Getting back to the basics
[attach]637[/attach]Grade 9 should be less stressful for Greg Souza thanks to a solid tutor-student bond.
“I had problems with essay writing,” he said of grade 8. “But after working one-on-one with (a tutor), I understand more of what I was doing wrong.”
Souza was paired up with an instructor from the Sylvan Learning Centre in North Toronto for four months.
According to Joanne Burgess, director of the tutoring centre, there are three factors that can help determine success in school: reading speed and comprehension, clear writing and the ability to do math.
If a child shows no weaknesses in those areas, they can likely master any subject, Burgess said.
But identifying learning strengths isn’t always so easy. Using math as an example, Burgess said the trouble might show up as a reading problem.
“Math gets wordier in the higher grades,” she said. “If a child has reading difficulties, they will fall behind from losing time trying to understand the problem. Poor reading lowers math marks.”
The only way to improve, she says — practise, practise, practise.
No matter what the dilemma, Burgess says parents should not proceed until both they and the child know what the problem is.
“The way not to waste money is to zero in,” Burgess said. “Look for specific programs.”
Children with special needs may also require the help of a tutor.
Child psychologist Lynda Thompson works with children who have attention deficit disorder and says even when a parent and child agree to seek a tutor, the choice can become more difficult when selecting which type.
“The underlying problem has to be addressed first,” Thompson said. “Because a child with ADD ends up missing class time, they often need one-on-one tutoring.”
Thompson also tests for various factors, including impulsivity, attention, reading, writing and math. There’s also a behavioural questionnaire for parents to fill out.
The process is called neuro-feedback training, which assists children with attention deficit disorder with their focus.
Like personal training for the brain, neuro-feedback exercises teach it to function more efficiently.
Thompson says most students show improvement after 20 sessions and a complete re-evaluation of their progress is carried out after 40.
“It makes a big difference after a child learns to pay attention and sees how they focus and take in information,” Thompson said. “Imagine the learning barriers when you’re too distracted because you’re looking out the window or fiddling with your pants pocket.”
