October 20, 2017

Tutoring

 

Available Options as of June 28, 2014

 

Due to downsizing, we have moved out of our commercial office space into my home office.  In order to try to continue to serve multiple students, we would like to offer both

One on One Tutoring sessions and our Home Program.

One on One Tutoring

I will only have 5-6 tutoring spots per week available for regular clients.  Times will be approximately 5-6 pm Monday – Friday at my home office.

Home Program

Welcome to our New Home Programs that are designed Specifically for YOUR child!

 

The goals of our program are:

 

  • To reach a wider range of students

  • To be more cost effective for families

  • To create better achievement for students with less cost to families

  • To support parents as an active participant in their child’s education

  • To create materials and goals that are specific to each individual child

 

How it starts:

 

  1. First, we determine the area of need.  We have one program for each area of need.  If there is more than one area, we suggest starting with one area and then adding another after the child has adapted to the program for the first area.  The three areas we deal with are:  Mathematics, Reading / Reading Comprehension, and Writing

  2. Second, we meet with the parent to discuss why the parent sees trouble in that area, what observations they see, what teacher feedback they have, and what documentation they can bring (test scores, homework samples, assessments, teacher feedback.)

  3. Third, we do an assessment on the child, we look to see how strong the child is in content that is below grade level, at grade level, and their ability to pick up and retain new material.

  4. Fourth, we write a series of starter goals for the student.  These will not be all the goals we want the student to reach but a few to get us started and give us direction to start.

  5. Next, we will provide the family with a packet of what they need to do to reach those initial goals.  This packet may include any of the following:

    1. sitting down with a parent to learn a topic

    2. sitting down with our staff to learn a topic / could be via Skype or in person

    3. watching an online video lesson on how to do a topic (this lesson might be created JUST for your child!)

    4. practice of the problems relating to that topic – this will include directions of HOW to do these practice problems, including how many, how often, how grading is done, how correcting wrong answers is done

    5. for language arts based work – it might involve reading specific stories or books and responding to questions about them or writing specific things about what was read, retelling information to parent

    6. for writing, students may need to turn in assignment to our center for review, feedback, and then rework after feedback is given

  6. After first packet is complete, a reassessment will be given.  This could be given at our office or the parent could give it at home.  Based on the results, the student will be checked off for that goal or will be told they need to work more on that goal and additional work will be given.

  7. After the goal is check off, a new goal is created, however, old goal topics are always considered “fair” game and can be assessed within the context of any new goal so that students don’t “forget.”

 

Will this approach work for my child?  What should I consider about this approach?

 

  • This approach requires commitment from BOTH child and parent.  Parents are busy, it is a lot to ask parents to be involved in the education of their child.  It is far easier to just “send your child to school” or “send your child to a tutor” and not be involved.  However, your child will be far more successful if you monitor them, keep on top of their work, and stay involved.  If you are already reading this because you see a problem, then you can chose to get involved with your child, let them know that this is WORK for YOU too, and make the commitment together.

  • By choosing to be more involved and using this home approach, it will allow for you to know more about your child’s needs as you move forward.  It will allow for you to advocate for your child if needed in the school system and it will teach your child that you care about their education.  You will be modelling the effort that you want your child to have through school.  Some kids can just sail through without much work, studying, or effort, but many cannot.  In order to get A’s and B’s, they really have to work and study hard.  As part of this program, we will help teach them what they need to do in order to achieve those grades.

  • Your child might complain about the extra work; they would rather be playing.  I encourage parents to offer a reward system to their child as they work through their home program so they stay positive and when school starts, let them receive rewards when their hard work pays off with good grades.  It doesn’t have to be much, a trip to the dollar store or 5 and below can put a smile on their face!

 

Can you give me an example?

 

Math Goal:  Student needs to master adding fractions with unlike denominators

 

  1. Assess Prerequisites:

    1. Can student add fraction with same denominators?

    2. Can student find the Least Common Multiple?  Least Common Denominator?

    3. Can student reduce a fraction to simplest form?

    4. Can student rewrite a fraction from one fraction to a fraction with a new denominator?

    5. Can student convert from improper fraction to mixed number?

    6. Does student understand the concept of why fractions must have same denominators to be added?

2.  Assuming all Prerequisites are met, student watches a lesson on video that shows a visual way to vertically line up fractions, change each to new fraction, add fractions, reduce, or change to mixed number.

3.  Student practices adding fractions that have easy to find LCM and don’t need to be reduced after solving.

4.  Student will work on 6 “easy” problems per day.  Parent will check after problem number 1.  If problem #1 is wrong, student tries again, if it is still wrong, parent helps child and shows mistake, child does problem #2.  Parent checks, once child does one correct problem, they are allowed to finish all problems on own.  After done, parent checks all problems.  If any are wrong, they are marked wrong and student must fix (if they are just not simplified, this is noted and student simplifies).  If after first attempt child cannot figure out mistake parent helps.

5.  Parent reports progress to ALC staff, based on result, ALC determines next step… if student was successful, student will have less practice before moving on, if student is having a lot of mistakes, they will need more practice.  ALC staff will also evaluate what the problems are – is the student rushing?  Careless mistakes?  Lack of understanding?  Based on student’s specific issues, curriculum is adjusted.

6.  Assume, student does well.  Student does 2 more days – still does well.

7.  Student is now assigned harder problems.  Again, their progress is monitored.  Do they continue to do well or are they having problems now?  If so, why?  ALC will make adjustments depending on situation.  This can mean  going back to easier problems, advising parent to have student do less problems for a period of time, advising parent to “scribe” for student, having student watch another online video, or having a short video conference with tutor.

 

What the child likes about this approach.

 

  • They aren’t given too much work, we care about quality and understanding, not quantity.  We never assign busy work.

  • Student meetings with tutor might only be for 10 minutes.  They will appreciate only having to log in and Skype with the tutor for a quick 10 minute session rather than sit for a full hour.

  • Students are encouraged to do things in short sessions.  Rather than working for 1-2 hours at a time, we would rather see students do six 15 minute sessions.  Students find this is easier and helps them more.

  • Students won’t feel overwhelmed, will be begin to remember things, and learn things they struggled with before.

 

What to do when the school year starts

 

  • This program is great for time off / summer and track out, but can be used year round as well.  It does require students to invest extra time beyond regular school work / homework to do this program.  We can, however, try to focus our goals and work around the content being covered at school.  The only problem is that the pace that things are covered at school, especially in math, is often way too fast, and our program is successful because we wait for the student to show mastery before moving on.  Teachers don’t allow that, you are forced to obtain mastery by a due date that THEY decide which means that if you are struggling on a topic, it could require many extra hours (far more than we do) to reach that point.  When this happens, we choose to stay at our pace and continue to develop mastery at your child’s pace even though this does not align with the pace of the curriculum.  Our goal is for long term understanding, if a student doesn’t understand a preliminary topic but moves on anyway, they will always be struggling.

 

Cost of the program

Billing cost is billed based on what that student needs, so it is individualized.  The cost break down is as follows:

Assessments 1:1 at our office:  $75 / hour (these are done as needed or upon request)

Preparation / Correspondance cost (making up assignments tailored specifically for your student, making a video specifically for your student, email, student work review):  $45 / per hour spent

Skype Tutoring / $4.00 per 5 minute Skype session or part their of (works out to $48 / hour -slightly under our regular tutoring rate)

We try to make this as affordable as possible and really want this to be a successful program that is tailored to your child, and takes advantage of technology and parent involvement.  The best way for a student to learn is to:

a) practice with the right material

b)  review at the right time

c)  be asked the right questions

The school programs don’t have the time to do this and can’t tailor this to YOUR child.  Let us do that.