I Was A Peer Educator For The Writing And Critical Inquiry Course

848 Words Nov 13th, 2016 4 Pages
When I was assigned a partner who is a peer educator for the Writing and Critical Inquiry course, I was excited since I believed we would discover three similarities and differences relatively fast. At our meeting about the discussion of the presentation, Rebekka and I were coming up with a large number of differences in our roles but found it hard to find common traits for comparing them.
Among the few uniformities in our roles, the one we discovered instantly was that both of us are required to attempt the homework being assigned to the students beforehand. We agree with our faculty advisors when they state that completing the assignments earlier helps us learn from our mistakes and prepares us for possible errors that the students might also repeat. For BITM 215 specifically, the Teaching Assistants are requested to record the errors of their attempts on a shared document to highlight repetitive mistakes and discover bugs in the software of the homework simulations, if any.
Furthermore, Rebekka and I both have specific office hours for one-on-one sessions that are available to students. During our interaction, both of us attempt to guide students through their problem towards a solution without directly providing the same to them. We believe that our faculty advisors were pertinent for specifically instructing us to allow students to navigate through their homework before seeking assistance. According to Bard (2014), students are capable of managing their own learning as…

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