| ting in private academic tutoring can be a difficult | | | | tutoring environment can be of particular |
| decision. While specific types of tutoring may have | | | | importance to students with learning disabilities |
| unique benefits, certain aspects of the | | | | such as Attention Deficit Disorder who may have |
| student-tutor relationship are essential. When | | | | an especially tough time in conventional classroom |
| looking into tutoring, be sure to keep these | | | | settings. |
| important ideas in mind to ensure that student | | | | 3. Academic Expertise: Whether a student needs |
| needs are being met: | | | | intensive help on a specific topic (e.g. Algebra, |
| 1. Student-Tutor Rapport: The relationship that | | | | Spanish, or Chemistry) or just general support |
| develops between student and tutor is one of the | | | | with homework and other assignments, tutors |
| greatest benefits of private tutoring. After | | | | must have mastery of the material being |
| becoming familiar with a student, a tutor should | | | | covered. Tutors who know material well can help |
| be able to approach his/her student in a way that | | | | guide students finish make-up work, complete |
| fits with the student's learning style. It can be | | | | difficult assignments, and prepare for tests and |
| extremely beneficial for students to receive | | | | exams. Unlike school teachers, who must balance |
| different perspectives on difficult material, and | | | | time and energy commitments to the rest of a |
| tutors can complement the lessons students | | | | student's class, private tutors can focus intensely |
| receive in school and present material in more | | | | on a specific student's needs as they work |
| understandable ways. Worthwhile tutors should | | | | through material together. Academic tutors can |
| also be enthusiastic and nurturing when dealing | | | | also move students through significant amounts |
| with students, pushing them to succeed while | | | | of material relatively quickly, making studying and |
| offering support through challenging classes. | | | | homework time more efficient for busy students. |
| Students often prefer working with a tutor rather | | | | 4. Communication: Perhaps most importantly, it is |
| than getting help from parents or teachers, and | | | | important to have clear and open communication |
| this enthusiasm and willingness to work can make | | | | with an academic tutor. Tutors obviously work |
| a big difference for many students. When | | | | closely with students, but they should also be |
| matched with tutors who they relate to and | | | | willing to communicate regularly with parents, |
| enjoy working with, students often become more | | | | teachers, and counselors to ensure that everyone |
| passionate and engaged in their studies, | | | | is on the same page and that students are |
| significantly improving classroom performance. | | | | getting the help they really need. Regular |
| 2. A Nurturing Environment: To ensure that | | | | conversations and progress reports can help keep |
| students are getting the most out of their | | | | parents in the loop; tutors should be willing to help |
| academic tutoring, the tutoring environment must | | | | facilitate communication amongst everyone |
| be conducive to learning. Many students struggle in | | | | involved in a student's education. |
| the classroom because it is a noisy, distracting | | | | Families who can find tutoring options that satisfy |
| atmosphere, but tutoring should be designed to | | | | these characteristics typically see their students |
| limit these distractions as much as possible. Tutors | | | | establish tutoring relationships and improve |
| should create a quiet and welcoming environment | | | | academically. Knowing what to look for in a tutor |
| that encourages easily-distracted students to | | | | can make it much easier for families to find tutors |
| focus and shy students to ask questions they | | | | who will help their students achieve outstanding |
| hesitate to bring up in a classroom. An effective | | | | results in the classroom. |