By: Rachel Gluck

Rachel Gluck — Mon, 08 Jan 2024 20:22:14 +0000

I read this report on post-pandemic tutoring with great interest. I agree with your findings regarding the difficulties schools are facing with struggling students that have fallen behind and how to best support them. I have found, after following this closely for the past few years since Covid, that the research has been too conflicting due to limited studies and too many variables. The number of struggling students is staggering and schools are scrambling in an effort to make it work for everyone.
In an effort to turn the tide, I have done a lot of research on the latest strategies that have proven effective in teaching struggling students core skills such as teaching students strategies that link reading comprehension to test taking by connecting questions with answers. I then created a coach certification program for tutors where they master the art of successful coaching. I also created a student workbook to go along with it so students track their progress and start to feel successful instead of stressful. I am testing it in several schools in our area for the past year and the results have been amazing so far!
I would therefore conclude that effective tutoring requires close school contact and well-trained tutors or coaches, as I prefer to call them. (Tutors teach a subject whereas coaches teach a student until they’re able learn on their own.) It also requires flexibilty within a structured framework so scheduling is individualized according to students’ preferences and needs. I found myself nodding along when I read about the twice a week tutoring being so much less effective than four times weekly. Another core component that’s important to target is proper goal-setting and continuous performance assessment. As students improvements were evident, they began tracking their goals and felt empowered and motivated to achieve academic excellence! As the parent of a struggling eighth grader related earlier today, ” Previously, my daughter would avoid sharing any of her test scores and would deny or refuse facing her struggles. Now that she’s feeling so much better with her school performance due to her support, she’s asking me to take a look at her test scores and is positively glowing!”
As educators, it is up to us to create an effective tutoring program that works so that students become successful, independent learners for school and life beyond the brick walls.
Thank you, Jill, for the article! I’ll be looking out for your updates.

Comments on: PROOF POINTS: Four lessons from post-pandemic tutoring research

By: Rachel Gluck