A: Tutoring really drives home the fact that we all learn differently. Whatever tips and tricks you teach to one kid — you need to have a unique approach with each kid to get over their stumbling block. I think that’s really driven home in the head tutor meetings we have, when everyone talks about the different issues they’ve had and everyone has a different way of solving it. There are so many different ways of getting through to kids.
A: For graduate school, for me, it’s a lot of meetings, a lot of client work, so it’s a lot about being on the hook from the nine-to-five business day. It’s been a lot of budgeting.
A: It is a good opportunity to take a break from your own stress while still doing something positive.
A: At El Centro I tutored a middle school student named Brian who had recently arrived from Guatemala. Brian was determined to learn English and to work toward academic success as he asked me a lot about college. Working with students such as Brian is refreshing and shows how much enthusiasm and dedication students can have with someone there to assist them along the way.
A: Throughout the school year I slowly gained confidence and became more comfortable with new and different teaching techniques. So now as a sophomore and second-year ARAC tutor, I definitely have a much higher level of confidence in regard to tutoring and adapting to a student’s needs.
A: This program is well-designed, as you will be trained and provided with all the necessary tools to thrive as a new tutor.
A: One little boy in particular was having a hard time learning the sounds of letters. I usually tutored him in the school library, so one day we walked around the room identifying everything he could find that started with the sound “b.” It was the first time I saw him get really excited about the work we were doing — he was jumping up and down at one point — and so we had lots of alphabet tours from then on!
A: For me, the easiest way to do so is to consolidate my work. I’ve been really fortunate this year to be able to find a position in which I can fulfill all my hours at once, so I work straight through the school day on Mondays. That allows me to focus on my studies the rest of the week.
A: There are lots of work-study positions on campus but not many of them offer the possibility of affecting the entire trajectory of children’s lives like ARAC does.
A: There was one girl, Tiana. She was probably my favorite student that I’ve ever worked with. Sometimes she would be such a treat to work with, she would love learning, she was delighted to do classroom activities, and then other days she would seem to know exactly how to push my buttons and frustrate me to no end. I came to appreciate her for her academic weaknesses and her academic strengths. It made her progress that much more satisfying.
A: As a head tutor, you really have to synthesize your experiences in a way that can add value to other tutors in the program and do it in a way that can add value to people who have been in the program for five years.
A: Doing something like this will make you a more pleasant, well-rounded individual.
A: Maxwell is really incredibly bright. But he’s also ADD. But it’s really great because his mind works so quickly. He’s an excellent reader for being six years old. I think the funniest part of working with Maxwell is when, you know, you pull out the book and say, “I want you to read this,” and he says no, and then two seconds later he says okay. You have to nudge him a little bit but once you finish, he’s like, “I did it myself!” And I’m like, “Yeah you did! That was really great!”
A: I appreciate the way the classrooms are set up here, the types of personality skills they’re working on here. They are really setting up a creative environment, encouraging freedom of expression, but at the same time the students have to explain to themselves why they’re doing what they’re doing.
A: It’s one of the best ways to immerse yourself in a community and have real impact.