All About Tutors
Dear Parents: The year is off to a great start! As we move to the third week of the school year, we will start to see the first round of tests, quizzes and papers. Sometimes these early assessments can be reassuring to students; sometimes they raise student anxiety. But it’s important to remember that the trimester is thirteen weeks long and that there will be other assessments. Students should try to learn from these first experiences, meet with their teachers if necessary, and get ready for the next assessment. I worry that sometimes panic sets in early and students (and parents, too) begin to doubt their ability to do well in a class. Sometimes, families immediately seek support help in the form of outside tutors.
All About Extra Help
Every year questions about extra help and/or tutoring emerge, so I would like to address this topic now. I also invite anyone who would like to speak further about this to give me a call or set up an appointment. Liza Skipwith, our school counselor, is also available for consultation.
What is the first thing to do if my child is struggling in a particular course?
We like to say that the first line of “defense” in these cases is the classroom teacher. No one knows better what the specific issues are, and certainly no one knows better what the ultimate goals for the student and the class are. So we always recommend that a student see the teacher first. This year our new schedule features built-in teacher support time, usually at 11:05 am every day and again after school at 3:30 pm. (Even if a child has a sports commitment, they are allowed to come late to practice if he or she needs to meet with a teacher.) Sometimes, the teacher and student have a common free block and that is another great time to work together one-on-one.
We know that students, particularly in 9th grade, may feel reluctant to go to their teacher individually. They may feel intimidated in some way. First, I can attest that all our teachers welcome the opportunity to work directly with all their students; their priority is to help students learn. Second, I can attest to the fact that getting extra help from a classroom teacher really works, so it is worth pushing through whatever reluctance a child feels—and parents can be very helpful in this regard. Third, advisors can be helpful resources; they can work with a student generally (with time management, study skills, etc.) to help improve performance in any subject area. An advisor can even accompany a student to a meeting with a teacher if that is helpful in “breaking the ice.”
In short, I would advise all families to take advantage of all the resources on campus first before turning to outside help. You should exhaust all the in-house resources we have and that you have already paid for with your tuition dollars.
When is a good time for a student to work with a tutor?
I’ll direct this response back to what is stated in our Upper School Handbook, as that document lays out our philosophy quite clearly:
“Occasionally, students will encounter difficulties in a particular subject or subjects such that the student, teacher, advisor, and/or parent may be concerned. The teacher will always serve as the first line of diagnosis and remedy on the matter, and families are urged to follow the teacher’s suggestions as to extra-help sessions during school or after school. There is adequate time built into the Upper School schedule to ameliorate most cases in which a student is not performing well in a given course. Families are urged not to assume a tutor should be the immediate or long-term solution to a problem a student is having in a particular class. Often, a productive meeting involving the student, teacher, advisor, parents/guardians and principal will produce better results for the student.”
Will the classroom teacher be offended or put out if a student needs extra help?
Absolutely not. Every teacher knows that sometimes students need a little extra assistance or a fresh way of learning the material. The math department, for example, has had a policy for years that any student may see any teacher in the department for extra help. So if a student feels that Mr. X has done everything possible to explain a concept and it is still not sinking in, he or she can go see Ms. Y during a free block. No teacher is insulted by this process; in fact, we would congratulate a student for being resourceful and for advocating her or his needs. Also, if a student does ultimately need to work with a tutor, the classroom teacher understands the nature of this arrangement and also understands it is in the best interest of the student. No hard feelings will be generated, especially when open lines of communication exist between tutor and teacher.
If after following these procedures, we collectively agree the student needs a tutor, does the school make recommendations as to who should be employed?
The short answer to this question is “yes, we can make some suggestions.” However, again I will point back to the language in our Handbook:
“The school does not have an “approved” list of tutors; however, the Upper School has developed a productive relationship with many tutors over the years, and the Principal, in consultation with the school counselor, may make recommendations to families. We cannot, however, guarantee the tutor’s pedagogical skills or place them under direct school supervision. We also cannot provide appropriate space for students and their outside tutors to meet. Time available during the day is best used on program requirements, homework assignments, and meetings with teachers. Tutoring arrangements are best made off-campus at times that are convenient for families and not in conflict with other school obligations.”
What is the ideal relationship between tutor and the classroom teacher?
In short, the relationship should be cooperative. Both adults should be working in the best interest of the child. One of the worst things that can happen for the student is when an indirect, antagonistic relationship begins to develop between the tutor and the classroom teacher. We have heard about tutors who have said things like “I don’t know why your teacher has explained it that way. It would be much better if . . .” or “You were absolutely prepared for the test and should have received a higher grade.” Clearly, some tutors are interested in maintaining a client relationship with the student and the family; thus, they may not always remain objective in their assessment of what is happening in the classroom and/or their opinions about the effectiveness of the classroom teacher. We can see how this kind of positioning on the part of the tutor can become highly corrosive, especially if the teacher hears only second-hand about the tutor-student relationship. A condition of mutual distrust can start to develop. We believe in all tutoring situations that the ideal for the student is an open line of communication between tutor and classroom teacher. How else can we be sure to be working on the same page for the good of the student’s learning? If the tutor is only on board to somehow bolster a student’s performance (i.e. grade in the class), can we really be sure the student is actually learning anything?
In short, I want to emphasize that tutoring should be seen as a last resort. Except in the cases in which a student’s accommodation plan calls for ongoing tutoring support, a tutor is not the best answer to a student’s struggles. We have plenty of resources on campus to help a student; we would like to know that all these resources have been exhausted before we look beyond them. As with many aspects of life at CA, the key is effective communication.
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