First, I meet with the parent(s) and the student to identify learning
goals and create an initial schedule (usually at least one hour per-week
per-subject). Ideally, communication is also initiated with teachers
and/or a school Learning Specialist to complete the circle of care
for the student. Then, we begin regular sessions, with the understanding
that my primary objective will always be to guide the student to a
self-sufficiency that precludes further tutoring.
1. First, check-in for any "Red Alerts"—current assignments
the student would like to be sure and address during the session.
2. Often, a quick warm-up exercise to
a. Start the session with a success
3. Careful skill-building exercises and activities—always related
to agreed-upon learning goals and also directly related to school
work whenever possible—designed to build deep understanding
and self-sufficiency. The guiding principles are:
b. Get in gear for learning
c. Review/assess previously covered material
a. Students have to succeed to stay motivated—learning
will be "chunked" accordingly.
b. A new skill will be introduced first with an "I do it, we do it, you do it" format.
c. Skills that prove difficult for a student will be revisited with a variety of multi-sensory techniques until the most effective is revealed.
4. Review/assessment of learning and preview of next session.