FAQs

Why do you call yourself a coach, not a tutor?

For me, coaching implies that I walk along with your young person as they learn, observing and talking to them about strategies they already use and making suggestions for new ones that will improve their skills. I want them to take an active approach to their own learning, much like an athlete does, instead of sitting passively while I tutor them.

How do you deal with reading issues?

My first step is to find out why a youth isn’t understanding what they read. I ask them to read aloud to me, and analyze what words trip them up and why. Are they lacking phonics skills? Are they saying words that look similar to the word on the page, but aren’t exactly right? Are they inserting words that aren’t there, missing words that are, saying words that don’t make sense? All of this information tells me how to go about helping them to make more sense of what they’re reading.

They could be having other problems with reading as well- not reading actively, rushing through a selection just to get it finished, or feeling bored with an assigned reading. Because I individualize my approach to a youth’s reading, I teach them the strategies they need to improve once I’ve determined their reading patterns.

How do you deal with writing issues?

My techniques depend on whether students

– need help with assigned writing (high school/postsecondary) or

– need me to create an assignment for them because they’re not getting enough writing practice in school (high school only)

With assigned writing, the first step is to be sure that students understand what they’re being asked to do, and that they understand the selection on which their writing is based. They often need a more in-depth discussion about the concepts in the selection than is possible in a large class, and the chance to ask questions, which they’re sometimes reluctant to do in front of their classmates.

Next, I find out what organizational methods students are using, and make suggestions for others to try.

I often watch students write in real time on Google Docs so I can see how they approach a writing task. I can then make suggestions for other approaches. I always point out what they’re doing well and how they’ve improved since the last assignment they wrote.

If I’m developing a supplementary writing assignment for a high school student, I consult the Alberta Curriculum to see what writing skills are expected at the student’s grade level. I try to match the topic to an area of student interest, or to a reading selection. Sometimes, I use published writing as a model and get students to imitate the writing style. I assist with organization, and show students how attention to spelling, sentence structure, and grammar helps a reader understand a written piece and not be distracted by errors.

I do not give students “skill and drill” worksheets because research has shown these types of exercises do not improve their writing.

Also, I do not write papers for students, which would be in violation of my professional code of ethics.

How do you set up sessions with students?

Most high school students opt for a 60-90 minute session, once a week. Students sometimes ask for an extra session or a longer session when an assignment is due or during exam weeks.

Post-secondary students may also choose a regular weekly session, or may decide to contact me on an as-needed basis.

The long term duration of sessions can vary. Some high school students only need help with a specific unit (Shakespeare and poetry spring to mind); others need support for a longer time. Some high school students opt to continue working with me during the term in which their Language Arts course does not occur to keep their skills fresh.

Do you tutor face to face or online?

I tutor exclusively online. Most students are now comfortable with, and actually prefer, an online experience because it is less time consuming and fits better with their schedule. Also, it is easier for me to provide writing feedback in real time through Google Docs.

Why choose you for Language Arts assistance instead of a well-known tutoring company like Oxford or Kumon?

Most tutors who work for large commercial tutoring services have far less educational background and experience with addressing reading and writing issues than I do. Some are not qualified teachers. Also, tutors in these large companies often stick to an ” in the box” approach, or a standardized program. They may deal with students in groups, not as individuals.

Your young person is the only person I focus on during the time I spend with them. I completely devote my attention to their current needs, and prepare materials that match what is happening in their classroom and how they learn.

What about hiring a university student to tutor Language Arts? Aren’t they a lot cheaper?

Of course, you could go that route. But, generally with tutoring, you get what you pay for. A university student won’t bring the education and experience that I do to the challenges your young person is having. They may be untrained in teaching, and may rely on methods that have worked for them but won’t for your teen.

Why choose you for assisting youth with the transition from high school to post-secondary? Can’t they access university services for free?

Sometimes, students aren’t aware of free university services such as writing centres, learning support services, and health services, and I will definitely encourage them to use these services if it is more convenient for them.

However, building a relationship with someone in these service areas is not always possible, and students may meet with someone different each time they visit. I can offer ongoing rapport and support as we get to know each other.