What happens when the challenge becomes more than you thought it was?

I have a wonderful student and the parents are fantastic.
They are very patient with me and understanding, which I appreciate. However the progress of the student is evolving. Certain disabilities have been uncovered that the parents didn't really know she had. This causing me to re-evaluate my teaching on a weekly basis. 
This poses an interesting question. What do you do when you hit a block in the road?
I think the most important thing you can do is to communicate with the parents of said child. Often times, we think of tutors and parents as different entities. We don't do that at school though. That's why there are conferences. Parents and teachers work together to give the child the best educational support possible. So why would tutoring be any different?
I constantly work with the parents of my student. When the student is tested, they have a meeting with me. When there are things going on with the school, they let me know. I also let them know the methods I am using. And if something doesn't work as well as I had planned, I meet with the parents, I brainstorm, and then I let them know my game plan. 
This has become extremely beneficial. I know things about the student, I wouldn't have known otherwise. I'll be honest, this is a VERY long process, but I see things paying off. 
Tutoring is not cut and dried. It is a system of trial and error, but I feel as long as you communicate with everyone involved, that block in the road won't be so big. 


After 30 years of tutoring special education children, i have decided that all blocks in the road are mine, not the child's. Thus, I analyze what I have already done and did not work. For example, I found one student I was consistently talking with about his needs who listened attentively, yet was not making progress. I switched to a visual approach, placing my directions on 3 x 5 cards taped to his folders and some on his desk, and the shift was remarkable! He needed a visual, not a verbal approach to learn. According to the old Orton-Gillingham approach, our students learn best from the VAK (Visual, Auditory, Kinesthetic-Tactle) system. When these means
are presented together, well integrated, and repeated in a variety of academic game-like approaches, learning
occurs. I also involve the parents in proving flash cards, computer or iPAD for follow-up explaining that the  three-prong approach is vital for transferring information from short-term to long-term memory for later recall.
Connie W.


Angela W.

Experienced Tutoring Tailored to Your Child's Learning Style

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