Observing a Session: A Tutor and a Friend
Today I sat in on a Year 11 English session focused on Wilfred Owen's war poetry, specifically, exploring the historical and biographical context behind Owen’s poems. The content itself was familiar; introducing the student to how Owen’s own experiences in World War I is a precursor for the harrowing, highly descriptive language that highlights the mental and physical toll of war on its victims. However, what truly caught my attention wasn't the material, but the relationship between the tutor and the student.
From the outset, the dynamic was natural and easy. The tutor allowed two minutes of causal conversation to “catch up” before properly moving into the session. It didn’t feel like wasted time nor simple small talk, rather like warming up for active learning and constant learning-based discussion throughout the session.
What followed was a solid, standard walkthrough of Owen's life and the trenches of World War I. But the student was highly engaged throughout, unafraid to ask questions and even offering opinions and insights often rare from students. I was surprised by how engaged and comfortable the student felt in this environment, when being introduced to an entirely new topic. As the session progressed, I kept thinking: would they do that with just anyone?
Probably not. That comfort didn't come from the lesson plan. It came from the relationship.
This dynamic made me reflect on my own sessions. Although always being sure to build rapport, I tend to get into the work quickly and have always justified that as respecting the student's time. However, there's a difference between efficiency and warmth, and I'm not sure I always strike the right balance. A student who feels at ease with their tutor is more likely to admit confusion, take risks with their answers, and stay mentally present when the material gets dry.
Overall, the session I observed today is a testament not only the amazing relationship between this tutor and student but also the benefits and vitality of ensuring a student is comfortable and can not only look up to us as mentors but across to us as friends.
