Cover Photo Image

UWC Clients and Their Texts: Who We Help

Addressing Objectives; Meeting Expectations

Helping Students Experiencing Stress and Distress

Helping with Résumés

LGBTQIQA+ Awareness and Tutoring

Working with Groups of Writers and Group-Written Papers

Working with ROTC Writers: Writing in the Army Style

Library Resources

Online Consulting

Walk-in Consulting

Total Sessions Allowed Each Week and Each Day

Green "Proof-of-Visit" Slips

Non-Clients Studying in the UWC 

Academic Integrity Concerns

Requests for Private Tutoring or Editing Services

Trading Sessions, Illness Policies,
and Missed Professional Development Meetings

Sunday Shift Emergencies

Inclement Weather Policy

UWC Session Observation Forms

____________________

UWC Clients and Their Texts: Who We Help

UWC consultants help JMU student writers with all types of academic and non-academic writing: course assignments from all JMU disciplines, personal statements, cover letters, scholarship applications, articles for publication, theses and dissertations, creative writing, and other writing projects. We also work with JMU facultyandstaff with their academic and non-academic writing projects, and we assist faculty in designing effective assignments and responding to student writing. 

Addressing Objectives/Meeting Expectations

Honor the objectives that writers affirm in their session request forms and/or during sessions. We should address a writer’s request that we focus on later order concerns—"grammar" or "citations"—even if we notice more global opportunities/concerns.

It’s a good idea to mention the possibility of higher order concerns early in the session. If you then notice higher order concerns later in the session, you can try playing the role of an outside reader. After you ask the writer if he or she would like to address higher order concerns, and after the client passes on this great opportunity, you should focus more specifically on the student's concerns. 

Helping Writers Experiencing Stress and Distress

"Seeking academic help is often a way that students can safely name their distress.
Peer educators don't always feel equipped to handle students experiencing distress in a session."
 – Kristen Shrewsbury

A degree of stress is normal. Sometimes, though, the intensity of a UWC session can bring academic or non-academic stressors to the fore. In other cases, UWC visitors might choose to disclose or reveal distress through their speech, writing, or behavior. They may express distress in different ways:

  • Freeze: they may shut down during the session (just coming to the UWC may have been a big accomplishment). Despite their best intentions, they may have difficulty focusing or understanding/acting on advice; they may express (or you may sense) paralyzing doubt or indecision about their work or other academic and non-academic concerns; they may express hopelessness and despair.
  • Flee: they may talk rapidly or seem restless, tense, or fidgety (often with nervous or quivering legs). They may not register or respond to the reactions of the people around them (starting with you); they may disconnect or withdraw during the session (physically or emotionally); they may talk about not turning the paper in at all, not going to class, or needing to just get home
  • Fight: they may express deep frustration (perhaps returning to the same concern repeatedly); they may offer responses that seem out of proportion with the topic at hand; they may argue or become angry (perhaps directing the anger at you, because you are handy and won't bite)

The rapport we work to establish in all of our sessions becomes even more important when writers show signs of distress. Favor "connecting" language over "isolating" language:

  • Connecting Language

"This is hard"
"You are not alone in this"
"You came in and we can work on this right now, together"
"This is intense. Let me grab someone who can better help us.”

  • Isolating Language

"You should have…"
"Have you…?"
"Why haven’t you…?"
"I can’t imagine waiting this long…"

The "Connecting Language" above offers starting points for strategies for helping writers who disclose or experience distress:

  • Tend and Mend
  • Listen: a sympathetic ear and a few inviting, open-ended phrases can unlock doors
  • Validate the emotions that the writer shares: the situation/concept/effort/assignment is challenging, and you know that others have found/are finding it challenging
  • Affirm that it was a good decision to seek help: the writer was right to come to the UWC, and you are ready, willing, and able to assist.
  • Repeat: spend time here, resisting the temptation to offer quick advice, however well-meant, reasonable, and good that advice may be
  • Help the writer to focus on the work at hand
  • Act locally: making tangible headway in one task can make everything else seem more manageable
  • Use open-ended language: enable  the writer to talk and in turn to assert a degree of control over the situation with language that invites responses:
  • "Tell me about your paper/your concerns"
  • "What else could you do here?"
  • "What do you think would happen if you moved this/started here?"
  • "Is there another way to say this or order this?"
  • Be flexible: try switching things up, perhaps volunteering to take notes or to type what the writer says
  • Create a plan: an outline, an ordered series of manageable steps, a strategy, or resources to consult
  • Use your resources/consider the bigger picture
  • Remember your boundaries and your limitations in terms of your role and your time: our job—and our human impulse—is to help, but we shouldn't over-promise or over-function, nor should we feel guilt when we can't make everything better    
  • Clear the air: "This isn't productive. I'll take a minute, you take a minute, and we'll try again in a moment."
  • Involve/reach out to a fellow consultant (ANY fellow consultant, whether he or she is free or in a session): you're not confessing incompetence, you're not giving up, you're not deferring to authority, and you're not ganging up on the writer; instead, you're trying a new tactic: a fresh set of ears, a reset on the situation, a different dynamic
  • Help the writer to identify other campus resources. You're not saying "You need professional help"; rather, you're helping the writer to know his or her options: "I know we have offices on campus that can help with any situation." You might check out JMU's "Campus Resources" page (just type "campus resources" into the JMU site's search bar) with the writer.
  • Ask for input from a UWC faculty member: if you're uncomfortable or concerned (for the writer or for yourself) don't ignore the issue and don't wait until after the session
  • After the session
  • Process what you heard, saw, and did through conversations with your fellow consultants
  • Share your session report and your impressions with Jared

Based on a November 2, 2016, workshop facilitated by Kristen Shrewsbury (ELLS Coordinator) and Amy Sirocky-Meck (Title IX Coordinator).

In addition to the "Campus Resources" page above, there's this "Resources for Referral" page from JMU's Academic Advising site, with links that address concerns, offer avenues, and identify resources.

Helping with Résumés 

We should refer students who ask for help with résumés—particularly résumé strategy and formatting—to the Career and Academic Planning Office on the 3rd floor of the Student Success Center.

This said, students often come to the UWC with a stack of application materials: résumés, cover letters, personal statements, and other application essays. You can certainly look at students' résumés as you help them to craft these overlapping texts. And if a student brings in a cover letter and then asks for help in editing a résumé or curriculum vitae (CV) for clarity and concision, you can certainly lend your trained consultant eyes. 

LGBTQIQA+ Awareness and Tutoring

    • Crisis Intervention: Infographic with campus, state, and national resources, statistics and risk factors, and a page of sources
    • Microagressions: Infographic detailing instances and impacts of intentional and unintentional statements and behaviors against individuals with marginalized or oppressed identities
    • Gender Unicorn: Infographic sharing the diversity of gender identities, gender expressions, sex assigned at birth, physical attractions, and emotional attractions
    • Gender Pronouns: Infographic charting the growing number of options for gender pronouns, stressing the importance of asking individuals regarding their preferred pronouns

For more information, contact the JMU Health Center's LGBTQ and Ally Education Program. Chris Ehrhart with the LGBTQ and Ally Program shared the resources above after our February 3, 2017, all-staff meeting on LGBTQIQA+ awareness and tutoring.

Working with Groups of Writers and Group-Written Papers 

In both one-to-one sessions and group sessions, we prefer to work with each writer on his or her own writing. In an ideal session, we help with the writing produced by students who are physically present for the session. If a client wrote only Section A, we would not work on Sections B and C with that client. However, in some group writing assignments, one or two members are assigned to serve as editors for the whole paper. In these cases, we can help the editors to more effectively edit the paper. 

A useful technique when working with a group of writers is to have everyone read through parts of the paper at the same time. If you know you’re working with a group and want to suggest this option, ask for help in getting the paper up on one of the UWC’s big flat screen monitors.

Writing groups are usually concerned that their different sections read like one cohesive document. As the writers read through sections during a session, they often note and address content and style inconsistencies between sections. Your outside reader responses—"I’m confused about…"—can help them identify connections between topics and add concepts or key word transitions to bring separately written parts together. You can also help writers to notice discrepancies in terminology or information and inconsistencies like capitalization or abbreviations.

Writing groups might look to you for help in resolving their differences regarding grammar, punctuation, and style. Where you can't readily supply answers, you can point them toward resources and can suggest that they consult appropriate discipline-specific models as they make their decisions. 

Working with ROTC Writers: Writing in the Army Style

JMU's ROTC writers should be familiar with the "Writing in the Army Style"  PowerPoint (page 5 offers an overview of key writing concerns). This much longer "Student Readings" file includes very specific Army Regulations for writing and formatting documents, models for reports and correspondence, and Federal Plain Language Guidelines (an extended style guide).

Library Resources

  • JMU Libraries Homepage
  • Peer-Reviewed Journal Articles
  • Reasons to Use the JMU Libraries' Databases and Book Collections
    • Scholarly articles or books
      • Scholarly articles are peer-reviewed by experts in the specific field.
      • Books that are scholarly in nature have been vetted by professional editors and are extensively sourced and footnoted.
      • Not all books are created equal: learn about the credentials of the book’s author(s) and publishers. (See the “Evaluating Sources” link below.)
    • (as opposed to) Google
      • Google is geared toward sites that sell products; that is primarily how Google makes money ... through its search engine.
      • Amateur, unverified, or otherwise un-scholarly resources often appear near among the top hits in a Google search.
      (and as opposed to) Wikipedia
      • Wikipedia is a user content-created platform.
      • It is a reference source, and is meant to be introductory, not analytical, in nature.
      • Wikipedia pages can be modified by anybody with an account, rendering them unstable and potentially unreliable.
  • Search Tips: tips on identifying different search terms (keywords) to help find relevant sources as well as how to use Boolean operators.
  • Evaluating Sources: not all sources are created equal, and this link offers help in evaluating whether a source is adequate for the research paper or project a client is working on. You might also point clients toward the "Evaluating Online Resources" page in the UWC's "Writing Guides and Handouts" site.
  • Citation management tools

Online Consulting 

We offer synchronous online consulting during regular UWC hours. Direct students who would like online consulting to the online scheduler and instruct them to select a consultant with “Online and Face-to-Face” below his or her name.

Online Consulting Guidelines/Advice/Theory

      1. You’ll need to work harder to establish rapport and personal connection to your online clients. Use their names in your chat messages. Be conversational and engaging, not transactional and detached.
      2. Clients are likely to have multiple tabs and perhaps even Netflix open during the session. We can’t be certain. This does not mean that you should! That clients can’t see you is not a reason for becoming inattentive and unprofessional.
      3. Check in with clients more often than you would in a face-to-face session. If they are taking a long time to answer or process, you might kindly check in: “Hey, how’s it going over there? Still working? Let me know if I can help.”
      4. Provide links to resources whenever possible, but don’t assume that the links are doing the instructional work for you. You’ll still need to explain the writing issue in a personalized way that fits each client's writing situation and learning needs.
      5. It’s very easy to ask other consultants or faculty for help during online sessions. Do it! This is a great opportunity for collaboration because we can do so without disrupting the session or unnerving the client.

Online Consulting Practice

Students who have made an online appointment with the UWC should log in to the scheduler just before their appointment time and at the top of the hour should click on the box where the appointment is booked. In the window that opens, they should click on “Join Online Consultation.”

UWC consultants working with these clients should also click on the appointment and then on the red “Start or Join Online Consultation” text a few minutes before the start of the appointment. The instructions below will appear on the screen until a client uploads a paper or text. In other words, if you need a quick refresher on your options and resources when you’re in the middle of an online session, this "UWC Consultant Field Manual" page is your first, best option. If you're looking for even more help, check out WCOnline's page of advice on synchonous online meeting resources, which includes additional help with using audio and video: https://help.mywconline.com/index.php?id=46&sid=416.

The consultation module has a chat area on the right side, a document collaboration space or whiteboard area in the middle, a toolbar that includes an option to draw, and (if turned on at your center) an option to use audio and video.

TEXT CHAT: The right side of the screen is a text-based chat area. Type in the box at the lower right to have a text conversation. The text can either show up for the other participant in your session as you are typing, or show up only once you press 'enter' or 'return' on your keyboard. Keep the checkbox for 'send real time chat updates' (at the top of the chat column) checked to allow the other participant to see text as you are typing, or uncheck 'send real time chat updates' if you would prefer to type a whole chat before allowing the other participant to see what you have typed. In either case, press 'enter' or 'return' to have your complete comment/question show up in the chat column.

WHITEBOARD: The bulk of the screen, where this text is currently located, is the document collaboration whiteboard. Here, you can import a document, paste a document, or type text. Changes made to text in this window are seen immediately by both individuals participating in the online consultation.

TOOLBAR: The toolbar is across the top of the screen, or divided on the top and bottom if you are using a phone. The icons on the left side allow you to work with a document's formatting, such as by making text bold. The icons on the right side (or at the bottom) include options for your online session, such as importing a document and drawing. Hover over any icon for a text label showing the icon's function.

    • Import/Export: The icon showing two arrows allows you to upload a document to share with the other participant in this consultation. Both of you can type on the document. Once the consultation is over, you can choose to save the document on your computer using the same icon.
    • Timeslider: After your consultation, use the clock icon to play back the text changes to the document, starting from the beginning of your session.
    • Show the users on this pad: The icon with a person symbol and a number allows you to type a different name (such as a nickname) and/or choose a color to highlight your typing, as well as to see the name of the other participant in the session.

DRAWING FUNCTION: Using the pencil icon,​ open an area that allows you to​ draw on top of the document collaboration whiteboard. Within the drawing area, there are additional options to draw with a thick brush or thin pencil, change colors, clear your drawing, or use a solid white background. If you would like to draw without seeing the any text in the background, select the white square to make the drawing area no longer see-through. Diagrams, pictures, math problems, etc. are saved within your online session but do not appear in an exported document.

    • Expanding and minimizing: On a computer, after you have clicked the pencil icon, hover over the drawing area to expand it, and hover away from it (such as over the chat area) to minimize it. On a touch screen, touch the pencil icon once to open the drawing function and a second time to expand the drawing area. A third touch closes the drawing area.

AUDIO AND VIDEO, IF ENABLED: With audio/video enabled for your center's online sessions, your browser will most likely ask if you would like to allow use of your camera and microphone in this session. The specific prompt depends on your browser, device, and operating system. Follow your browser's instructions to start using audio/video. If you deny access to the camera and microphone or close the question without making a selection, click on the video camera icon to reopen the option. If you are not prompted to allow your camera and microphone, close your online meeting in your current browser and open it in a different browser. Hover over your own image in the video to see options to mute the audio or hide the video.

AFTER YOUR SESSION: Your chat and document will be saved in this online meeting. You can always come back by viewing your appointment and clicking the 'start or join online consultation' link.

Walk-in Consulting 

If your scheduled session ends early or if you don't have a scheduled session, be prepared to help students who walk in to the UWC. If you aren't working with a client, sit near the UWC walk-in table—the table visible from the front desk, just to the right on the main floor—and face the front door so that you can see new arrivers.

Greet new arrivers warmly. If they need writing help, ask whether they have registered with the UWC in WC Online. You should tell all walk-in visitors where you are in your shift, where you are in your current session, whether anyone else is waiting, and what their chances are of working with a consultant this hour. If prospects look bleak, suggest that they try to reserve an appointment through the UWC scheduler.

  1. Ask the new arrivals to register in WC Online if they haven't done so already AND to sign up on the paper sign-in sheet next to the walk-in computer before directing them to wait at the walk-in table.
  2. After you finish a session—and write your session report—consult the sign-in sheet and check out the walk-in table.
  3. Each time you begin a walk-in session, write your initials on the paper sign-in sheet next to the student's name to let other consultants know who is next on the list.
  4. Complete a session report for every walk-in session, no matter how long or how short it may have been.

If your hour on the scheduler was open, click on the hour and fill out the appointment request form with the student as you would normally before starting the session. If this is your second session during the hour, you'll need to fill out a "Off-Schedule Client Report Form." Click on the little paper icon under your name in the upper left corner of the WC Online main screen, scroll down the client's name, enter the appropriate day and time range, and then scroll down to your name as the tutor of record. Fill out the form as you would normally, remembering that it's a good idea to make notes for yourself at the beginning of the session regarding the walk-in student's particulars—the course, professor, and due date—as this information won't show up elsewhere.

Total Sessions Allowed Each Week and Each Day

Students may make up to three appointments each week using WC Online. After that, we can help them on a walk-in basis (if you've already had a session during the hour, use the "Off-Schedule Client Report Form"—see "Walk-in Consulting" above—to record the session; if you have an open hour in WC Online, and if this is the student's fourth visit, you'll need to use your own account to make the appointment for the student. Just click on your open hour and change the client name).

Students may make up to two appointments for a single day using WC Online.

WC Online is set to prevent students from scheduling two sessions in a row, and you shouldn't use your WC Online powers to circumvent this policy. We want to avoid cognitive overload for both writers and consultants, and we want to foster learning, rather than dependency. Ideally, the writer will take an hour or more between sessions to process the consultation, to apply the learning, or to substantially revise his/her work. 

Reasons for two sessions in a single day

      • "Getting through all of the paper"
      • Shopping around for a tutor who will do the work
      • Two distinct purposes: two different stages in the writing process, or two different papers
      • A new question about the same paper—perhaps prompted by the first UWC session
      • An exceptionally long paper which requires time to introduce and assess

Best practices (in all cases, but especially here)

      • If you know a student will be returning later in the day, work to establish a to-do list and to identify resources
      • Be quick and specific in filing your session report
      • If you know a student is returning for second session in a single day, read the earlier session report and ask the writer about what they did, how they worked, what he/she has done in the interim...

Green "Proof-of-Visit" Slips

The UWC green proof-of-visit slips that some professors require are available at the front desk. Do not feel pressure to give an uninvolved, resistant, or hasty just-going-through-the-motions student a green slip. We do not support this. While it is possible to have an effective 15-minute session, it is rare. 

Feel comfortable stating that you are not authorized to provide a slip for a session in which the client is not fully invested. Similarly, feel comfortable citing UWC policy if a client asks to talk only about “formatting,” ends the session quickly, and then asks for a slip. If any client is irritated by this, you can refer them to Jared.

Here are options for responding to students who seem focused on the green slip and resistant to learning:

    • Remind them of the UWC's mission and values. You can even open the page for them. 
    • If they insist on focusing on surface issues like punctuation or formatting, that is their right. However, you can say that you still need to understand the purpose, audience, and context for this piece of writing if you are going to give them effective advice.
    • Suggest using the prompt as a way to gauge the paper's content, organization, and other choices. If nothing else, students want to please the professor and get a good grade. Prompts and rubrics can allow you to address the most pressing issues of the paper

Non-Clients Studying in the UWC

The UWC is NOT a study space. Students who do not have a UWC appointment or who are not seeking writing help cannot use the UWC space. Even if we are not busy, please inform students looking to set up camp that the UWC is a private consulting space reserved at all times for UWC clients, consultants, and Learning Centers staff. You can point out the front booths as an alternative. If students argue or wish to complain, please inform a UWC faculty member. If no UWC faculty member is present, speak with Adrienne, Joan, or Kurt.  

If you complete a consultation with a client and the client would like to stay in the UWC to revise, that is totally fine. If a client shows up early to finish drafting before a session, that is also fine.

As a benefit of employment, UWC consultants are free to use the UWC space for quiet study whenever it is open. 

Academic Integrity Concerns 

Final Papers and Take-home exams 

UWC policy is that we are not the Honor Police. It is up to clients to determine whether they are able to receive help. It's best for clients to check with their professors before coming, but we will not turn them away unless the prompt explicitly states, "You can't receive any help on this paper." We recommend that tutors ask the following questions at the beginning of these sessions: 

"Is this a final paper/take-home exam for your class?" (or, if the session request form/prompt indicates that this is the case, "I notice that this is a final paper for your class.") "Are you allowed to receive help on this paper? Did your professor say so?" 

"Not sure? Okay. We can still work together, but we will have to stick to basic clarity and organization." 

In sum, the client might not know, but we have covered our responsibility by asking and by affirming. You are not responsible for a client's lapse in judgement. In these sessions, be extra mindful about not supplying ideas or any type of content. Focusing on clarity and organization is always a safe route.  

Plagiarism 

We are also not the Plagiarism Police. However, we are allies to our clients, so we need to make them aware of writing choices that might get them into trouble. Here are a few situations that might arise.  

Paper writing service/ghost writer 

For the most part, we don't see students who are buying papers or having someone else write the entire paper. But it has happened. You might recognize this issue if a student seems particularly clueless about the content of his or her own paper, has no idea what words in the paper mean (advanced or technical vocabulary), or has strange lapses/elevations in style or vocabulary level. Please do not accuse a student. A professional and tactful response might be to simply report what you are noticing: 

Consultant: "I'm noticing that the style and vocabulary changes abruptly right here and here in your paper. I'm wondering why that happens. Can you tell me about your writing process?" 

Client: "Well, um, I got some help on this paper."  

Consultant: "You should be really careful about that. That's probably considered plagiarism. I wouldn't want you to lose points or even fail a paper." 

Citation confusion 

Most "plagiarism" is probably unintentional, a problem that results from one or more of the following situations: 

  1. clients are unsure about how to paraphrase and summarize source material 
  2. because they read it right before writing and/or used complex academic articles, the clients didn't fully understand the source material and, therefore, have trouble putting the source material into their own words 
  3. the clients come from cultures in which citation is not necessary, ideas are not "owned," and/or our ideas of intellectual property don't quite make sense to them 

We prefer to address these as learning issues, not law-breaking: 

Consultant: "I'm noticing that the style/language changes in this sentence. Is this language in the source?" 

Client: "Maybe." 

Consultant: "If it is, you'll want to be sure to avoid borrowing language from the source without quoting. In either case, you'll need an in-text citation and a listing in your references/works cited section." 

Client: "Oh. I didn't realize we had to be that careful. The article was really tough to understand." 

Consultant: "Well, we can talk about some critical reading strategies and ways to help you digest the material well enough to use your own words."

Requests for Private Tutoring or Editing services 

  1. If a client asks you to tutor him or her privately for money (or food or gold), you should politely refuse. You can say that doing so is against UWC employee policy (it is!). The same goes for editing requests. We train clients to edit. We collaboratively edit. We do not edit independently. Indeed, doing so may constitute one or more violations of the JMU Honor Code (e.g., if the student is being evaluated on his or her grammar and punctuation, and if someone else does the editing, the JMU Honor Code comes into play). You might point this out to the student. 
  2. Clients may also ask if we can refer them to a professional editor. Send those requests to the writing center director. We often do have professional editors in the community we can contact. We do this only if the student has explicit permission from a professor or committee.

Trading Sessions, Illness Policy, and Missed Professional Development Meetings

Trading sessions

Email Jared ahead of time for permission to trade sessions. Once you secure Jared's approval, email Adrienne with your trades so that she can make changes in WC Online. 

Illness/Extreme circumstances policy

  1. Do not be a hero, and don't wait to see if you will feel better in an hour. If you know you are sick, let the UWC know ahead of time.
  2. When you know you must miss a shift, email both Jared and Adrienne.
  3. If you have already identified someone willing to cover for you, include the consultant's name in your email. You will owe that consultant the hours. 
  4. If you have not identified someone to cover for you when you email Jared and Adrienne, do not worry about finding someone to cover. When Adrienne knows a consultant will miss a shift, she immediately starts trying to remedy the situation by calling consultants to reschedule appointments and/or switching consultants. It actually becomes more difficult/confusing if Adrienne attempts to move around people and then a consultant arrives and says, “I’m covering for so and so.”
  5. Because you are paid on a stipend, you will owe the UWC the hours you have missed. Get healthy, check out the schedule, and then make sure you need to give Adrienne at least two (2) days advance notice before the make-up hour(s) you request so that Adrienne can add you to the schedule.

Professional Development Meetings absences policy

  1. Email Jared ahead of time to request permission to miss the professional development meeting, including a brief description of the reason..
  2. Contact Jared the following week to discuss plans for making up the professional development time.

Sunday Shift Emergencies

It's Friday evening, or Saturday, or Sunday morning, and an emergency or illness means you will not be able to make your Sunday tutoring shift. There's no one to answer the Learning Centers phone. Here's what to do: UWC Sunday Emergencies/Illnesses Directions (Fall 2017 Welcome/Greeter team assignments are available here).

Inclement Weather Policy

  • If JMU is closed or delayed, the writing center is also closed or delayed. 
  • If JMU is not closed but bad weather is creating unsafe conditions for you to get to your shift, we can cancel your hours. Just message Adrienne and CC Jared as early as possible. You might also text Jared.
  • If you are working a UWC shift, bad weather is upon us, and you feel that you need to leave before the end of your shift in order to get home safely, you may do so. Please just text Jared, so that we can block off the schedule and/or inform clients. This hasn't happened often, but, occasionally, JMU takes a while to make up its mind about closing.

UWC Session Observation Forms

Use this Qualtrics UWC Session Observation Form to file your session observations. Remember to review your responses before you click on the last set of >>. After you click on that last set of >>, you'll be able to print or download a .pdf file of the form you just submitted (since session observations should be formative—immediately useful learning opportunities for both parties—you might share the file with the consultant you observed). Here's a printer-friendly 2-page version of the observation form for use before and during your session observations.

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