Zahraa bint Sulaiman Al-Balushi

Student, College of Education

In February of 2023, the adage “To teach is to learn twice” ceased to be a mere cliché to me. It turned into a powerful motto capturing an enriching experience which has come to an end now after five fruitful semesters. One key reason that tempted me to embark on the peer-tutoring experience was that I could not wait until I finish my degree to know what teaching is like, beyond textbooks and lectures, for with less than a year into my degree, I already had questions, and I was impatient to find answers firsthand.

Going into the experience, I mainly expected pedagogical and language-related gains while assisting the students during the one-on-one sessions. Hardly did I expect that I would gain a lot in return from those tutees or to grow under that system of student-driven support.

1. Being a tutor gave me a sense of structure and purpose. At times, it was insanely daunting as I had to work diligently to stay on top of my classes, ace my assignments, and exams, all while handling the added responsibility of tutoring. I took on that responsibility willingly and soon could not imagine my day without it! I developed a dual identity, the student and the tutor. It is not a breeze at all to strike a balance when you are expected to be available and wear the supportive tutor’s cape right after finishing a tough linguistic exam. However, that sense of purpose I found in being there for those who relied on me kept me motivated.

2. It is no exaggeration when we hear that empathy is at the core of the teaching profession, in its absence this noble profession loses its magic. Meeting those students opened my eyes to the vitality of empathy, rather than sympathy. With time, I learned how to step into their shoes, and tailor the session to their needs rather than what I thought was right or convenient. Meeting many tutees, with diverse learning needs, made it ring truer than ever that teaching is more than just transferring knowledge from one mind to another; it is a human act. Also, I became more empathetic not just towards my tutees, but my own teachers. Having had a glimpse of what they do and the challenges they encounter in each class, it made me appreciate them even more.

3. It sounds paradoxical to say that the tutees taught me just as much or even more about effective communication when it was my duty to make them better communicators in English. I was responsible for teaching and modelling good speaking; however, they too taught me that communication is all about effective listening. Over time, I learned that being a good listener is the key to both their hearts and minds; something that all teachers aim for. Thanks to my tutees, I also came to realise that effective listening must go far beyond hearing their words and giving feedback. It is about sensing what is hidden beyond what they can say, especially when they ask questions or struggle to express themselves. This does not require being a telepathy master but being a thoughtful listener who knows when to speak, how to respond, and how to respect the student’s talking time.  When students feel heard, it is then when they trust you and show you their needs, so you can design your session accordingly. Only by being a good listener can this trust exist. 

4. Having delivered many language sessions over the years, I found that the most effective tutoring approach is the hands-off approach; I know it sounds surprising; after all, why tutoring if not to help! Initially, I found it tempting to spoon feed the tutees, especially that many came in demotivated about learning English and with short-term goals. However, my very memorable and productive sessions were those in which I resisted the temptation-when the tutees begged for answers, but I kept teasing them by my presence while taking my hands off. A hands-off approach isn’t about withholding help; it is about guiding tutees by eliciting linguistic knowledge and asking the right questions. It demands a heap of patience from both the tutee and I, but it never failed in making even those impatient tutees leave the session with a sense of accomplishment and a smile. Ultimately, I was not only teaching them language, but autonomy and independence.

Eventually, what began with a trepidation and a desire for perfection, soon turned into an opportunity of reciprocal growth.