Blog #11: Brainstorming

New Coaches:
Coach confidence:
-when they stumble over words or fidget as opposed to experienced coaches.
-when they admit to not knowing stuff as opposed to experienced coaches
Does major/year in school effect the way in which new coaches work?
When do new coaches switch to LOC as opposed to experienced coaches, is there a difference.

I'm really interested in writing about new coaches because there are so many new people in the Writing Center and I want to get a feel for what kinds of moves they make as opposed to more experienced coaches because I think that these moves might help in the training process. A better understanding of how new coaches work might help directors and other administrators who plan coach training to address some of these patterns.

Other topics:
Does a similarities and differences between age/race/ect. of students and coaches effect session dynamics?
-Do students work better with someone from a similar background, or does it make sense to switch it up?

Non traditional students and how they work with the coaches, power dynamics.
-I'm specifically talking about non-traditional students who entered college later. Does this age thing effect the way that the coach approaches them, and does it help or hurt the session? Do the nontraditional students have different expectations of the coach than a typical student?

Reception to the coach asking outside individual in the session (how this effects session dynamics)
-I've seen this a couple of times, the coach asking either my opinion or the opinion of someone else in the room. I feel like it probably hurts rapport, which might make for a less effective session, so I might want to do research to back up what I think.

Assignment sheet use.

-How many times does a coach or student refer to the assignment sheet in the session and does it correlate with student satisfaction (I would use the survey in the pink book, as they are standard and therefore allowed, correct me if I'm wrong Dr. Chandler).