Pen and Paper Mama

This is part 2 of the five-part series: How tutors plan individualized programs for their students.

Part 2:  Planning the individualized program

Pre-assessment:

To provide an individualized program, tutors use various methods of pre-assessment.  They will ask questions of the student, parent, and possibly the school teacher or other relevant professionals.  They will examine report cards, including both grades and comments.  They will ask to see examples of the student’s school work. 

Tutors may also use some basic assessment tools such as a Learning Style Inventory, a Study Skills Inventory, and other tools to help the tutor determine the best learning approaches for a particular student based on their learning styles, personality, ability to work on their own, their present knowledge base, and so on. 

Note that unless the tutor is also a certified special needs professional, diagnosis of learning disabilities should take place by experts.  However, tutors often have experience and a fair amount of training related to special needs students, and may well recognize a situation where parents are advised to seek professional diagnosis.  If the student has already been diagnosed, the tutor may ask the parents and/or teacher or counselor to share enough of the results to help the tutor create the best individualized plan.

Purpose of tutoring:

The tutor will seek to determine the purpose of the tutoring, such as providing supplementary instruction to a gifted student, remediation (such as re-teaching basic concepts which have not been learned well in the past), teaching a new skill or hobby the student is personally interested in, and whether the student seeks to excel in a subject or simply to pass.

If a tutor feels that the needs of a student are beyond the tutor’s personal training, experience, or ability, the tutor will inform the student (parents/teacher) that a different tutor would be advisable, or that professional diagnosis may be needed before tutoring can be successful.

Goal-setting:

The tutor will work with the student, parents, and often the classroom teacher and other professionals in the student’s learning team to set goals.  Those goals will be based on the curriculum requirements of any classes the student may be taking.  But they will also take into account the needs and abilities of the individual student, as we have already discussed.  The tutor will seek to help create goals that are reasonable and achieveable.  As time goes by, the difficulty of the goals can be increased, but should always be achieveable by the individual student.  The tutor, working one-on-one with the student, can often find unique ways for that particular child (or adult!) to reach their learning goals.

If the tutor feels the student has been presented with unreasonable expectations by parents or teachers, the tutor will help the student and those others to break down the goals into achieveable steps.  The tutor will help them understand that the individual student needs to be encouraged, and that the goals needs to be seen by the student as possible to achieve, and need to be accepted by the student as his or her own goals.  If a parent or teacher seems to be laying their own dreams on the student, the tutor will try to help them see that, and to understand the individuality of the child.

Development of individualized programs:

Tutors develop individualized programs, tailored to the needs of the individual student. This is one of the real advantages of tutoring over classroom learning situations.  While some students thrive in the classroom, others get lost.  Some students simply learn better in a quiet, one-on-one or small group situation.  Others have particular learning styles that are less frequently available in the classroom situation.  Some have medical or emotional issues, or are facing situations in their lives that make focusing in the classroom situation difficult.  In a tutoring situation, the tutor can easily ensure that mastery occurs at each step of learning a subject, but in a busy classroom with many students, a teacher may not realize that a particular student has missed an important basic concept along the way.
 
A tutor prepares a general overview plan, based on the goals expressed by the students, parents, and teacher, and by the assessment done at the beginning of the tutoring.  The tutor also refers to the learning outcomes in the educational system the child is enrolled in.  And the tutor can take into account, and carefully include, all the special needs and situations of the individual student. 

As the tutor is not under pressure to pull a large group of students through a particular list of learning outcomes in a limited number of class sessions, the tutor can take the time to fine-tune the goals, and to adjust the lesson plans as the exact needs of the individual student become apparent.  Thus, several sessions can be taken to focus on, and achieve mastery of, a particular concept that is difficult for the student; and yet another concept that is well understood can be very quickly reviewed and the student can move on instead of having to wait for the rest of the class to “get it.”  The tutor can take the time to insert lessons on necessary study skills and techniques exactly when they are needed by the student, and in conjunction with the topic at hand.

(Some tutors, or tutoring services, tend to follow a particular “system,” usually from a commercial and/or government designed  curriculum, and the individualization emphasis is more in terms of the student’s pace through the program, than in designing highly individualized lessons.  This works well for some students; others have needs that really do require a highly individualized approach).

Strong tutor-student relationships:

Tutors seek to develop a strong interpersonal relationship between themselves and their students – and other important persons involved in the student’s learning such as parents, teachers, and other professionals.  Not only does such a relationship support the desired learning goals; it also builds trust between the tutor and student, and it helps the tutor to understand the student’s hopes and fears, level of self-esteem, anxiety issues, and self-motivation.  The student and parents also become comfortable with asking questions of the tutor, and with discussing the student’s needs and progress honestly and openly.
Be sure to read the other posts in this series: How tutors plan individualized programs for their students

Penticton tutor: If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

This is part 1 of the five-part series: How tutors plan individualized programs for their students.

Part 1:  Tutor training and experience

Tutors have training and experience in education:

The majority of tutors have had training as educators and/or they have had extensive experience in the subject(s) they are tutoring.  They understand not only the “facts” of the material to be studied, but they understand and have experience putting those facts into action in “real life” situations.  They also usually have had experience as tutors/teachers in a variety of learning situations:  in classrooms, on-the-job, as individual tutors, as mentors, and in many other life situations.  And many tutors have extensive training in how to teach and facilitate learning.

Tutors understand the general characteristics of students:

Tutors understand the general characteristics of different student groups: pre-schoolers, primary age, middle school students, secondary, home schooled, post-secondary, and adults of various ages and experiences.  Some tutors specialize in tutoring one of these groups; others tutor students from a wide variety of groups.  They learn about the characteristics from studies in psychology and sociology; from experience as teachers or professors; and of course from life experience, in relationships with all kinds of people.  Tutors are interested in people, pay attention, and keep learning.

Tutors know curriculum requirements:

Tutors know the curriculum requirements for schools their students attend.  They may well have taught in the schools themselves.  They also access the Ministry of Education websites or hardcopy materials to ensure they are providing tutoring that meets the goals and curriculum requirements of the school the student attends.  If the student is in a post-secondary program, the tutor will familiarize him/herself with the requirements of that program as well.  A tutor who regularly tutors in a particular subject will often have their own copies of the textbook and other materials used for that subject in local schools.

If tutors are working with home schooled students, they will make themselves familiar with the home school legislation in the student’s region.  They will find out what home school style the student and family are using, and if the family is using an independent approach or are home schooling through a commercial or school district program.  They will also ask the family about their reasons for home schooling, and if there are particular cases such as religious beliefs or medical needs the tutor needs to be aware of.  In home school tutoring situations, the tutor often works as closely with the parents as with the students, helping the parents learn about teaching and learning approaches, learning styles, and other useful pedagogical information they may find useful in teaching their own child/ren.

Tutors often have credentials:

Tutors often have credentials from their training.  Such credentials may include a university degree or college diploma; a professional certificate from a provincial or state College of Teachers or other professional organization; or a certificate from a respected tutoring organization or from a tutoring class.  If the tutor is teaching a skill or hobby, they may well have journeyman certification or other certification that proves their skill level.  Even if you are hiring a neighbourhood teen or senior to help your young child with reading or arithmetic, you may want to ask to see their school report card, or evidence of a course such as One to One Reading Children’s Literacy Program training or  a secondary school peer tutoring course.  And of course an experienced tutor will also have references from former and/or present clients to whom you may speak.

Be sure to read the other posts in this series: How tutors plan individualized programs for their students

Penticton tutor: If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

One of the greatest advantages of tutor-based learning is the individualized attention and individualized programs that tutors can provide.  Classroom teachers generally do a wonderful job of teaching, but they are under a variety of conditions that make it difficult for them to provide each child with optimal individual  learning conditions.  While some students thrive in the typical classroom situation, others sometimes get behind, while still others find the pace slow and wish for more advanced lessons.  Sometimes a child may be absent one day and miss out on one very simple concept that ends up causing major problems later on. 

A tutor can be the solution for many of these kinds of situations.  Working one-on-one (or in a very small group) with the student, a tutor can plan and deliver a learning program that is especially suitable for an individual child, no matter what his or her learning situation might involve. 

In this mini series, we will explore how tutors plan and deliver individualized programs and lessons for their students.  The series will cover the following five parts:

Part 1: Tutor training and experience:

• Tutors have training and experience in education
• They understand the general characteristics of students
• They know curriculum requirements
• Tutors often have credentials

Part 2:  Planning the individualized program:

• Pre-assessment
• Goal-setting
• Development of individualized programs
• Strong tutor-student relationships

Part 3:  Individualized tutoring sessions:

• Individualized tutoring sessions

Part 4:  Learning styles, behaviors and methods:

• Student learning styles and behaviors
• A variety of learning methods

Part 5:  Student progress and learning support:

• Monitoring student progress
• Useful handouts and other materials

Be sure to check out all five parts.  By understanding how tutors prepare and deliver individualized learning, and the different kinds of programs and tutors available, you can help ensure that you choose the best tutor and program for the student in your life, be it yourself or your child.

Penticton tutor: If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

When you hire a tutor, you may find that the tutor asks you a number of questions you may not have expected.  The tutor may also present you with a tutor-client agreement form (contract) of some kind, which you will be asked to sign. 

What, you may wonder, is the purpose of this form?  What is included in a tutor-client agreement?  Why do I have to sign a form like this? Why does the tutor ask so many questions?  Do I have to answer them all? We will answer your questions about tutor questions and tutor-client agreements in this post.

What kind of information does a tutor collect, and why?

When you first meet with the tutor, he/she may ask you a number of questions, and record the information you give.  The tutor is not trying to be snoopy, or trying to invade your privacy.  Instead, the information will help the tutor provide high quality, individualized tutoring.

Of course, if you feel uncomfortable with some of the questions, you are not obligated to provide that information.  If the questions seem unreasonable, you may want to choose another tutor.  You should also feel free to question why any particular piece of information is important.

Here are some questions you may be asked by the tutor:

• name of the student (and parent/guardian if applicable)
• contact information (phone number, email, street/mailing address)
• the student’s school grade, the school they attend, the name of their teacher, the subject(s) they need help with, other professionals who may be involved with the student’s learning needs
• medical, family, or other issues that may impact the planning of the tutoring, and the success of the tutoring sessions
• information that can help the tutor plan for the tutoring lessons: report card grades and comments, prerequisite courses already completed, test results, samples of the student’s work in the subject area, etc.
• you may also notice the tutor taking notes during tutoring sessions.  These notes may include the tutor’s observations of the student’s learning during the session, plans for future sessions, ideas for useful learning activities, and concerns the tutor may need to discuss with the parent or teacher. 

What is a tutor-client agreement? Why is it necessary?

A tutor-client agreement can contain various kinds of information: a learning contract, information about communication between tutor and student/parent, the learning goals, payment plans, and so on.

A tutor-client agreement is useful for both the tutor and the client.  It makes clear the expectations of both parties; it prevents misunderstandings; and thus it provides protection for both parties, as well as helping to ensure the success of the tutoring.

If you feel the agreement is unfair, incomplete, or goes into unreasonable depth, you have the right to ask for changes before you sign it.  Always read any agreement carefully, and if you don’t understand any section, ask questions.  You should also be able to have someone you trust look it over for you.  When you feel comfortable with the agreement, make sure there are two copies, one for the tutor and one for the client, and ensure both parties sign both copies.  If you cannot come to a mutual agreement, you may want to find a different tutor.

Here are some specific examples of the terms and conditions you may find in a tutor-client agreement/ contract:

• learning contract:  the tutor’s general plan for the tutoring course; the goals/ objectives of the tutoring; the planned length of the tutoring course; expectations regarding homework; participation of the classroom teacher and/or other professionals involved in the student’s learning.  The learning contract may also indicate such expectations as that school homework/ assignments will be done by the student, though the tutor may (or may not) provide guidance.
  The contract will also likely indicate that though the tutor will provide the best service possible, they cannot be held accountable for the academic success (or lack of it) by the student.  Obviously, the student (and parents, teachers, and other learning team members) also share responsibility.
  The learning contract may also indicate that the tutor is not liable for damages (direct or indirect) arising from the use of the tutoring service, or errors/omissions in the content of the materials the tutor uses.  The client, in signing the contract, agrees to waive claims arising from the use of the tutoring service. 
  Finally, the learning contract may indicate that all materials produced by the tutor (and/or tutoring service) are copyright, and not to be reproduced or distributed without written permission.
• communication (outside of the actual tutoring sessions) between the tutor and client:  methods of communication (ie phone calls, emails, face to face meetings, etc); times/days when communication with the tutor is acceptable; frequency of communication; response times for emails or returned phone calls, etc. 
  Ongoing communication related to the student’s learning goals is important.  Some tutors chat with the parent/student after each sessions; others send an email or make a phone call; and still others may send a short note style report form home after each session or perhaps weekly or monthly.  Excessive demand for communication outside of the sessions, and beyond the limits of the agreement, can become onerous. On the other hand, useful and necessary communication is important for both tutor and client. Including communication information in an agreement provides for and protects both parties.
• testimonials: the agreement may include references and testimonials from former students, for the information of the new client/student
• fees for tuition ($/hour, payment schedule, terms of payment – cash, cheque, credit card, etc).  Some tutors may include a small surcharge on cheques, or may not accept cheques.  Some tutors require a deposit of one lesson’s fees to secure the booking, and to cover incidents where the student fails to show up, or fails to pay.  The contract may also include details on what will happen if non-payment occurs (the client will likely be billed for a stated amount), or if the student misses sessions without reasonable warning. (The definition of “reasonable warning” will also be explained – 48 hours warning is common).
• the tutoring schedule: including place/venue, days/dates, and times.  It may also include a mutually agreed upon ending date.  It may indicate that students are expected to arrive on time, and that if they are late, the session time will not be extended, but will still be charged for.
• rules and expectations: the tutor-client agreement may include information on expectations such as: students eating/ drinking/ using the washroom during sessions; attendance (or not) of parents, siblings, or others during sessions; requirements related to learning materials and resources brought by the student to each session; expectations of the learning environment (quiet room, suitable furnishing and lighting, materials ready, etc); and so on.  The tutor will also discuss these rules with the student; the student should feel free to ask any questions he/she has about the tutor’s expectations.

As mentioned, reasonable requests and expectations of the client toward the tutor may also be included in the agreement.  If the tutor refuses to consider the client’s requests, the client may well decide to seek a different tutor.  (And obviously, if the client refuses to agree to the tutor’s expectations, the tutor may choose not to work with that client).  The use of a reasonable tutor-client agreement is for the protection and success of both tutor and client.

Discussion:  What items do you think are important in a tutor-client agreement?  Would you like to see items added that we have not mentioned?  Do you think some of the items we have mentioned are unreasonable?  Please share your thoughts in the comments section below.

Penticton tutor: If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

What happens at a typical tutoring session?  This is not an easy question to answer, as it depends on many factors – How old is the student?  Why learning problem needs to be solved?  Or what new topic needs to be learned?  Where does the session take place?  How long will it be?  What learning style works best with this particular student?  Will it be an individual or group session? … and much more.  However, there are some general principles to consider.

Before the session: (about 1/2 hour, often more)

(Tutor’s often spend a lot more time than you’d expect in lesson preparation, and afterwards, in recording notes to help prepare for future lessons.  Your hourly fee may well actually cover a couple hours – or more – of tutor time).

• The tutor will create a lesson plan for the session, with objectives based on the student’s progress in previous sessions, guidelines from the student’s classroom teacher, and other useful information such as discussion with the parents.
• If necessary, the tutor will consult with the student’s teacher to see what resource materials and supplemental exercises the teacher may wish the tutor to use; and the tutor will also find or create other resources to be used in the session.
• The tutor will review his/her notes from the previous session to check on learning needs indicated at that time.
• The tutor will prepare appropriate homework assignments for the student to take home after the upcoming session.

At the beginning of the session (about 5 minutes):

• The tutor may chat informally for a few moments with the student about their interests and activities.  This helps the student become more comfortable, and such discussion enhances the tutor-student relationship, as well as providing the tutor with better understanding of the student.
• The tutor will spend a little time ensuring his/her plans for the session are on track.  Questions may be asked which will help the tutor determine any problems the student may be having.  The tutor may ask review questions from material taught in previous  sessions, in order to ensure the student has understood so far.  If homework has been assigned, the tutor will check it over, and discuss any difficulties.  If the student has brought related work from school classes, the tutor will check that over also, as well as any notes or other information from the student’s classroom teacher.  If the tutor has spoken to the student’s teacher since the last tutoring session, information from that meeting may also be discussed (it is important for tutor and teacher to be on-track with their objectives – and the student as well).  The tutor’s questions will also help to show whether the student has come prepared, and how motivated the student is today.  If necessary, the tutor may have to adjust the lesson plan to fit the circumstances this opening discussion has indicated.
• The tutor may ask a few questions, or give the student a short “pre-test” of the material to be covered in the current session.  This will help to indicate what the student already knows, and what needs to be covered in detail in the lesson.

The new lesson: (most of the hour)

• The tutor may briefly review the objectives taught previously, and then discuss the objectives for the current session, explaining the process that will be used.
• The tutor will involve the student as much as possible in all aspects of the session, listening carefully to the student’s responses, explanations, and questions, and observing the student’s efforts.
• The tutor will keep the student informed about his or her progress as the session goes on.  If there are unexpected problems, the tutor may adjust the lesson plan.  The tutor will provide positive feedback for successes, and be upbeat and encouraging when the student has difficulty.
• The tutor will demonstrate and teach new material, and will then give the student pointers and explanations as he/she observes the student’s efforts to do the new work.  But a good tutor will not do the student’s work for them.  The goal is to have the student become able to accomplish the task personally.  The tutor will guide the student through enough examples that the student will reach the point of being able to do it on their own.
• The tutor will use a variety of learning styles.  Different people learn in different ways.  Some of the learning styles include visual/spatial (learn by seeing), auditory (learn by hearing), kinesthetic/tactile (hands-on), linguistic (learn by communicating through language), logical/mathematical, musical, and more.  Learning styles also differ according to personality types (social, achievement-oriented, creative, etc).
• There are numerous kinds of learning activities related to the different learning styles.  Your tutor may use many different kinds of activities to help the student learn and retain their learning.  For a list of examples of math, reading, writing and general learning activities you might encounter at a tutoring session – and great activities you can use at home to reinforce the learning at the tutoring sessions – check out this article on learning activities  .  If you are a homeschool family, check out these articles for other ideas.

The end of the lesson: (about 5 minutes)

• The tutor will assign appropriate homework exercises for the student.  If the parent has arrived to pick up their child, the tutor will include the parent in the discussion (this is very helpful, and parents are generally encouraged to arrive in time for this discussion).
• If the parent does not wish for the child to have traditional  homework, the tutor will encourage the parent and child to find ways to review the lessons learned in a “non-homework” style.  For example, if the lesson has been on fractions, the tutor might suggest that the parent include the child in some home baking, emphasizing the measurements.  Or if the lesson has been on reading, the tutor may suggest some book titles that would be appropriate for bedtime reads before the next session.
• The tutor will always try to end the session on a positive, encouraging note, so that the student feels they have had a successful experience, and look forward to future learning.

After the lesson:

• The student will go home, and if homework has been assigned, will do those activities before the next session.  Repetition, on a regular basis, is important for the short-term learning from the tutoring session to turn into long-term memory.  If possible, the student will actually USE the material he/she has just learned, in some practical ways. 
• The tutor will make notes about the session – about the student’s progress, and about the interactions between tutor and student.  He/she will note what learning activities were most successful and which were least successful; what objectives were met, and which need more work, and so on.  The tutor will enter this information in their tutoring notebook, and use it to prepare for future sessions.
• If there is information that is important for the student’s teacher, the tutor may send an email or phone.  If the parent did not arrive in time to discuss the session with the tutor, or if someone else had to pick up the child, the tutor may phone or email the parent with important information or with homework instructions.

Discussion:  What else would you like to know about tutoring sessions?  How does the description above compare with your past experiences?  What other kinds of tutoring sessions have you experienced?  Please share your thoughts in the comments.

Penticton tutor: If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

The tutoring consultation meeting: Part 2: Specific questions and discussion
(see also: Part 1: What to expect at the interview)

What can you expect to discuss at a tutoring consultation meeting?  What questions might you want to ask of the potential tutor? 

Basic Information:

• The tutor will ask you for basic information that will help him or her devise the best individualized program for the student.  This may include: name, age, gender, grade, educational and career background, relevant life experiences, special needs (physical, emotional, intellectual, etc), what the student already knows about the subject/topic, constraints (home, work, school, other activities) that might get in the way of learning progress, current degree of literacy, and so on.
• If you can bring along the student’s report cards, samples of their work in the area of concern, and other similar materials, it will help the tutor plan the most suitable learning program.

Assessment:

• The tutor may do some kind of assessment tests, if your child is included in the consultation meeting (or may assess you, if you are the student).  For example, if reading is the problem, the tutor may have the child read samples from different reading levels and then ask comprehension questions.  If math is the area of difficulty, the tutor may pose different kinds of questions at different levels (basic math facts, word problems, geometry questions, etc) and observe how the child works through each one.
• The tutor may well ask you about the student’s learning strengths and weaknesses in the past, including in subject areas besides the one(s) in question.  The tutor may also inquire about what teaching/ learning strategies have worked in the past, and which have not.
• The tutor may ask permission to contact the student’s teacher(s) for additional information, and for progress reports on how the tutoring is affecting classroom progress.

Goals: 

• What are your short-term (lesson-by-lesson) and long-term (final, end of the tutoring term) goals for this particular student?  It is important that you, the tutor, and the student (as well as other people such as the child’s teacher, if you are including them on the “learning team”) are clear on and agree with the tutoring goals.
• Why is a tutor needed to help the student reach these goals?  How will the tutor do that?  What can the tutor do for the student that the teacher (and/or other helpers) are not able to do?  In other words, is hiring a tutor the best way to accomplish your goals?  Is this particular tutor the best fit?  Why?

Individualized Program:

• What will the tutor do to individualize the tutoring program to the student’s particular needs?  It should be noted that some tutors – and particularly some tutoring companies – have programs which they follow for every child, without much regard for the child’s individual needs.  Other tutors develop very individualized programs, which they may adjust as the program continues.  You may also ask how often the tutor provides updates to you, and what form those updates take.
• The tutor will no doubt tell you about their lesson ideas, and their long-term strategies.  You should realize that as time passes, lessons and strategies may need to be tweaked.  This is one of the advantages of tutoring over school based learning:  there is greater opportunity to make needed changes in approach, based on the current individual needs.

Practical concerns:

• Be prepared to ask questions about, and discuss, invoicing and payment plans.  Some tutors have very clear guidelines; others are willing to make some adjustments.  However, please remember that for most tutors, this is not only something they love doing, but it is also their income.  Not only are many tutors educated and experienced professionals, but they are also offering a specialized, individualized service.  You may be startled at first at the costs, and the expectation to faithfully be paid on time, but realize that you are receiving a professional service (like going to the doctor or dentist or other professional), and very likely at a much lower rate than most professionals charge.  Also, realize that “$20 per hour” likely really is more like “$10 per hour” as the tutor will also be spending a lot of time preparing lessons, possibly marking work and preparing reports, and also following up with you outside of lesson time.  If they also have to drive to your home, their cost will include travel time and transportation costs.
• The tutor may ask you to provide certain materials: textbooks, notebooks, pens and/or pencils, graph paper, and so on.  Alternatively, the tutor may provide these materials; if so, the price per hour may be a little higher, to include these costs.
• What does the tutor require from the parents (or the adult student) to maximize the effectiveness of the tutoring?  Will there be “homework” or does all the student’s tutoring effort happen at the tutoring sessions?  How much is the parent expected to help out with home study between sessions?  It is important for the tutor and the parents (or adult student) to be in agreement about these things right from the start.
• The tutor may ask you to sign a contract which indicates such factors as location, dates and times, payment fees and schedules, and so on.  This is for your protection as well as the tutor’s!  Read the contract carefully before signing.  If you have questions or concerns, raise them now.  There may be room for negotiation.  If changes are made to your copy, be sure the same changes are made to the tutor’s copy, and that both are signed by each of you.
• If you are meeting at the location where the tutoring will take place, ask to see the session location.  Is it quiet and conducive to learning?  Will the tutor and student be alone, or will others be in the general area?  Does the tutor allow parents to “sit in” on sessions, or prefer time alone with the child? 
• If the tutor has the child come to his or her home, does the tutor have liability insurance?  Has the tutor had a police background check done lately?

Discussion:  What else would you like to ask about at the consultation meeting with a prospective tutor?

Penticton tutor:  If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

Part 1: What to expect at the interview

You have decided to hire a tutor.  You have researched the want ads, online tutoring sites, and community or school bulletin boards.  You have asked teachers and friends for recommendations. 

And having chosen a potential tutor who you think would meet your needs, you have contacted them, asked some basic questions, and now you are going to meet with them for an actual consultation interview; or perhaps, alternatively, you are going to attend an initial lesson (for yourself, or for your child), and after the lesson, you are going to have an indepth discussion with the tutor to decide if you want to continue this tutoring relationship.  (Note: if you have not yet had an initial conversation with the tutor, please read “Initial conversation with a potential tutor” first.)

Following is a description of a typical consultation interview.  The tutor of course will have questions for you, but you should also be prepared to ask questions.  After all, you probably know your own or your child’s needs better than others do, and bringing that knowledge to the conversation can lead to developing the best possible tutoring experience for the student.  If you wish, you may also ask to have the student’s teacher involved in the consultation.

The Interview:

• Review of phone conversation:  The tutor, after greeting you, will review the initial phone (or email) discussion you have already had.  Listen carefully, and be sure to correct or further explain any misunderstandings.
• Further questions:  The tutor will then ask you further questions (see the following post) in order to be able to plan the best tutoring plan for the student.  He or she will no doubt take notes, and you are free to take your own notes.  You may also wish to ask the tutor to summarize what they have learned from you.  It is best to be clear and in agreement right from the start.  The tutor may feel that some of your expectations are beyond his or her ability to fulfill; and will tell you that, along with alternative suggestions.
• Assessment:  If the student is involved in this meeting, the tutor may give him or her an assessment test of some kind, depending on the needs you have expressed. The tutor will also take a look at materials you have brought, such as report cards and samples of the child’s work.
• Creating a plan:  The tutor will recommend a general program/plan.  If you have questions about any aspect of the tutor’s plan, ask.  The tutor won’t have every detail of every lesson at this point (unless the tutor exactly follows a specific program) but should be able to give you a proposed overview and some examples of details.  You may also supply other information that would be helpful, such as the student’s most successful learning styles up to now, if the tutor has not asked.
• Your observations:  If the consultation meeting follows a sample lesson, ask any questions you have about the teaching methods, the interaction you noticed between the tutor and student, and so on.  If you are uncomfortable with what you have seen, it is best to bring that forward now, and figure out if it can be addressed, or if this particular tutor-student relationship might not be suitable.
• Information packet/follow-up letter.  The tutor may have an information packet which they will supply to you.  This packet may include some or all of the following:  a business card, pamphlet or flyer, a scheduling and fee sheet, parent questionnaire, materials checklist, resume and references, and an overview of the tutor’s approach, methods, etc.  The tutor may also send you a follow-up email or letter describing the program plans you have just discussed.
• Date and time schedule:  Assuming that you and the tutor agree to continue the tutoring relationship, you will now decide on a time schedule.  The tutor will try to accomodate your scheduling needs as much as possible, but you need to be aware that the tutor likely already has students, and will have to fit you into the remaining time slots.

In our next post, we will discuss specific questions and information that you and the tutor may discuss at the consultation meeting.

Penticton tutor:  If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

You have decided you need a tutor for yourself or for your child.  Now you are searching for tutor ads in the newspaper classifieds, or on Kijiji or other tutoring sites on-line, or perhaps you have found a tutoring flyer on a community or school bulletin board, or someone you know has recommended a tutor. 

What next? Looking through the ads you have collected, you have picked out a tutor who looks like they might be a good fit for your needs.  It is time to contact them for the first time.  Are you prepared for this initial conversation? 

In this initial conversation, you and the tutor will discuss your tutoring needs in a general way, and decide whether this particular tutor could be the helper you need.  (Usually, if you both decide that this tutoring relationship might work out, you will want to get together and discuss the situation in greater depth at a consultation meeting or after a sample session. We will discuss that indepth meeting in the next post, the tutoring consultation meeting).

Here are some tips for this first, general, conversation:

Questions you may want to ask the tutor:

• What are your qualifications?  What is your experience?
• What methods might you use in this particular situation? (The tutor will ask you to describe, in general terms, the student’s needs)
• When are you available? (mornings, afternoons, evenings, weekends, holidays)
• Where do you prefer to meet with the student? (tutor’s home, student’s home, public library, etc)
• What are your fees, and how do you expect to be paid?
• How much involvement do you prefer from the parent?  Can I sit in on the sessions from time to time?  Do you expect the child to do tutoring homework?
• Will you work as part of a team (with school personnel, medical professionals, parents, etc)?

 Questions the tutor may ask you:

• In addition to some of the same questions you might be asking the tutor (such as when you are available, and how involved you as the parent want to be in the process), the tutor may also ask:
• Why does this student need tutoring (test-taking problems? reading comprehension? basic skills? learning disabilities?)?  Tutors require this information in order to determine if they are qualified for the particular tutoring needs, and to begin to plan for the tutoring sessions.
• What marks/grades has this student achieved in the past?  And what are the learning outcomes and goals you are hoping for (examples: to catch up to grade level in arithmetic; to be accepted into a particular college or course; to be able to read at a level required for a particular job; etc)? And:
• How quickly do you hope these outcomes will be realized (number of sessions and/or time period)? The tutor needs to determine if the objectives are realistic, based on the student’s background and the amount of time available.
• What are some of the student’s personal interests and likes? With this information, the tutor can plan sessions that the student will enjoy and find motivating.
• Has the student encountered teaching methods he/she really dislikes, or personality styles he/she has had difficulty interacting with? Again, this will help the tutor plan.  But also, tutors realize that because of their own personality or teaching styles, that they might not be the ideal tutor for a particular student.

Are you committing yourself to hiring this tutor?

• Of course not!  If, during this initial interview, you feel (for whatever reason) that this tutor is not the one you need, you are free to tell them that.  You may explain your reasons if you wish, but you are not obliged to do so.
• On the other hand, you need to be aware that the tutor may also feel that she or he is not the best tutor for your needs, and may decline to accept the tutoring position you are requesting.

If you and the tutor are still both interested in pursuing this tutor-student relationship after your initial conversation, the tutor may well ask to meet you personally for a “consultation meeting” before the tutoring sessions actually begin.  Alternatively, the tutor may ask you (the parent) to sit in and observe the first session, and then have a discussion following the session. 

Either way, the tutor’s purpose for requesting an indepth meeting is to find out more precisely what is needed for the student, in order to provide the best possible learning experience.  It is also to provide the parent (or the adult student him/herself) with the opportunity to ask questions, make suggestions, and to decide whether or not to carry on with the tutoring relationship. 

We will discuss the indepth consultation meeting in our next post.

Discussion:  What other questions might you want to ask in your initial conversation with a potential tutor?  What questions and comments from the tutor would help you decide if this is the tutor for you?  Please share your thoughts in the comments section below.

Penticton tutor:  If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

This is post #9 in the series: How to choose the right tutor

Do you always need a tutor if you or your child is strugging with learning, or if you want to learn a new skill?  The answer, of course, is no.  You need to explore all the alternatives available to you, and then make the best decision for your situation.

Here are some alternatives that you might want to consider:

School, home school, and college programs:

• School teachers often offer free tutoring at noon or before or after school.  An advantage, besides the fact that it is free, is that you work directly with the subject teacher, or another teacher of that subject in the same school, so you know you are covering the precise material you need to succeed in the course.  You are also already at the location, though you may have to arrive a bit early or stay a bit late.
• Many community/junior colleges offer relatively low-cost continuing education courses that, while usually attended by adults, are also open to teens and even children.  These, of course, are “class” situations, but in some cases that is an advantage.  For example, if you need help learning a second language, a group situation with lots of oral interaction may be ideal.  Also, the folks who attend these classes are usually highly motivated and interested, and so the sessions can be very lively.  As well, the students are usually very happy to help each other and work together.
• Some communities have home-school support groups that provide classes in specialized activities and skills for the families involved.  Even if you are not a home school family, you might be able to get your child accepted into a class related to your child’s need.  You might have to pay a fee, but not necessarily.

Community organizations:

• Some community organizations, such as churches, or youth drop-in centers, offer free homework help.  If the volunteer helpers are educated and experienced in the subject you need help with, this can also be a good alternative.  However, usually the help you receive here is more along the lines of assistance with a particular assignment, rather than an on-going program to help you build up your skills in the subject.  Also, you may have to share the tutor’s help with many other students, and only get a few minutes of attention in an atmosphere than may not be quiet and focused enough for your needs.
• Other community organizations offer training in skills related to their interests.  For example, a writer’s club may offer seminars on writing skills at their meetings; or a community sports league may be a great way to learn a new sport and become more physically fit. Of course community rec centers also offer sports-related programs, many of which are relatively low-cost or even free.  Some community groups will offer free lessons, such as cooking, budgeting, and other home skills, to low-income students.
• Some clubs and organizations offer very low cost seminars and workshops for members, though others of course have higher costs.  Some groups will also allow “drop-ins” from non-members who wish to attend particular lessons, but the cost is usually a little higher than for the non-members.  Of course, in these situations you usually do not get the one-on-one attention of a tutor, but you might actually meet a group member who would love to give you a hand with your learning. 
• It should be noted that some skills are best learned in a community/group setting.  And some students also learn better when they can interact in a group setting.
• Public libraries of course offer many free learning materials.  You can borrow books, magazines, videos, kits, and so much more.  The majority of libraries also now provide free computer use (though you often have to reserve a time slot), and some even offer free computer training.
• Some community museums and other such locations offer free talks on various subjects, such as history, geography, or various sciences, during the lunch hour or in the evening.  Often the speakers are highly qualified and even entertaining, and the student may also be able to explore very interesting displays, watch films, etc.  Art galleries, dance studios, and other similar locations also offer low-cost or free sessions in the fine arts.

Seniors in your community:

• Seniors’ centers are another place where adults can often get computer training, as well as learn a wide variety of skills in a group setting.  Some seniors’ centers will also allow children to join the seniors for activities. 
• Not only that, but some seniors are delighted to tutor young people, often for free.  Our seniors have a great wealth of skills, but often feel they are no longer needed.  Perhaps you know some seniors, family or friends, who might be delighted to tutor you or your child just for the pleasure of the interaction and relationship (though of course you might want to offer at least some remuneration in appreciation, as many seniors are living on very small incomes).

Teen and young adult helpers:

• If you hire babysitters for your children, consider looking for one who has skills in the area of your child’s learning needs.  You could offer to pay a bit extra for the sitter for help your child with homework and/or tutoring the particular skill/basics you child needs.
• A trusted teen or college student you know might be the perfect person to tutor your child.  They will have studied the material relatively recently, and have a good understanding of how young learners feel and learn.

Family and friends:

• Of course, parents and older siblings and even grandparents and other relatives are also potential tutors/helpers for younger children in the family, as are close friends.  Even when there is no one with the needed skill, it might be an opportunity and motivation for the older family members to learn the skill themselves and then turn around and teach it to younger family members.  There is no better way to learn a new skill well, than to immediately teach it to someone else!

Apprenticeship:

• Another alternative to consider, especially for older teens and adults, is learning a new employable skill by taking an apprenticeship program.  You may be paid a minimal wage as you learn “on the job,” and may even earn more as you progress, until you reach journeyman status.  Some apprenticeship programs do require taking courses at various points along the training journey.  Usually you will have to pay for the courses, but if you complete them successfully, achieve journeyman status, and agree to stay with the company who trained you, they may even refund to you part or all of the costs of the courses.

Internet learning:

• And last but not least, there is of course the internet.  Computers and many other on-line technologies provide access to endless amounts of learning through the world wide web.  Even if you do not have a computer at home, you can often get free access through the school, a public library, or other community organization. 
• There are many excellent learning software programs that can be purchased at stores, bought and downloaded on-line, or even downloaded or used for free at many wonderful websites.  The programs are often very entertaining as well as being good learning experiences. Many good programs keep track of the child’s progress, and only move them onto the next level when the child achieves mastery of the current level. 
• However, parents should always first check out computer programs themselves, and should keep a close eye on their children’s use of the programs.  It is always wise to ask your child’s teacher for suggestions, or ask if a program you know about would be helpful.
• Children do learn better if they are interacting with real people while they use computer programs.  Always keep a close eye on your child’s use of learning programs, and spend time with them, encouraging and helping as needed.

On-line tutoring:

• It is also possible to get tutoring on-line.  Students can interact with the tutor through email, Skype, chat rooms and other methods.  This is usually a better alternative for middle teens and older, than for younger teens and children.  Always check out references for on-line tutoring very carefully to be sure the teacher is a genuine tutor.  Note also the location of on-line tutors; an American on-line ”history tutor” might not be the best help for a student studying Canadian history, for example.  
• Most on-line tutoring requires the payment of fees, of course, but there are some sites where students can get homework help and answers to problems they are having with their studies.  Some schools and teachers offer these kinds of services to their students, as well.

Here are just a few examples of on-line tutoring and learning sites that you can check out to get an idea of what is available:

• http://mathforum.org/dr.math/    (mathematics enquiries for elementary through college)
• http://kids.yahoo.com/learn (Web guide for kids with directory of sites on history, sciences, math, books, and more)
• http://www.tutor.com/ (example of a US on-line tutoring site) and http://tutoring.sylvanlearning.com/online_tutoring.cfm (a Canadian on-line tutoring site)
• http://www.studygs.net/ (a study skills site, with information in 39 languages!)
• http://www.bced.gov.bc.ca/parents.htm  (helpful information for parents from the BC Ministry of Education)

Discussion: What other alternatives to tutoring have you discovered?  Be sure to share your ideas and experiences with us, in the comments below.  Thank you!

Penticton tutor:  If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!

This is post #8 in the series: How to choose the right tutor

On occasion, a parent might have concerns about the tutoring their child is receiving.  Perhaps the child complains that the sessions are boring, or the tutor is “mean,” or that the work is too hard. Perhaps you are not seeing the progress you hoped for, as quickly as you expected.  Perhaps the tutor has expressed concern about your child’s behavior or attitudes.  Perhaps you feel that too much “homework” is being assigned.  There are many possible concerns that could come up, just as there are many possible problems at school or at home.

If situations like this come up, what should you do?  Should you just remove your child from the tutoring, and look for a different tutor or a different learning solution?  Should you just wait and hope things get better?  Or are there more helpful ways of dealing with the situation? 

While it is true that on occasion you will need to end the student-tutor relationship, often the problem turns out to be a simple misunderstanding, or to be something that a change in learning style approach or time of day for the tutoring can easily remedy.  The solution may lie with the tutor, with your child, or with yourself!  This post provides you with some different approaches and solutions you can try. 

Stop problems before they start:

• You are the person who knows your child better than anyone else. If you sense an internal warning signal, do not hire the tutor. You and your child must both be comfortable in the tutorial relationship. If possible, interview more than one tutor to find the best tutor for your child’s needs.
• When the tutoring sessions begin, you have the right to sit in on at least a demonstration lesson, and possibly on the first 2 or 3 regular lessons, in order to assess the tutor’s standards and teaching style, and how the tutor and your child relate to each other.  But as soon as you feel reasonably comfortable, resist sitting in on the lessons, as children usually concentrate better when parent’s are not “hovering” during the lesson.
• If your child has a history of reacting negatively to certain kinds of teaching styles, or has special needs, or has been through a situation (for example, extended illness) that has caused him/her to miss out on the basics of a subject, or is going through personal trauma (perhaps the loss of a family member), it is wise to share this information with the tutor, as such external situations can negatively impact learning during tutoring.  If the tutor knows about these things, he/she can adjust the lessons and learning environment to take them into account.

Work with the tutor to find solutions:

• If your child begins to have problems after a period of tutoring, your tutor should be happy to meet with you, and you may want to sit in on a lesson or two to help find ways to resolve the problem. There are times, of course, when ending the tutoring relationship is the best solution, but always try to figure out the true sources of problems, and consider what solutions would be best.
• If, after a few lessons, you feel the tutor-student relationship is not working, speak with the tutor. Try to find solutions to the problem.  Perhaps the tutor can use different teaching approaches or materials, for example.  But do not be afraid to find a new tutor if  things cannot be worked out. 
• Have regular check ups with the tutor. Request short weekly updates, if you wish, and be sure to spent a bit more time about once a month going over your child’s progress with both child and tutor.  Also check with your child’s school teacher to see if the tutoring is having a positive effect on school work.
• It might also be wise to ask the teacher and tutor to meet together and find ways to coordinate their work with your child.
• If you have issues to discuss with the tutor before the next session, it is best or phone or email ahead of time, or at least arrive a little early so as not to cut into the tutoring time.  Most tutors will tell you when they can accept phone calls and/or answer emails, and whether they prefer to discuss your child’s progress before or after the session.  As tutors often have other students with sessions before and after your child’s time slot, you may need to make an appointment for a discussion of more than a couple minutes.

Work with your child to find solutions:

• The problem might be something as simple as the day and time of the tutoring session.  Many children need at least an hour or two break after school before going into a tutoring session. Time to play and/or rest could make a big difference.  Other children do better right after school, and are too tired after dinner time. Also, if you are doing something with the rest of your family during the tutoring session time, your child may feel left out, and resent missing out on family activities. This can be particularly true of tutoring during school holiday seasons.
• Also, especially for younger children, one hour sessions might be just too long.  Consider a couple 1/2 hour sessions per week rather than one hour-long session.
• If the child is really far behind, it might be necessary, in order to catch up quickly, to have at least 2 one hour sessions, or 4 half-hour sessions per week, for a period of time.  But over-doing session time can also be a problem.  Be willing to experiment to see what works (and find a tutor who is also willing to experiment).
• It is possible that your child does not initially feel comfortable away from the family.  It might be better to have the child tutored in a quiet space in your own home (or another location where the child is comfortable), than to drop your child off at a place he or she is not familiar with, at least until the child and tutor develop a more trusting relationship.
• Some children already feel negatively about learning because of school problems, and see tutoring as an extension of school.  They are not prepared to enjoy tutoring, and will do all they can to get out of it.  They may complain about the lessons, about the tutor, or about any other number of “problems” – which may not actually exist at all.  While it is important to talk things over with the tutor, it is also important to talk things over with your child – and probably with both of them together.

Ways that you as a parent can help:

• Tutoring is more effective if the parents set a weekly schedule that provides your child with opportunity to follow-up on the learning they’ve gained in each session, and to prepare for the next session.  Tutoring, like school, is much more effective if the parents discuss the learning with their child, and spend a little time reviewing the learning several times a week.  If you can spend just 5 to 10 minutes a day, about 5 times a week, reviewing the learning, it will be much more successful – and you will also be able to quickly determine if there truly are problems with the tutoring. 
• You don’t have to be formal about it; you can ask a few questions, go over a worksheet with your child, or play a related table game or online game (or even make up a game yourself).  Short term memory develops into long term memory by frequent repetition and practice!
• If you feel you cannot give this kind of time, or that the subject is beyond your own knowledge, you might want to consider increasing the tutoring to at least a couple times a week – or, for a younger child, divide one hour tutoring sessions into two half-hour sessions 3 or 4 days apart.
• Alternatively, an older sibling or grandparent or other family member might be able to help out with between-session practice.  You might even be able to hire a trusted teenage neighbour for a small price to help your child do review.

Discussion:  What other concerns have you had (or are having) with tutoring?  What other solutions can you suggest, in addition to the ones above?  Please share your concerns and ideas with us in the comments section.  Thank you!

 Penticton tutor:  If you live in the Penticton area, and are looking for a tutor, be sure to check out my Penticton tutor information page!