Increasingly, tutors are fulfilling the role of ‘mentor’ for young people. As well as teaching the skills and knowledge students may need in a tailored one-on-one setting, tutors can provide mentoring support – helping students build study skills, test skills, organisational skills, as well as encouraging and supporting students who may be managing anxiety or other issues that present in the transition between childhood and adulthood.
So, what makes a good mentor? How do tutors fulfil this role?
A good mentor is invested in the success of the mentee;
The best teachers are the best learners. This is a motto I stand by. Tutors are almost always people who themselves LOVE learning and will often have a rich and varied educational background. Tutors are people who are passionate about education, who have transformed that passion into a desire to teach others, so that they can experience that same love of learning. For this reason, tutors are extremely invested in the success of their students, they want nothing more than for students to learn – and learn to love learning!
When a mentor (tutor) is invested in the success of their student, they give their absolute best knowledge, tips, advice, and encouragement, which is just what students need to succeed.
A good mentor shares their knowledge willingly;
And this goes double for tutors! As well as subject knowledge tutors can share their knowledge of the experience of school, exam taking, the HSC, and tertiary preparation.
This insight and guidance from someone who has experience as a learner, who themselves has overcome struggles and triumphs on the way to their own education is invaluable.
Tutors can develop a rapport with students and provide the encouragement and advice they need, which sometimes counts for so much more than academic knowledge alone.
A good mentor sees an individual’s needs for support, and provides for them;
Whether its medicine, fashion, finance or education – culturally all over we are adopting a more individualistic approach to life, and this goes equally for education.
Every student has different learning needs, passions, likes, dislikes, and drives and these factors will all effect a student’s ability to learn a given subject. Traditional learning environments in increasingly large classrooms can not cater for individual needs, and this is where a tutor comes in.
At Nepean Tutoring we have tutors that have specialist training in teaching students with dyslexia, autism, brain injury, and other learning needs. We have qualified school teachers and university students in a range of fields, who can fulfil a variety of learning or support needs. We have tutors qualified at masters and doctorate levels, who can assist students who are academic high achievers and want to pursue an academic trajectory. We pride ourselves on matching tutors for each students’ individual needs, because we know that a tutor’s role is more than just a teacher – they are a mentor to our students as they make the important journey through their education years.
Mathematics anxiety is the apprehension and crippling fear of doing maths, whether it be in a maths classroom or taking a test. Like many anxieties, the central problematic behaviour is avoidance. Anxiety itself is an adaptive trait to protect us from possible harms. Our past experiences teach us about dangers, and we do everything in our power to avoid them.
Anxiety helps us perceive future threats and avoid them, an adaptive trait often misapplied in our modern world.
We often feel anxious about things that can’t actually harm us, and the avoidance that occurs because of the anxiety can, ironically, often lead to the bad outcome we originally feared.
In the case of maths anxiety, the fear of failure, or public embarrassment due to getting a question wrong, is self-fulfilled by the avoidance of maths learning situations. Students avoid maths by ‘turning off’ in class, ignoring their teacher, avoiding homework, or even truanting. The natural outcome of avoiding learning maths is to weaken their ability and miss out on learning new content, furthering their original problem and reinforcing their own beliefs in their lack of mathematical ability. The anxiety associated with maths increases. Maths anxiety is a crippling, cyclic, self-fulfilling prophecy
So, what can you we about it? If you, your child or your students are suffering from maths anxiety, how can we break that cycle of negative self-belief, which leads to poor performance, in turn reinforcing the negative self-beliefs and associated anxiety?
Stop it at the start
Of course, in an ideal world we would aim to prevent children from developing maths anxiety in the first place. For this to occur, maths education from an early age should be fun, applicable to real life, and full of encouragement of successes – avoiding negative criticism. Often the ‘absolute wrongness’ of a big red cross on a maths question feels so serious and permanent. Children should be encouraged that it’s ok to make mistakes and that they should focus on what they got right. Getting a question wrong in maths doesn’t mean you can’t do it, just that you haven’t mastered that specific skill YET.
This line of thinking stems from ‘growth mindset’ education. Read more.
Un-learn permanency beliefs
Central to maths anxiety is a permanency belief; that is, a belief that your ability to do mathematics is innate, it is part of who you are and a permanent quality you possess. And its no wonder some students can feel that way; as a society we often push this belief. How often have you heard; “I’m just not a maths person”, “It’s in my genes”, “My brain just doesn’t work in a maths way”? This is the very thinking that leads to beliefs in permanency of ability.
If you believe maths ability is genetic, innate, or a part of who you are, then of course you will believe that no amount of hard work will change your ability.
Change your language, and the way you think about maths. Encourage your children to do the same. Break free from the belief that your ability is innate, or a permanent part of you.
Instead of, “I’m just not a maths person”, how about, “I have struggled with maths in the past”. If you hear your child say “I just don’t have the brain for maths” encourage them to say, “I don’t know how to do certain maths problems yet”. If we allow for the possibility that mathematical skill can be acquired with hard work and good instruction, we allow for learning to occur. Which brings us to;
Provide access to success
Mathematical ability is a learnt skill that can be acquired. Often what is missing is a learning environment where children can experience success and feel self-efficacious. Self-efficacy is the belief in your own ability in a certain area, and building this belief through success is central to breaking down maths anxiety and building maths ability.
All maths skills are learnt through a series of progressive steps, students can progress through their mathematical education if those steps are presented in order, with enough time and revision to allow the student to master each skill.
This is an effect well researched in psychology. Children (and adults for that matter) can learn if they are given access to content that adequately challenges them without overwhelming them, allowing them to experience success. This experience builds self-efficacy and the belief that you can do maths. This is the great challenge of teaching maths, especially in a class of 30 where every student is learning at a different rate and in different styles. Teachers need to provide content carefully titrated to a student’s ability to allow them to experience success rather than constant failure.
This is where a tutor can be of great benefit. Working one on one with a student, a tutor can carefully assess their ability and provide content that is appropriate and achievable. Once the child starts to experience success, they will build self-efficacy, and this can launch them forward into future successes.
You can replace the negative self-belief cycle with a positive one.
- Adopt a growth mindset, it is possible to learn!
- Change your language around ability – maths ability is not innate.
- Provide opportunities for success.
Just hearing the word ‘NAPLAN’ is enough to raise anyone’s blood pressure; images of stressed out kids, parents and teachers spring to mind. Since 2008 the NAPLAN tests have been measuring the reading, writing, literacy and numeracy skills of Australian children, and for hardly a moment without controversy. The constant media attention and politicization of the yearly NAPLAN results can lead to confusion and some misunderstandings about what these results really mean, both for individual students and across the board for Australia.
We have talked about the issues with standardised educational practises before, NAPLAN epitomises this problem.
But for now, let us demystify and debunk 3 common myths about NAPLAN, as it stands in 2018.
MYTH 1. ‘My child did not meet the national minimum standards for year 9 NAPLAN in some areas, so they will not be able to graduate with a HSC.
Not anymore. The controversial move in 2016 to prevent students graduating with a HSC if they had not achieved the national minimum standards in their year 9 NAPLAN test has been revoked as of February this year. This move came after an outcry from parents and teachers who found that this had put unnecessary pressure on students at a young and vulnerable age and made the focus of education about passing tests rather than teaching skills and building up strong learners; an unfortunate downside of standardised testing.
Disentangling NAPLAN from the HSC removes that extra stress of potential long-term impacts of the NAPLAN results.
MYTH 2. ‘The national average NAPLAN results keep getting worse and worse, Australian kids are getting dumber.’
This year’s national average NAPLAN results did not significantly differ from 2017 in any field. Over the past decade of testing the results have shown some small improvements in numeracy, spelling, grammar and punctuation, and reading. The only area of concern is writing, where there was a decrease in ability across the board in most states and year groups between 2008-2017. The good news is that in 2018, the number of students meeting national minimal standard requirements for writing has not changed.
Examples of the number of students meeting national minimum requirements between 2008-2017, and 2017-2018 (Image from ACARA). The black dot shows no change, clear arrows represent a small increase or decrease in numbers. Data is per state. For more information check out http://reports.acara.edu.au/NAP/TimeSeries
However, results did not significantly improve in the past year either (pictured above, the black squares represent no change) The improvements across the previous decade of testing have been small, which begs the question; for all the added time, money and stress expended in the pursuit of better NAPLAN results, why haven’t we seen massive improvements in performance across the board?
NAPLAN tests are primarily diagnostic tools for teachers, schools and the education department to identify areas of weakness, and they should be viewed as just that. It would be negligent to never check in on the standards of education in Australia, but the huge focus placed on the NAPLAN tests is not making the difference in improving outcomes that would justify the pressure placed on students, and the time and money focused on this one aspect of their education.
MYTH 3. ‘NAPLAN results are the best demonstration of my child’s progress and the best predictor of their future success at school.’
There are so many factors that can affect a child’s outcome in an individual test. It could simply mean your child had a bad day on the day of testing! They may have been overcome by test anxiety, such that they performed significantly below their ability level; a common response to the mounting pressure placed on students by standardised testing.
Assessing your child’s progress should be done through a combination of test results, reports and in one-on-one consultation with teachers. Standardised tests alone cannot reveal the unique abilities of every child, they simply aren’t designed to do so.
NAPLAN results may help identify areas your child may need more support in. Our tutors are there to help fill those gaps that may have been identified. They can also help mentor your child in exam taking preparation and teach them how to reduce test anxiety. Most importantly however, we aim to encourage each child’s strengths and empower them as individual learners, teaching them thinking and problem-solving skills to be able to overcome many challenges. And that’s an outcome you simply can’t measure in a standardised test alone.
This article was written by Anne Gwilliam, one of our tutors.
During the past month, there has been a media focus on the drop in Literacy and Numeracy standards in Australian compared to the global community. To arrive at a reason for this phenomenon would be too broad to address in this short article except to say that we either don’t have a rigorous enough curriculum or students are just not being taught within their own learning styles for success in the changing climate of 21st century educational needs.
It does beg the question as to what the education community as a whole needs to do to return our Aussie system to its former glory of being consistently in the top eight on the world stage in all learning areas until very recent times. To arrive at solutions often means looking back and analysing the way we deliver education to our students. Do we truly whet their imaginations to know how to be critically thinking “learners” or are we simply in a state of flux where no one seems to know the way forward in a world where the goal posts are shifting as I write.
Sir Ken Robinson image credit: https://blog.simonassociates.net
Recently I was reminded of a clever TED talk from Sir Ken Robinson called Changing Education Paradigms. It was an engaging expose on this topic and makes for essential viewing as this man’s brilliance and insightful. https://www.ted.com/talks/ken_robinson_changing_education_paradigms
It was delivered 18 years ago and at the time when I thought he had really nailed the problem. However accurate I feel he was, and still is, we just didn’t heed his advice and continue to miss the mark. This was reinforced by a more recent video by Prince Ea https://www.youtube.com/watch?v=dqTTojTija8
Prince Ea rocks in his opinions on a variety of topics but what struck me was that this young man, from a different time and background saw exactly what Sir Ken Sir 18 years ago. Yet “the system” continues to haggle with the idea of change and how to make it relevant to our children. They are lost between the old formal way of learning and struggling to keep pace with how to implement changes that would seriously challenge the status quo as we know it. Innovations such as open classrooms, a return to project based learning and injections of funding into school based reading programs demonstrate the intention to find solutions, but are we missing the mark?
Why am I bringing this to the attention of our readers? Well I tend to agree with both Sir Ken and Prince Ea. I am always trying to work on making education relevant to students and to ensure we have a diverse range of tutors to teach them. I know it is am imperative to give our children opportunities to reach their potential in a world that is ever changing. The sameness of the last century is just not reaching the mark!
Although the luxury of my stance as a tutoring business cannot be emulated in a busy classroom, we can really benefit from the wisdom of Sir Ken and Prince Ea – that time has stood still in the broader education arena for far too long and it is time to change the way we deliver education as a nation for the sake of our children and the future of our world.
Increasingly, Australian schools are taking positive steps towards making language lessons a compulsory part of the syllabus. Many primary and high school students now learn Italian, French or Japanese, among other languages. But languages classes aren’t just a ‘fun alternative’ to get students trying something new. They’re a very real way of benefitting growth and learning skills.
As discussed in many research publications and news reports, learning another language assists students with multitasking, processing information in more complex ways and, of course, in expanding their social and cultural understanding. More information about the benefits of bilingualism to physiology can be found here: https://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-language-Benefits-of-bilingualism.html
Since the beginning of the year, Western Australia introduced language classes for all Year 3 students throughout the state.
“Exactly what language is up to individual schools to determine, but the School Curriculum and Standards Authority has developed syllabuses for the six most popular choices — Chinese, Japanese, Indonesian, French, German and Italian.
If schools decide to go it alone and teach a different language — such as Arabic, Hebrew, Korean, or an Aboriginal language — they will be able to use an alternative curriculum approved by the authority.” (Language classes compulsory for Year 3 students in all WA schools from 2018, November 2017, ABC).
Such classes are also integral to helping students negotiate an increasingly multicultural Australia, and giving them a competitive edge for future careers as employers increasingly value bilingual skills in their new employees.
Do you know someone wanting to learn a second language?
We’ve compiled a checklist to help them decide which language to choose.
Over 70% of Australians today have family born overseas. You might think about learning a language that strengthens your relationship and knowledge with your cultural background, if you can’t already read and write in your family’s ethnic language. Alternatively, you might want to branch out and experience a new or exotic culture, such as the language spoken in a country you might want to travel to.
Usefulness in School or a Workplace
Professional environments increasingly require additional language skills for productivity. Conduct some research – if you’re a student, you might want to learn a language which you will excel in during HSC exams. If you’re in a workplace, your business might have ties with another country, so learning a certain language will benefit your communication.
Make sure you enjoy the language you’re learning! Learning a language should not be a rushed or stressful process. Go at your own pace. Useful apps and both print and electronic resources can assist you. Many can be borrowed from your local library, and other free resources are listed here: https://www.thebalance.com/the-7-best-free-language-learning-apps-1357060 and here: https://www.huffingtonpost.com/fodors/7-outstanding-language-le_b_6431448.html. Above all, have fun!
If you’re already bilingual, you may consider learning yet another language! This can be a fun hobby that is genuinely beneficial to your quality of life. Of course, language tutors are also great resources, who can guide you through the process supportively, sharing