Call me the anti-tutor.
I simply don’t believe in: doing someone’s homework for him/her, teaching to the test, sticking to one subject in every session, and making students feel like subordinates.
Whether or not my clients and their parents can always see the goal I have in sight, I rarely veer from my determined course, which is not to have a course. I have been a tutor for almost ten years, and I have discovered that the greatest thing about tutoring is that you have access to the parts of a person’s brain, and heart, to which a classroom teacher does not. Because I only work with one person at a time, I have the luxury of paying attention to their signals. Even if we’re meeting online, I can tell if my clients are tired, distracted, or having an off day. I react immediately and shift what we are doing or the way we are doing it. This is why I never have more than rough lesson plans.
We all know that there is nothing worse than sitting through a lecture or meeting when all we can think about is the argument we had with a friend or spouse earlier in the day, or how much we need coffee. So, why not respond to those personal problems, and teach people how to navigate pleasant and unpleasant days alike?
This doesn’t mean dismissing school when we notice kids are falling asleep in first period. It might mean starting school at a later hour so they can actually think. Biorhythms are the first things I ask my young clients to pay attention to. If they do not think well right after school, I do not want to work with them at that time because, although they may sit quietly and obey, they will not absorb or engage in the lesson. I ask them to complete their assignments in an environment that makes sense. If their parents insist upon them sitting at a desk in silence for a few hours until all their homework is done, but they are obviously auditory learners who do better with a beat in the background, I encourage them to change it up. If School, and its sidekick Busywork, is all about preparation for Life, we should make sure our kids are experimenting enough with study habits, organizational skills, and environmental factors to create lifelong patterns that work.
I see too many kids copying down notes word-for-word from a PowerPoint, and not understanding them when they read them a second time. I see too many adults scribbling illegible minutes in an unorganized fashion.
I see too many kids wasting hours making flashcards and never really learning the vocabulary words. I see too many adults writing lists for themselves that they never look at.
I see too many kids who cannot write a coherent paragraph. I see too many adults who cannot write a coherent e-mail.
Those kids become those adults. Many adults, though, don’t see any other way than the way they were told to do things: write your appointments in a planner, read concepts over and over to memorize them. The truth is: there are a million ways to be more efficient with time management, and a million ways to memorize things. Once you figure out the tricks that are required for the way your brain is wired, you just use muscle memory forever.
For me, saying something out loud or teaching it to another person is as good as stamping it in my brain for life (or at least for a good long while). I learned in high school that I was not a note-taker. If I wrote, I didn’t listen, which meant I didn’t learn. So, my notebooks were sparse and teachers probably thought I was daydreaming. I kept the same habits, though, through college, and I still use them every day in non-school-related ways. A phone number, a grocery list, a date: say it aloud.
In order to take full advantage of your academic attributes, you must recognize and tread lightly upon your weaknesses. My most glaring one is my complete incapacity for spacial reasoning. I cannot imagine distinct shapes, faces, or places in my head. I can’t judge distance, which means I can’t estimate. I hate visuals, especially in the form of cute little drawings in math books. I want things to be concrete and logical, so when they aren’t, I feel myself getting antsy. I have learned to work around this by translating things into terms that work for me, and moving a little slower with geometry than I do with algebra.
It is unlikely that you have the exact combination of strengths and weaknesses that I do, but it is a fact that you can use both to your advantage. Granted, I employ my skills every day because it’s my job. Still, I think we could all benefit from a heightened awareness of what works for us, and forget what the boss or the teacher is telling us to do. In the end, all that usually matters is that we arrive at some endpoint, and nothing is left out. The mode of transportation is an individual choice.
Technorati Tags: children, learning, learning style, life skills, multiple intelligences, students, study, study habits, teaching, tutoring