I have worked as a writing tutor at the Learning Resource Center (LRC) at Penn State Erie, The Behrend College for four years. After I graduated last semester, the director of the LRC asked me to remain on as a lead tutor, advising other tutors and running workshops to help them improve their tutoring skills, until I leave Erie for graduate school in the fall. Through the LRC, I teach a preparation course for the verbal portion of the Graduate Records Exam for the past two years; I work as an "embedded tutor" in introductory English composition courses, helping even students who do not actively seek help to succeed; and I have been designated as the unofficial go-to tutor for adult and ESL learners and students with disabilities.
In 2011, another LRC tutor introduced me to Andy, a middle-school student with dyslexia and ADHD, and his family. Working with him, I have come to think of these terms less as learning "disorders" and more as learning differences. Andy often requires more patience and the ability to rethink and reexplain how to approach certain problems and ideas, but the rewards for doing so have been astonishing. In the year-and-a-half that I have worked with him, Andy has gone from struggling to read even a single sentence aloud without constant help to being able to read and write full pages with minimal to no help, and his desire to learn has improved dramatically.
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