Teachers have a legal and moral duty to care for their students best summarized by the Latin phrase “In Loco Parentis” — in the place of a parent. In Ontario, and in many other parts of Canada, it’s the doctrine teachers embody in their practice and in their classrooms.
But we now find ourselves in an unprecedented time where parents need to take on the role as surrogate classroom teachers, as schools, daycares and many other places remain under lockdown.
For many families, this is the start of Week 10, and even as some restrictions have begun to ease, schools remain closed in Ontario. If you are fortunate enough to have the time to devote some attention to your children’s learning yourself (think of yourself as their tutor), here are five tutoring pro-tips to ensure the time is spent meaningfully.
Tip 1: Choose your tutoring time strategically
If you have some flexibility, choose the time you spend with your child focusing on reviewing their learning strategically. Opt for a time when they are well-rested, not hungry, and when they are likeliest to be focused and cooperative, and that you can regularly schedule. Often, this can be mid-morning once or several times a week, but it can also follow an outdoor break or some kind of physical activity early in the afternoon. The idea is that your child has had the opportunity to have their basic needs met, and to have had a chance to shed pent-up energy (there is a reason recess was invented). If evening time is the only time that works for you, go for that. Even one weekly session consistently can lead to positive results over the long-haul, and this is a marathon, not a sprint, so find something that works for your family’s schedule. Then — and this is the important part — communicate this time in advance to your child. You can say something along the lines of, “On Saturday, after breakfast and our walk, I want us to sit together and take a look at how school has been going. I’m here to help support you, and answer any questions.”
You will likely face frowns, moaning and some (or a lot!) of resistance at the idea, but I’ve learned that over time, kids appreciate knowing what to expect and what’s around the corner, and that they are more cooperative and less anxious over the long-haul. Then — and this is the other critical component — commit to this time. Pencil it in, and plan around it.
In the meantime, you may also want to review the 10 teaching considerations to help understand how best to support your child’s learning.
Tip 2: Come prepared and state your intention and learning goal
Find a clear workspace such as at a table, prep whatever materials you’ll need to help them with their work (notebook, pen, pencil, eraser, laptop with preloaded resources such as the dictionary, thesaurus, etc.). Then sit 90 degrees from your child, so you can have good eye contact, while also seeing their work, and share with them what you’re hoping to accomplish in this time.
The very first session might include simply having them show you and walk you through their work so far. What have they done so far, what are they most proud of? It’s important to give them the opportunity to feel successful and to establish a positive tone for your sessions (this is not the time to be overly critical, and it’s important to keep this situation, their stage of development in check).
Tip 3: Signal your undivided attention
Signal they have your full attention.This is not the time for interruptions or distractions. Kids learn by example, and when they see the level of attention and energy you devote to their learning, they are more likely to take their own efforts more seriously. Put the phone down and away, and turn off any distractions, including any notifications on your devices.
Tip 4: Review what’s New
Marina Koestler Ruben’s excellent book “How to Tutor Your Own Child” sets aside some time to review what your child has learned up until now. She advises not to ask “if there anything new,” (this gives them an all-too-easy out with a simple conversation-shutting “no”), but “what is new?” What has your child been learning in the last X amount of time? You may want to ask them to break things down by subject, and for older students, to review any assignments or feedback they have received from their teacher(s). When it makes sense to do so, feel free to work in any personal related anecdotes to help learners connect their learning to the wider world.
Tip 5: Review what’s Now
Once you’ve gotten a good sense of what’s happened to this point, ask your child what are they currently working on? What assignments do they have? What are they learning now? Remember: You don’t have to tackle everything all at once in one session, so prioritize and ask them what task / assignment would be most helpful to focus on right now? It may be most helpful to focus on any topics that are confusing or unclear first. If you don’t have all the answers (and who does), you may want to help your child find reliable resources that can help clarify their questions (if you don’t have the answer, that’s ok — you can figure it out together).
If your child is less open about discussing what they are struggling with, you may need to rephrase your prompt to, “Tell me / show me what you know about X topic,” and have them walk you through their understanding, and then try to identify any learning gaps. Ask follow-up questions, and ask them to demonstrate, not just describe, if appropriate (i.e. long division).
Tip 6: Plan for what’s Next
Depending on how the previous part went (as well as how old your child is, and how long your they have been sitting), you may want to include a brief “brain break.” This can be a brief break that includes some sort of physical movement, or the opportunity to run to the bathroom, refill water, etc. (this doesn’t need to be long — can be 5-10 minutes).
Once back at the table and seated, you want to focus on what is coming up next: any long-term or ongoing assignments, review due dates, and consider what learning will happen in the week ahead. You may also want to ask your child, “what do you think your teacher will teach you next, that’s related to X?” You want to instil a habit of looking ahead and anticipating learning, rather than just reacting to the learning. It’s a different level of student engagement.
Tip 7: Quit while you’re ahead
When you’ve accomplished your learning goals for the session, or if your child has had enough, leave off on a high note. Share one positive observation about your child’s efforts during this session, and ask them to consider what they want to work on. You want to establish a positive association with these sessions, and don’t exhaust the learning or the learner.
It may be more helpful to start with multiple shorter sessions and build towards a longer single session, to help your child adjust, if needed.
Lastly, establish with your child what goals they can work towards for the next session, and establish how you will be able to measure / assess together whether they’ve met them (is it to read X number of pages, complete a section of an assignment, etc.). Set aside time for your next session and repeat.
As always, these resources are here to help support you and your learner, and I’d love to hear what’s working or not working for you. Feel free to follow me on Twitter or Instagram, and share your questions, concerns, or experiences, and I will do my best to help. 🤓
sp*rk curiosity 