12th, 2010
Writing studio sessions:

Tuesday, July 13th , 2010
Work Shop: Study Habits

Wednesday, July 14th , 2010
Writing studio sessions:

Thursday, July 15th , 2010
Open for individual appointments( walk ins for 2 hours. 30 min.s each
Mentor and facilitator group meeting

Week 5
Monday, July 19th, 2010
Writing studio sessions:

Tuesday, July 20th , 2010
Work Shop: Study HabitsPeer Editing

Wednesday, July 21st , 2010
Writing studio sessions:

Thursday, July 22nd, 2010
Open for individual appointments( walk ins for 2 hours. 30 min.s each
Mentor and facilitator group meeting

Week 6
Monday, July 26th, 2010
Writing studio sessions:

Tuesday, July 27th , 2010
Work Shop: Research and technology

Wednesday, July 28th , 2010
Writing studio sessions:Research and technology

Thursday, July 29th , 2010
Open for individual appointments( walk ins for 2 hours. 30 min.s each
Mentor and facilitator group meeting

Mentor group meeting
Week 7
Monday, August 2nd , 2010
Writing studio sessions:

Tuesday, August 3rd, 2010
Work Shop: Goals and Assesment of summer term

Wednesday, August 4th, 2010
Writing Studio Session:

Thursday, August 5th, 2010
All Mentor/facilitator group meeting
Writing studio sessions: review question before beginning time at University( party?)

Week 8
August 9th-12th ,2010
Collect , review, decode data and write report

List o' Games

CATEGORIES

Game Type: Warm-up

Good for Vocab,

Materials: None

Explanation: Participants try to think of as many things as they can that fit into a particular category.

How to Play: Participants sit in a circle and begin a one-two rhythm (Clap-snap, or slap(legs)-clap). One person says, in rhythm, "I am thinking of ….." whatever the category is, and then says something that fits the category. On the second beat after the first person, the second person says something that fits the category, and so on around the circle.

Example:

"I-am-thinking-of-kinds-of-fruits" (Clap) "Apple"

(Clap) "Orange"

(Clap) "Strawberries"

(Clap) "Banana"

(Clap) "Watermelon"



NAME GAME #2

Game Type: Group Cohesion

Materials: None

Explanation: Participants learn each other’s names with the help of gestures.

How to Play: Participants stand in a circle, and each person in turn says their name, at the same time executing a gesture that expresses their personality. For younger participants, the leader can suggest that the gesture shows a favorite hobby, sport or activity. After everyone has shared their name and gesture, the participants play "tag" with the names and gestures. While standing still, the participants can tag each other one at a time by saying a person’s name and repeating their gesture. The leader should encourage the participants to get to everyone’s name without repeats, so that all members of the group are included.

Notes: The leader should continue this game until he knows almost all of the participants’ names. Hopefully, this will be before the group is bored with the game.

(Blog) 4 you I'll do anything( Oliver, Lionel Bart)

Mentors are obligated to:
Up hold the regulations of the University:have mentors define what the values of Kean university are, so as to pass that knowledge on to the tutors.- this will help “prep” the tutor when trying to engage students.

Design training for facilitators and provide them with materials

Provide direct support for facilitators
Emphasis respecting primary discourses: At first, remind the tutors to not focus on grammar. i.e. correcting LOC.

Change the jargon that is used by the tutors to a more appropriate one?? i.e. your wrong to, that’s one way to look at it. what language is appropriate and in what situation.

Agendas: Create a plan to help tutors get the ability to create an agenda and an ability to adjust agendas during sessions.

Study habits: Have tutors share study habits that have help them in school and have them share habits with each other. Pin pointing which are best and should be shared with students.
Familiarize facilitators with writing studio

collect data and analyse data for a written report

Have resources: examples of writing styles required during the summer sessions and notations of ideas of how to explain to students

Familiarize tutors with “Writing Studio” concepts: Choose excerpts from texts/ create an abridged version of writing studio theories and what it entails.

Help with gaps in knowledge.: how to conduct research/ edited American English Basic rules, etc

Aid in creating an identity for tutor.


Tutors are obligated to:
Receive weekly updates from counselors for records.
Open the door to aiding students in the development of multiple discourses. i.e. “How do you say hello…. to your friend, mom, Obama, school president, etc.”

Building relationships: with students/faculty and mentors.
Understand academic language used in documents: help tutors and students especially assignment sheets.
Prioritizing: tutors to organize sessions
Help with gaps in knowledge.
Keep a record of student attendance
Keep record of student progress
Aid in creating an identity for students

will update before class :)

(Blog) three little maids from school we are ( Mikado, Gilbert & Sullivan)

Planning Document 2:

For studio sessions, I sat back and thought hmmmmm. Rehearsal spaces.... What is important to provide the actors with the most constructive rehearsal possible...... let us begin!!

Sound proofing: Echoing could prove to be distracting, also a quiet space, w

Low Traffic/unpopulated areas: a closed room does help with nervousness and boost confidence. To know only those who wish to support the student are listening to the student speak, they will then become more comfortable and therefor more confident in expressing their opinions. They, the student, can express themselves freely in an inviting space and does not need to worry about” outsiders listening in on the conversation

Easy access to facilities: Dealing with any unwanted situation, students will find an excuse to leave an uncomfortable space, so to have certain things readily accessable, forces the student to (in a way) cope. For example excuses: my battery is low= power outlets, I need to go to the restroom= same floor male/female restrooms thirsty= water fountains, can’t read= well lit, I don’t know=internet access, etc.

Clock “time is passing, are you” sign, “please turn off all cellular devises” sign. Surge protector(just in case )


In my opinion, a classroom is not an ideal area to conduct a writing studio session. Most students subconsciously fall into “school/classroom mode” upon entering, i.e. sitting in the back and facing forward in a position to receive information. Yes, the room could be rearranged EVERYTIME the participates enter the classroom, but that would be slightly time consuming.

Keeping these factors in mind, the library’s study rooms are an ideal space to conduct writing studio sessions. It is a room completely dedicated to studying, it is a closed space, so the student do not need to fear “outsiders” judging/critiquing their opinion. The sound in the room are excellent. Carpeting and low ceiling reduce reverberation to increase concentration. The circular tables ( only in a few) give a feel of equality among the participates. And easy access o facilities.

But, unfortunately, not all provide a white board or dry erase markers. The writing center is of course the best location. In addition, it has hard copy/ digital resources available to students (, and a comfortable, relaxing atmosphere.) My only concern would be volume, more than one session would be conducted simultaneously, I would fear too often groups would try to socialize with each other and try to eavesdrop on each other.
Just to be a negative Nancy , here are a few dilemmas I thought about with other spaces.
Conference rooms: getting permission to use them may be quite difficult.
Writing Center Space: how many group can fit within
UC: permission, noise levels
Study space in the dorms: not easily accessible to those who do not live on campus. )
Meeting rooms: certain rooms are too congested
Classroom spaces preferably Smart Rooms with access to the projector: fear of student adopting a “classroom mode”
CAS Tutoring Spaces: availability

(Blog) two close your eyes and 3 safe and happily fall asleep( Peter Pan)

Planning Document 1:
The list as of to date is as follows:
1. List of summer program courses
2. List of summer workshops
3. List of responsibilities( mentors, counselors, tutors, etc)
4. Contact sheets(Faculty, Students, Tutors, Counselors, etc) list number, e-mail name- classes
5. Weekly attendance sheets
6. Student contact sheets
7. Assignment sheets
8. Pre/post Evaluation forms
9. List of methodologies and terms
10. Model essays for practices(i.e. summary, argument, persuasive, etc.)
11. List of students involved in the EEO program and contact information on campus
12. Hand out on how to improve study skills
13. Hand-out on how to improve time management skills
14. Locations for group session to take place
15. Checklist of activities performed during session
16. Progress Report
Surveys
Data Collections protocal
17. EEO information
18. Acedemic support for writing
19.negotiate contract between Mentors and ncouslors
Will be updated before class Wednesday.

(Blog) 1 singular sensation every little step she takes( Chorus Line)

Here at Kean University ‘s Writing Center, it is our goal to aid incoming Kean freshman reach their goals of becoming better students. As I began to jot down the program objectives, it is paramount that we keep in mind that these select student do have the possibility to accomplish anything! And we?
simply put, we are: a “cushion”, friend, confidant, professor.

Switching to one of multiple Discourses: This document is totally up for some changes ;)!!!

Design Document:
Program Objectives:

Our program will critically foster:
Enhance study/ Work habits
Time and stress management

Students reflection of personal study styles

Make resources available show/ model usage

Using writing to learn/ learn strategies for writing process



Increase awareness of Identity/Reflection of identity ,discourse, audience, considerations

Empower students rhetorically

Internalize academic responsibility

Reflect on identity coheres to successful student

Encourage reflective goals /life setting life map

Identify the usefulness of feedback

Awareness of discourses and audience consciousness
Interacting with text

Orientation to the University
Web resources
Awareness of academic discourse

Acclimate to student-centered learning- rules and expectations

Learn to work the system

Support Technology
Model/learn academic technology

Research skills/ web resources.

Model/ Create a supportive social context for learning
Familiarize with studio concepts

Model interactions with text

Make resources available show/ model usage

Acclimate to student-centered learning- rules and expectations

Safe/ tranquil environment where student can grow

Program Objectives:
Students
.Give students study habit tips/ how to improve study habits ( i.e. “ how-to” hand –outs, Q and A session, Have a tutor on call for extra tips?
. Time management skills: exercise: tutors/students write out their schedules.
. Socializing: with other students appropriate behaviors in and outside class.
. Ability to give/ elaborate opinions: give tips/ a list on different ways to express their opinion ( i.e. for example, for instance, in my opinion, I am of the opinion that, from a certain point of view, etc.)
. Think positively about writing: word exercises (5 x 5/ devil’s advocate)
. Learn to create goals and stick to them: have Mentors/tutors give active examples, and express difficulties that were overcome in doing so.
. Have resources readily available ( Internet USB)
. Understand language in documents
. Improve note taking skills:
. Analyze expectations
. Attitudes/ interactions accept feedback/ criticism
. Tips to balance stress
. Create an identity.
. Improve reflective thinking
. Using technology: have tutors model how to use technology(Word; Excel;Powerpoint) and appropriate usage of technology(facebook, youtube)
will be re-edited before class!

Testing

Testing 1, 2, 3...