Tutoring: A Guide for Parents - TeachersAndFamilies

Tutoring:
A Guide for Parents
By Dale Devier, MS, Crystal Evans, MS
and Angela Waguespack, PhD
Nova Southeastern University

Introduction

Is Tutoring necessary?

Criteria for Selecting a Tutor

The decision to seek out the services of a tutor is one that should be considered carefully.

Qualifications. The most important consideration when seeking a tutor is competence. In general, selecting an educator with certification and training in the area of your child's weakness is the best option. For best results, choose an individual, center, or group that has demonstrated success in working with students with similar weaknesses and learning needs. Check the credentials and references of the individual or center closely to ensure that you are hiring someone credible and knowledgeable in providing academic support for children.

Costs . The second consideration in hiring a tutor is cost. There is typically a wide range of tutoring options available within most communities. The price of these services is usually based on level of certification (certified teacher, teacher specialist, college student) and area of expertise. One should expect to pay more for a tutor who is qualified to provide instruction in areas such as higher-level math and science (e.g. calculus and physics may be most expensive).

Convenience. You will need to discuss with the tutor the specifics of location, time, frequency, and length of each session. As a parent juggling many other responsibilities, being able to schedule sessions that can be easily coordinated with the family's schedule may be a critical factor in selection.

Options . Using the criteria discussed in the previous section, you may have several options. The table provided below lists widely available tutoring options, along with training of tutors, convenience, benefits, and limitations.

	Certification	Benefits	Limitations
Private tutor certified in education	Teacher certification in specific subject area in which child needs remediation.	One-to-one instruction is considered to be the most effective.	Scheduling; transportation; may require asking for additional textbooks from school
Tutoring by neighbor or friend	None	Good for students needing over-learning and rote practice for skill reinforcement	Tutor may lack experience in teaching higher level skills
Tutoring Center	Most hire only certified teachers	Initial assessment given to determine deficit areas; instruction customized	Small group instruction, usually 3 to 1; Fees may be outside the range of some families.
Community or Faith based	Usually volunteers; seek program that offers training to staff	Highly motivated, trained, and supervised volunteers are preferred; Often government funded with no cost to participants	Larger group instruction; Students may have to meet specific eligibility requirements; Untrained volunteers may be detrimental.
School-based setting	Certified teacher	Teachers have experience in remediation and extensive knowledge of the subject area	Eligibility requirements may limit number of participants
On-line program	Contact website for references; Check with Better Business Bureau before signing on	More research is needed to determine efficacy	Inappropriate for students with limited reading, comprehension, and keyboarding skills

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Dale Devier, MS, is an early childhood education teacher in Broward County, FL and a graduate student in the Specialist Program in School Psychology at Nova Southeastern University, Ft. Lauderdale. Crystal Evans, MS, is a guidance counselor in Broward County and also in the Specialist Program in School Psychology at Nova Southeastern University. Angela Waguespack, PhD, is an Assistant Professor in the Center for Psychological Studies, School Psychology Program at Nova Southeastern University, and previously worked as a school psychologist for the School Board of Broward County, FL. This article is adapted from the authors' handout in Helping Children at Home and School II: Handouts for Families and Educators (2004, National Association of School Psychologists). .
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