Early Academic Intervention: Should the Classroom Teacher Tutor?

Insanity is doing the same thing and expecting a different result. Doing more of an ineffective thing doesn't qualify as a genuine attempt at becoming more effective, right? That's not how any of this works.

I want to preface this message by showing gratitude for how hard classroom educators work. Their commitment and sacrifices are not sufficiently acknowledged nor rewarded.We shouldn't expect them to do it all alone...

I raise this question - should the classroom teacher tutor? - because tutoring sessions held by classroom teachers are failing so many students. As a nationally certified professional tutor, it's disheartening that the majority of my clients believed they couldn't learn because of how the classroom teacher unpacked learning material. All too often, learners become frustrated because the multiple representations strategy is missing in many classrooms.

As practitioners in the education community, we tend to present concepts in ways that make sense to us. This approach makes sense. Deconstructing complex ideas and re-packaging them into lessons is challenging. Figuring out multiple ways to present complex ideas to students is even more challenging and requires a level of time commitment that's scarce given the work load of classroom teachers.

Here's what to look for...

First, we have to be willing to look around us to see that an issue exists. Then, we have to name it and look inward to see how we've contributed to the issue. Finally, we have to commit to removing the culprit: environmental influences, preconceived notions, unproductive behaviors.

• If he's not learning in the classroom, stop expecting the classroom teacher to tutor the child. Using the same teaching strategies for tutoring sessions isn't likely to improve performance. For a few, this approach works. For most, it's a bust.

• If she attends class regularly and is failing, stop expecting the classroom teacher to tutor the child. Showing up is half the battle; still students need to receive equitable instruction during class time. Evidence of inadequate instruction shows up early on: inability to complete homework independently; and low daily grades and quiz scores.

• If they don't like being in class, stop expecting the classroom teacher to tutor children. We are reminded by Rita Pierson quotes that building relationships with students is mandatory. Click the image below to learn why it's important for kids to like classroom teachers and how you can facilitate this transition.

Students don't learn from teachers they don't like. Forcing a student to try to learn something from someone they don't like has the potential to strengthen character; but, it's unlikely that academic performance will improve in a timely manner. We want to look for opportunities to match learners with professionals who are best equipped to reach them... and transform performance quickly.

Next steps...

When students are struggling, investigate. Resist the blame-game and finger-pointing. Stressful times are opportunities for parents and educators to show compassion, to follow the student's lead, to seek early academic intervention from a professional experienced in identifying and addressing the root causes of poor performance.

Jackson Education Support exists to develop more independent learners by implementing personalized services and supporting engagement efforts. Both low-performing students and gifted students benefit from intensive academic intervention. Early academic intervention is always best; nonetheless, commitment to a personalized learning plan results in dramatic improvement in performance as well as noticeable increase in confidence.

Here's the secret to Jackson Education Support's 96% success rate among private tutoring and exam preparation clients of all ages.

1. Make content accessible to students through equitable instruction.
2. Engage students in meaningful and rigorous learning opportunities.
3. Encourage multiple means of expression (not only teaching to the test).

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If you have a student or know a student

who could benefit from academic intervention,

visit je411.com/schedule to explore support options.

#JEsupport is a #BizChampion

I have really BIG news to share this month. At the end of 2017, I set a new blog schedule. Since my commitments to clients, health, and home life kept me from blogging as much I would've liked last year, I decided to write less often this year.

Interestingly in December, I was moved to write my second book, Cultivating Grit: An approach to increasing confidence. This project required quite a bit of writing (editing and revision) to complete. Still, I re-affirmed the agreement with myself to post blogs bi-monthly (instead of keeping the monthly schedule from before going on hiatus). I expected to smash the goal of writing only six blog posts in 2018. Well, so much for that plan...

This isn't the rant of an unappreciative soul. It's exactly the opposite. I've been nearly bursting at the seams lately. Until a few days ago, I was unable to share this amazing news.

Jackson Education Support has been named a 2018 American Small Business Champion by SCORE, the nation’s largest network of volunteer, expert business mentors, with the support of Sam’s Club. We are so proud of this national recognition for our dedication to the success of our small business. Thank you for supporting the education firm and blog over the years and for helping us to achieve this distinction. This would not have been possible without YOU!

SCORE is rewarding us with a trip to a networking and training symposium, publicity and business mentoring. This summer, a judging panel of small business experts will select three Grand Champions from the group of 102 Small Business Champions, to be announced September 13 at the SCORE Awards Gala.

Jackson Education Support (JE) exists to support the development of more independent learners of all ages. This mission is accomplished by implementing personalized in-person and online solutions for individuals and organizations. Our approach is unique because we leverage character development to affect cognitive development. We infuse social emotional learning objectives and subject area learning objectives in order to increase confidence and improve performance. What's more is that our 96% success rate evidences program effectiveness.

I launched JE in 2012. That's nearly six years of invaluable professional and personal growth. Still, supporting the learning goals of clients and team members doesn't feel like work. An opportunity for growth accompanies each new challenge. Actually, the fun is in the challenge.

A Word from SCORE CEO & Sam's Club VP

"SCORE congratulates and celebrates these 102 American Small Business Champions, who represent some of the best small businesses in America,” said SCORE CEO Ken Yancey. “We are proud to reward these passionate and hardworking entrepreneurs...”

"Supporting entrepreneurs has been a part of who we are for nearly 35 years," said Tracey D. Brown, Senior Vice President of Operations and Chief Experience Officer at Sam's Club. "...The 102 winners celebrated through the American Small Business Championship are excellent examples of how innovation, persistence and knowing your customers can help an entrepreneur overcome obstacles and we congratulate them on their accomplishments.”

A Special Thank You for the JE Community

I would like to thank YOU for your continued support. We appreciate the opportunity to build relationships and broaden our impact on academic and character development outcomes. Jackson Education Support is committed to enriching our local and global community, and we look forward to many successful years ahead.

Specialty areas include character development, literacy, math, and science. We develop in-person and online solutions for educators, families, and learners globally. Read feedback and learn more by visiting je411.com. You're also invited to connect with us on social media!

                     

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To learn more about The American Small Business Championship

and to view the complete list of Champions, visit www.championship.score.org.

Student Strategies for Less Stressful Testing

It is almost that time of the year when Mississippi students begin state testing. Classrooms can become very intense, because teachers have administrators on their backs... and administrators have central office staff on their backs. This pressure can cause tension between teachers and students. 

Students in high schools really have it tough because state testing solidifies graduation. Consider a four tips designed to improve assessment performance.

Review information daily. Daily review periods minimize test anxiety. Many students get nervous on day of test, because they don't feel adequately prepared. If learners review learning material on a daily basis, they will not have the added pressure of getting it all in at the last minute. Students who feel prepared on test day generally experience less anxiety and are better equipped to demonstrate skills mastery.

Clarify gaps in learning. Many teachers review testing standards with students. Teachers connect preexisting skills as they introduce new concepts. But, students are encouraged not to let a teacher proceed with the lesson if the lesson is unclear, if questions remain. Test takers regret having not asked questions for clarity in class when they get to the test and run across a familiar topic that they do not fully understand. Avoid this stressor and improve performance by asking questions and following up with more questions.

Change daily habits. Many times students want to continue to stay up late, hang out with friends, or  try to remember things without writing them down.  As students enter testing periods, transition in focus is mandatory. Their focus should be on mastering the test, on exceeding expectations. Accomplishing this goal may require a few changes in daily habits. I would always tell students that those same friends will be there after testing, if they are your true friend.

Build endurance. Often, students find themselves falling asleep during testing. Sometimes, sleepiness will over power the mind and body, and students begin marking any answer choice just to finish the test. Prepare the extended testing periods now by getting a good night's sleep. By resting the body, students build up more energy that can be leveraged to practice testing endurance over the next few weeks.

My final thoughts: I understand that testing can be stressful. Let's work on ourselves to facilitate less stressful testing.

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A very special thanks goes to
guest blogger, Darein C. Spann, Ed.S.
Darein is a public school teacher and
board director for the National Education Association.

Operations in Base Ten: Place Value Blocks

Much of the nation concurs Common Core Math Standards is a useful tool for educating young people. The goal is that students develop greater depth of knowledge in mathematics early on. Challenging students in earlier years often challenges parents and educators as well.

Beginning in kindergarten, the math standards encourage exploration of operations in base ten. This means elementary students should be able to demonstrate understanding of place value. To name a few ways, learners who master place value standards can...

• use objects or drawings to compose and decompose numbers based on place value.
• use symbols to compare numbers based on place value.
• read, write, and represent a number of objects using base ten numbers and expanded form.
• fluently add and subtract using place value strategies. 

In my experience, students are equally bored with reading about place value concepts as adults. Learners of all ages enjoy hands-on experiences. They want to touch and feel concepts of composition, decomposition, comparison, and so on. A free, two-dimensional solution involves printing Base Ten Tools offered by fellow Teachers Pay Teachers seller, Heather Ayers. The only types of resources having greater potential for student engagement are three-dimensional manipulatives like Assessment Services Hands-on Base Ten Blocks.

When the stage is set for hands-on activities, anticipation and excitement build as students enter the learning environment. Eyes widen. Smiles spread. Spirit fingers ripple. Math manipulatives hook learners in a way that changes their mental state immediately. Hands-on learning adds context and meaning to standards. Students interact with content as oppose to simply absorbing (and usually forgetting) humdrum theory and examples. This is especially true for young students with fleeting attention spans. For instance, identifying patterns and skip counting are challenging concepts for elementary students. With a little guidance and think time (or wait time), one client made new connections using place value blocks.

Jackson Education Support offers hands-on experiences to learners of all ages. Specialty subjects include literacy, math, and science. One-on-one and small group support options available. Visit je411.com to learn more.

Remember to Remember: Reflecting to Change

Imagine you are preparing to teach students a new skill. You do your due diligence by researching and planning a stellar lesson. You have a clear focus and engaging activities. You rehearse the lesson format and feel confident. You begin the lesson, but as time goes on students begin to lose interest and goof off. The lesson ends and students do not grasp the concepts. You are left feeling frustrated and confused. Sound familiar? 

This scenario is common across classrooms everywhere. It doesn’t matter if you are a novice teacher or a veteran, it is  incredibly difficult when instructional plans go awry. As hard as it may feel, this is precisely the time when you have to remember to remember. Put differently, reflect on the instructional plan and delivery. Intentional reflection can be transformative if done on a regular basis. Consider the following during reflection exercises, especially when lessons are not well received.

Focus on the positive. It does not matter how much experience you have. There will be many times when things go wrong. Teaching is a courageous undertaking that requires bravery. Try not to be negative with yourself or your students. Avoid negative thoughts by embracing successful moments during a lesson. Find at least one aspect of the lesson that was successful. Did you plan a great introduction? Were students engaged during a particular part of the lesson?

Don’t take it personally. It is easy to take misbehavior personally, but this is usually a symptom of something deeper. Rather than focus on student behavior, reflect on aspects of the lesson that caused disengagement.  Also, think about ways to address similar situations in the future lessons. Was the activity explained properly? Was the amount of content too overwhelming? Really pinpoint where the breakdown happened, so that you can identify effective solutions.

Ask for help. Now that you have a positive outlook and you've pinpointed areas needing improvement, ask for help. Look for resources. Brainstorm with a colleague. Bounce ideas off of mentors. Seeking help from others yields a variety of strategies to improve engagement during lessons.

How will you practice intentional reflection?

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A very special thanks goes to

guest blogger, Kandice Cole. 

Kandice is a writer, teacher, and education consultant. 

She resides in Chicago with her husband and infant daughter.