| > | | | | should also be able to relay information pertaining |
| When it comes to schooling, perhaps no subject is | | | | to how the student learns best, so that parents |
| more difficult to children than math. While there | | | | and teachers can best apply these methods. |
| are indeed many students who excel at | | | | Tutors should encourage independence. Students |
| mathematics, those who have trouble often find it | | | | should be shown how to recognize concept |
| hard to ask for help. When it comes to schooling, | | | | application in context in order to fall in line with the |
| perhaps no subject is more difficult to children | | | | current lesson plan. The idea is not to use the |
| than math. While there are indeed many students | | | | tutor as a permanent means, but rather to build |
| who excel at mathematics, those who have | | | | up the student’s confidence and knowledge |
| trouble often find it difficult to ask for help. Math | | | | so that they might better be able to help |
| tutoring is an effective way to bridge the | | | | themselves. While this may take some time, it is |
| communication barrier between the lesson plan | | | | a goal to look forward to. |
| and the student. In this article, we will outline a | | | | The relationship between tutor and student should |
| few tips and tricks to help you find your match. | | | | be compatible. The individual being tutored can |
| A quality tutor should engage the student with | | | | make this call easily, after a few lessons have |
| questions that directly involve them in the lesson. | | | | passed. When dealing with a child who does not |
| If a student is falling behind on their studies due to | | | | want to be tutored, you may ask them whether |
| frustration or lack of engagement on the part of | | | | they would enjoy a different tutor, or if they |
| the lesson plan or teacher, hiring a tutor that does | | | | simply do not enjoy the process overall. |
| the same will not help anything. Make sure there is | | | | A good tutor should be realistic and truthful, while |
| a consistent level of involvement, and talk to your | | | | optimistic and supportive at the same time. It is |
| student in regard to the sessions afterwards. | | | | important that the tutor not promise As, |
| In addition, a tutor should be able to provide | | | | but rather indicate that everything possible is |
| detailed information regarding the progress being | | | | being done to help the student understand the |
| made. Students should be given accurate and | | | | current lesson. |
| detailed feedback on their work, parents should | | | | After all is said and done, trust your gut. If you |
| be made aware how prepared a child is for a | | | | feel it simply isn’t working out, then it may |
| test, and the teacher should be aware of any | | | | not be a good fit. Talk to you child and evaluate |
| concepts that the student shows difficulty | | | | the situation as time goes by. Other options will |
| understanding. | | | | always be available when the time is taken to |
| After a few lessons, the tutor should beginning to | | | | look. |
| adapt to the child’s learning style. They | | | | |