In thinking about what kinds of things I would need to look at, I used my "When the Tutor Doesn't Know" thought. I think breaking it down into a timeline is a logical way to go about it.
(Note: for lack of not thinking of anything better yet, I'm referring to the act of not knowing what to do as "the loss" - as in "I'm at a loss for words.")
Signals preceding loss
Is it a sudden loss or has it been progressing?
-Were those sings nonverbal or verbal?
- What were they?
During loss
What is tutor doing nonverbally? (i.e., eyes looking off, backing away...etc.)
Is tutor saying anything?
Does she do something? (i.e., look up an answer, ask colleague)
What is student doing nonverbally/verbally?
Does he recognize the tutor is at a lass?
- If so, is he comfortable or uncomfortable? (What are those signs?)
- If he doesn't notice, why not? (Did the tutor disguise; how?)
Recovery
Is there indeed a recovery?
- How? What was done? Who did it?
Resolution
Do they discuss the tutor's loss?
How does tutor act?
- Is she bothered or not?
How does student react?
- Is he confused or not?
So I think this could actually turn into a sort of checklist. Woop woop. Some tricky aspects of it, though, are that it's pretty detailed, so it might be a little challenging to remember everything until the session is over. And on the flip side, it might actually be hard to recognize in another tutor when I'm observing - in my session today, I had a mini-loss at the beginning, but the student actually recovered for me, and if I had been observing, I don't know that I would have even noticed it. Annnd then again, if I'm hyper-sensitive to it, I might notice it a lot more than I ever have.
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