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Why is tutoring effective? I am finding out that tutoring helps kids understand difficult concepts by looking at them in a clear, straightforward way.  I try to supply lots of examples to kids when I’m explaining math concepts for example.  Tutoring also proves to a child that she/he can certainly learn well, but may just need extra time, repetition or a different method to understand material.

There’s many reasons why a child may need tutoring.  For some, English is not their native language. Others come from families that don’t value reading before bedtime. For others learning in a large classroom is too distracting. I have been a home tutor now for about two months and tutoring is showing me so much about the way children learn.  It’s also an opportunity for me to share what I know and develop relationships with children.

The missing link with all my students seems to be related to confidence and time.  A few of my kids who are just beginning to read or aren’t yet fluent are feeling around for their own voice and need someone to encourage them, or they need to learn how to choose appropriate books that are neither too easy nor too hard.  Two boys I have are scared of math.  A first grade girl isn’t very social at school and tells me that she doesn’t really speak to any other kids, an 11 year old wants a library card desperately.  They all need time with an adult who can explain concepts by using concrete examples.  I am finding out through tutoring that there’s a lot I can do to change these sad stories.

For one sixth grade boy, I spent about three sessions showing him how to translate verbal phases into algebraic phrases, and he found it fun to do.  He then wanted to know how to solve for x, but wondered why the variable wasn’t after the equal sign.  I actually realized how foreign and weird it may seem for a child to solve for x…I think it’s the first time that they have to solve a mathematical sentence where the final answer cannot be found on the right side of the equal sign.  He helped me realize how foreign it was, because he asked me why there was a number after the equal sign.  Once he understood how to look at an algebra problem, he could do the rest of the computation. Now he has confidence in his own abilities, and can recognize an algebra problem which he can build on. 

Reading with fluency—so the words flow—takes a lot of practice for a child.  I have four students of different ages who all need help becoming fluent readers.  Reading with fluency is an integral skill for children, so that they can approach any other subject and learn about it, and so they can read and follow directions.  What I am beginning to find out is that children really love being read to.  For them, hearing the sounds spoken with expression is very exciting and models how to translate letters into sounds.  Just this week, I was reading 101 Dalmatians to a 4th grader using paired reading, where we alternate reading pages.  At the end he asked if I would read the book again to him.  I was surprised.

Don’t his parents read to him? I wondered. Doesn’t he want to read for himself and develop a sense of confidence in his own abilities?

He really enjoyed the book and I could see that he was engaged when he expressed that he wanted to watch the movie afterward.  I could also see that he tries to act like a big kid, like his older cousin who is often in the apartment.  Then he showed me his evening bedtime book and it was too hard for him to read! That must be so frustrating for him.  This child may be preoccupied with growing up too fast.  Previously I had been focusing our sessions on math skills, but I’m seeing that he needs more help in literacy, so now, I’ll focus more of my time reading with delight to him and monitoring his reading.

One of the most important things I am learning is that the way I show up to these tutoring sessions really dictates how the children will concentrate and thus if they will emerge from our time confident in their own abilities, and motivated to try their best.  When I show up prepared and organize the time well, they respond with putting forth their best effort.  If I show up disorganized or start shuffling papers around, their attention and excitement wanes.  This observation is empowering because it shows me that they are mimicking almost whatever I do.  I have to take responsibility and rise to the occasion.  Moreso, it shows me that children really do want to learn, do want to be engaged, and do want to succeed.