Elementary and Middle School Tutoring Services
Creating a Safe Space for Student Self-Expression to Enhance Learning
We use an Express-to-Learn methodology to tutor students from 3rd grade through 9th grades in math and writing. This process helps kids discover barriers to building new skills, habits to overcome those barriers, and ways to develop and recall their learning assets.
How it Works
The process is simple. We ask a low-stakes question that the student answers by drawing, writing, movement, or some other safe, constructive way that they are comfortable with.
These questions allow us to see what students deal with and provide insight into any adjustments the lesson may require to accommodate the student.
The first question is usually about:
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- How the student feels
- Any curiosities the student has about the subject
- What do they know and don’t know about problem areas
The second question comes roughly 20-25 minutes into the session and asks students to observe any learning barriers and what possibilities exist to overcome them.
The last question is asked at the end and addresses what the student has learned. Answers can be about learning math, writing, or something about themselves such as:
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- How to “combine like terms” in Algebra
- How color markers help organize information
- They can take on difficult challenges and persevere
Each session is virtual and approximately 50 minutes. In-person appointments are handled on a case-by-case basis.
To learn more, see our case study below.
Online Tutoring Services
Planning
Enhancing Confidence
Finding Knowledge
Ongoing Support
Case Study
Robby’s Challenge
Robby was an eighth grader who had dyslexia and ADHD. He loves baseball and plays second base for various teams.
Robby needed a math tutor when he fell behind in 7th grade due to the pandemic. He had an especially difficult time because, due to his dyslexia, he missed operator symbols and numbers while trying to find solutions to equations. He often got answers wrong and failed quizzes and tests.
You could see Robby had low self-esteem, confidence, and saw himself as “stupid” and had a “what’s wrong with me” mindset. It was clear he endured plenty of pain and shame that comes with academic setbacks.
In terms of math, Robby had trouble solving complex equations with many numbers and operators. Every time he looked at an equation, everything was scrambled. Robby went ahead and wrote out his answers as expected like any other student. In his case, however, he consistently missed many calculations which resulted in wrong answers.
Express to Learn
In one session, we asked our second question as described in Express to Learn: “If you were a great mathematician like Albert Einstein, how would you describe what happens when you try to solve life’s most challenging problems.”
Robby spent no more than thirty seconds writing his answer: “I just don’t know. It’s all a mess.”
Actionable Solutions
From his answer and our observations of how Robby solved equations, we determined Robby needed a linear way to introduce equations to his brain.
After using other sensory methods, we discovered using a highlighter to help operators stand out was a natural fit. As he went over each operator, the highlighting allowed him to see equations as he needed to.
Not only did Robby begin to correctly solve a number of complex problems, but you could see on his face a new “can do” attitude, confidence, and higher self-esteem. For Robby, he had a solid learning asset he could count on which was huge for him.
Supporting the Solution
But finding the technique to solve math problems was only half the battle.
The question was how does Robby remind himself to use this learning asset – the highlighter – in math class and in life situations that require math? How could we help Robby build this habit – an asset that will help him in the future. Sure, having a highlighter on hand was fine, just not enough.
When it came time to ask the third, and last, question of the session, I put it in the context of baseball – his passion.
Conversation:
I said, “Robby, what’s the job of a second baseman?”
He’s said, “To catch the ball . . . I guess?”
“Exactly! You catch it! You don’t let the ball get by you, right?”
“Yeah.”
“The ball for you is seeing you will have math to do whether for school, studying at home, and any other situation that requires math. The key for you is to remember that your highlighter is your mitt so when you go into class, make sure you have it with you so you don’t let the balls get by you.”
Furthermore, we said “Will ‘balls’ get by you? Of course, that’s life! All you can do is go on without beating yourself up.”
I said, “The key here is to stay focused like a second baseman. Again, let the highlighter be your glove. When you step on the field that is math class, have your highlighter and try your best to not let balls get by you.”
I recommended Robby write down “Don’t let balls get by you” on an index card and carry it in his pocket daily.
We knew from personal experience, that in a random moment, he’ll forget what’s on the card. Yet, when he’s moving throughout his day, he’ll ask himself about what’s in his pocket and what it says. By forgetting, he’ll reacquaint himself with the message in a more powerful way.
We continued to work with Robby now he has the highlighter and other tools to take math on. He has a more grounded understanding of self-preservation and consistency, how to support his confidence, and calm his anxiety better than before. Although Robby doesn’t have a full slate of habits to work with yet, he’s much better prepared for lifelong learning and many more future possibilities.
Contact us with any questions or to schedule a session for our tutoring services. Please fill out the form and we will get back to you within one business day.
(857) 891-5844
Contact us with any questions or to schedule a session for our tutoring services. Please fill out the form and we will get back to you within one business day.
Phone: (857) 891-5844