Planing Document IV

What if the student refuses to read the paper outloud?• Take some time to ask the student some questions about his or her paper:
o What are you feeling confident about?
o What do you want to change?
o Ask the student if they can point out to you the areas of where they think their strengths and weaknesses are.
o You can tell the student that you are having trouble reading it, if they can read that part to you out loud.
o Have someone else read their paper first and then tell the student to be prepared for when you will call them
What if the student has an attitude problem and pressures the coach to do his/her work?
*Always remain calm
*Ask the student what they need help with
*Remain positive, mention that the paper would be awesome if the student had more time to work on the paper.
*Sometimes you have to let them feel that pressure, it’s not your fault. You can’t save them. They have to do this on their own. You are to guide them to the appropriate resources and ask questions to help them find the answers.
What if the student is disrespectful interrupts other students who are talking?• Be firm and tell the student they will have their own time to speak, right now you are having trouble understanding what the other student is saying because there is too many people talking at once.
• Be fair to the students, it is not right for someone to dominate the conversations especially when a different student is trying to get feedback.
*Redirect the conversation and directly ask the student who you were talking to a specific question to show the rest of the students what topic the session is currently focused on.

What if a the students are off topic?
*first listen to the conversation, see if there is something that can be related to the focus of the group
*Find an appropriate time to redirect the conversation. Sometimes students need to vent.
*Ask the students how they can relate that issue to their project, their school work or their writing (sometimes you can relate it)
*Be firm and ask "Well, what do you think about _________ type of writing"
or "So tell me your plan, on how you are going to modify or improve your writing".

Facilitator must mention that there is not enough time to cover all the material necessary for the session, so we must get back to work.