Success in the classroom starts with organization and preparedness. Every child learns at a different pace using different learning strategies, but the one common denominator between every successful student is often his or her organizational skills. Organization and preparedness go beyond just glancing at the vocabulary words the day before the test or doing a few practice problems before a math quiz. Consistent, consecutive, and calculated exposure to the material differentiates a good student from a great one. Often times these skills are not taught in the classroom and setting into the routine of consistent exposure can seem difficult and tedious at first. However, with the help (and inspiration) of a good tutor, these skills can be learned, practiced, and become a habit for the student. Ultimately, good organizational skills will solidify the student’s work ethic which will be a benefit for years to come.
Consistent, consecutive tutoring that incorporates these organizational skills into the subject lessons is a realistic approach to applying these practices to the student’s actual class studies and helps to turn the skills into a habit. Consistency is the key here. We at College Tutors of Indiana see first-hand the difference in tutoring effectiveness between students who commit to a regularly scheduled tutoring plan versus reactive or ad hoc tutoring. Consistent tutoring, with the right tutor, undoubtedly helps students improve their academic performance, and tackle those classes that seem overwhelming to them.
Consistent tutoring means that throughout the entire school year, the student should work with a tutor on mastery of their selected subjects, while developing good studying habits to succeed. Often, a student will receive one bad grade and panic and try to cram in one or two tutoring sessions before the next big assignment or test. This approach will disappoint both parent and student because the tutor does not have the time nor the means to build a foundation for the student and work toward a goal. Consistent tutoring, in fact, has been reported to boost test scores by 12 percentage points.[1] Further, tutored students outperform non-tutored students in 45 out of 52 studies, at a rate of nearly 90%.[2] The classroom setting is designed to teach students at a set pace to absorb as much material as possible by the end of the year. This approach does not benefit every student, and a good tutor will recognize the unique needs and learning style of the student, and adjust their approach accordingly, helping the student to grow and gain confidence.
At College Tutors of Indiana, many students have been tutoring for years in the same subject on the same day each week. For example, Noah is a junior in high school and has received math tutoring each week since he was a freshman. Because he was able to lay the foundation with his tutor early in his high school career, the tutor was able to adapt to Noah’s learning style. Noah has received consistent and consecutive tutoring for three years and receives exceptional grades in all of his math classes and makes honor roll each semester. Even when Noah may not “need” the tutoring (meaning one subject in math may come easier to him), he still meets with his tutor. This proactive actic ensures that Noah has the material down so well that he is well-prepared for the next chapter in math.
Our “AMPS” approach is something that naturally helps the student to take some ownership of the tutoring session, and significantly improves the productivity of each session. We high encourage every student to complete prior to every session. The “A” stands for assessment. Prior to each session, the student will assess what should be known (for the next exam, current assignment, etc.) and what is not known. This assessment should be completed by the student but, if needed, the tutor can help by beginning the session with a few problems from the lesson, or by talking through what the student believes his or her weak points. This step is so important because sometimes the student does not even realize how much he or she knows (or doesn’t know), or one area in which he or she may have been confident turns out to be an area in need of improvement. The “M” stands for make a list. This is a summary of topics and subjects that should be known and list of topics that are the most challenging for the student. This step is important, especially for visual learners, to see the checklist of areas the student needs to understand before the test. The “P” stands for prioritize. The student at this point will prioritize the biggest problem-areas on the list and this, in effect, becomes the goal of the tutoring session. The “S” stands for share, as in share with the tutor. The most crucial part of tutoring is voicing to the tutor the student’s comfortability level with the material and what they wish to work on. Tutoring, unlike classroom learning, is a conversation. The student and tutor must work together to accomplish the tasks for the lesson each week, and this takes consistent conversation.
Because every student is different, the tutoring session will look different for every student who comes into the Learning Center. Students should come to their sessions with a goal in mind, using the AMPS approach, and the student and tutor should work consistently toward that goal. Many studies have indicated that tutoring programs that incorporate research-based elements produce the best results.[1] One of the studies, most notably a study done for the Journal of Educational Psychology, found that consistent tutoring like the kind Noah receives will warrant the best results in the classroom. This study also shows that students need ample time to process the material they learn in the classroom, and one of the most effective ways to do that is with consistent and consecutive tutoring. (reinforcing)
The tutoring process looks different for every student, but the most important commonality between all successful tutoring engagements is a consistent tutoring schedule with a commitment of the student to take some ownership in the tutoring sessions. Many students may hesitate to begin learning with a tutor because the task may seem daunting, but with consistency, and the AMPS approach, learning will seem easier for the student, will ultimately save the student time and frustrations, and often develops into a bright spot on the student’s calendar, as opposed to a “chore.” Many of our students end of having fun learning to learn!
[1] CollegeXpress, The Impact of Expert Tutoring On Academic Achievement, https://www.collegexpress.com/articles-and-advice/majors-and-academics/blog/infographic-impact-expert-tutoring-academic-achievement
[2] CollegeXpress, The Impact of Expert Tutoring On Academic Achievement, https://www.collegexpress.com/articles-and-advice/majors-and-academics/blog/infographic-impact-expert-tutoring-academic-achievement
[3] Elbaum, Batya. How effective are one-to one tutoring programs? Journal of Educational Psychology.