November 23, 2007

Greater East High School’s Peer Tutoring Program

(Article length 661 words)

By Dakarai I. Aarons 
Sunday, November 18, 2007

Editors Note:
Founded in 2004 by East High School Alumna, Charles McVean, the Greater East High Foundation’s peer-tutoring program, which pairs upper classmen with East High freshmen from the Memphis school, has helped students to score "significantly higher" than their untutored peers on Tennessee’s standardized tests and has helped to further the Foundation’s goal of top college scholarships.

The way Jerica Falls and Alexandria Jones talk, you’d think they’d grown up together as sisters.

The two East High School students have formed a tight bond in the months they’ve spent together in the Greater East High Foundation’s tutoring program, often finishing each other’s sentences.
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Filed under: Leadership,Peer-Tutoring

November 19, 2007

Is Your Volunteer Tutoring Program as Effective As It Could Be? Research Reveals “Best Practices” Behind Successful Tutoring Programs

(Article length 1356 words)

Editors Note:
Experts agree. There is no disputing the evidence that tutoring works!  But many volunteer tutoring programs are often not as effective as they could be, according to research from the Department of Education and The Corporation for National and Community Service.  Following is a list compiled from the available data that reveals the "Best Practices" of the most effective and successful tutoring programs.  Take a look and see how your program measures up.

Practices Present in High-Quality Tutoring Programs  

  • Work in coordination with the student’s classroom teacher.  Meet with the teacher before students are assigned.  Have the teacher define goals for the student, and work with the teacher to meet them.  Ask teachers to provide training and modeling of teaching strategies.  Allow tutors to participate in a one to two week in-class observation period.

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Filed under: Academic Learning Centers,Admin/Management,Assessment,Training/Education,Tutoring Practices

November 16, 2007

Does Your Child Need a Tutor?

(Article length 1624 words)

By Walecia Konrad – October 2007 Issue of Good Housekeeping.

Editor’s Note: 
Tutoring professionals understand that the most successful tutoring outcomes result from a collaborative process involving students, teachers and parents who are well informed.  The following article: “Does Your Child Need a Tutor?” helps tutors provide the essential information parents need to choose the right services for their child.


How to tell—and where to find the best help.

It wasn’t just her daughter’s dropping grades that disturbed Joyce Present, a 48-year-old caterer in suburban Detroit. She was tired of the fights. Ten-year-old Noelle was having trouble mastering fourth-grade math, falling behind and feeling so frustrated that getting her to do her homework at all had become a nightly battle. “I was losing my mind, and I wasn’t doing Noelle any good, either,” says Present. “It was time to get help.”

Present hired a tutor for Noelle, and after about three months of weekly sessions, the math grade on the girl’s report card jumped from a C to an A. The next year, fifth-grade math came easily for Noelle—she averaged a B—and the fights are ancient history.

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Filed under: Home Schooling,Peer-Tutoring

November 14, 2007

Using Mnemonic Instruction To Teach Math

(Article length 1220 words)

By: The Access Center (2006)

What is mnemonic instruction?

Mnemonic instruction is a set of strategies designed to help students improve their memory of new information. Mnemonics instruction links new information to prior knowledge through the use of visual and/or acoustic cues. These strategies have been proven effective with students at a wide range of ability levels (gifted, normally achieving, and those with mild and moderate disabilities) and at all grade levels. Mnemonics are particularly helpful in teaching students with disabilities who have difficulty recalling verbal and content-area information, as they are effective with any type of verbal content.

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Filed under: Academic Learning Centers,Home Schooling,Study Tools,Tutoring Practices

November 12, 2007

Peer Tutoring’s Potential to Boost IQ Intrigues Educators

(Article Length 1280 words)

By Debra Viadero

Two Norwegian scientists published an important pair of studies in June showing that firstborn children have higher IQ scores than their younger siblings—and, more significantly, that those differences owed more to family dynamics than to biology.

The articles created a buzz in academic circles and the media, fueling speculation on the possible causes of that IQ gap. Of all the theories espoused, though, one is particularly relevant for educators. It suggests that firstborns are smarter because they spend more time tutoring younger siblings.

Click here to read more of "Peer Tutoring’s Potential to Boost IQ Intrigues Educators"

Filed under: Academic Learning Centers,Peer-Tutoring,Tutoring Practices


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