A rising 4th grader came for tutoring with a poor attitude, as she was rude to her Mom before we started. Her attitude continued to go downhill when our session began. She had a sour expression on her face; she did not want to do any work or listen; and she put her head on the table. So I took time to tell her that her actions were like a two year old. To have her complete attention, I told her I could end the session now and talk to her Mom about what I was seeing, as she was wasting my time. This student wants to be a teacher, so I used that angle to help her realize what her actions portrayed. I told her that “First impressions are lasting.” And in a few weeks she would be making a first impression on her new teacher. I pointed out her actions would cause the teacher to see her as a problem student and rate her as a likely D or F student, within just a few seconds of the school year. I asked her if she were now a teacher, what group she would want in her class: a group of sour faced students with their heads on their desks or smiling, sitting up straight and focused students. She said the second group and I said you need to join that group NOW. We did some work on several sections of a 4th grade workbook her Mom bought. She was much better over the second half of our hour. I reinforced my talk to the student with her Mom. A rising 7th grade math student was in for tutoring after a four week break. He is changing from a private school to a public middle school. His parents were uncertain as to what math class (general math, Pre-Algebra or Algebra I) that he should be placed. His old school did not give grades, as they used evaluations. I suggested that the parents call the school and arrange a placement test with the guidance counselor. Tonight we worked problems from an old state End of Grade test to ensure he has the needed back ground. He did perform very well.
Posted on: Wed, 07 Aug 2013 17:22:30 +0000
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