Chesterfield Learning Center-Reading tutoring, math tutoring, reading comprehension, SAT Prep, ACT Prep, homework help
One important advantage tutoring has over the classroom is that tutors can guide the attention of their pupil.
Tutors are able to direct their student’s attention to the particular idea, skill, or knowledge being mastered. In a classroom setting attention wanders. As a result, students start missing vital building blocks essential to performance. Missing building blocks increasingly impacts their ability to complete assignments.
Many children struggle with the ability to focus their attention all the time.
Tutors help their students focus by being right there beside them and can slow down or accelerate based upon what the student needs. Chesterfield Learning Center tutors accomplish this mainly through dialogue, by talking directly to the pupil and eliciting responses. In this way tutors can assess immediately whether their student is grasping the concepts being taught.
It might take weeks in the classroom before the teacher could discover whether the pupil has learned what they were supposed to learn.
If the pupil is particularly clever in hiding missed learning, or if the teacher is indifferent, the learning gap may not be discovered for prolonged periods of time. Some Midlothian children may manage to get through high school completely ignorant of building block concepts they should have learned in the early grades – concepts which teachers in later grades assume the child knows.
Students are often too embarrassed to admit that they lack fundamental knowledge in some subject areas.
They pretend to know when they really don’t or act like they don’t care about school. This can affect their grades and later college admissions if not spotted and corrected quickly. Working with a personal tutor, in the convenience of a learning center with personalized cubicles, diminishes these barriers and builds confidence in students to speak opening about specific struggles to address them quickly.
These hazards are eliminated in tutoring. The tutor keeps a close tab on what the child knows and does not proceed further with the student’s learning plan until they firmly grasps the required ideas and knowledge.
The tutor works directly with his or her student to sense whether the pupil is grasping learning objectives or not. When the pupil is not learning, the tutor can immediately find out why, make whatever adjustments are necessary, or explain things in different, more comprehensible terms until the pupil learns. The tutor can see if the pupil understood what he or she is teaching by a process very much like instant replay. Sometimes understanding does not come all at once, but in bits and pieces. Eventually the bits and pieces fall into place and become a comprehensible whole.
This is the learning process, and the tutor becomes intimately aware of how it works by seeing it operate in the child right next to them.
Adapted from Samuel L. Blumenfeld’s publications.
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