We are proud to announce that VHA’s Co-Founders, Nancy Martin and Laura Kane, have each earned additional educational credentials this spring.

Nancy Martin became a Certified Barton Tutor on April 30, 2011. She leads VHA’s program to help students overcome their reading challenges with individualized, one-on-one, multisensory tutoring that is based on Orton-Gillingham principles and supported by the latest research. The Barton Reading & Spelling System has already allowed VHA to help improve the reading, spelling, and writing skills of children, teenagers, and adults with dyslexia.

Laura Kane received her Master’s Degree in Education from George Mason University on January 15, 2011. This is her second advanced degree, following her previous Master’s Degree in English from Georgetown University, and contributes to her proven success driving VHA’s high school tutoring and test preparation programs.

Orton-Gillingham inspired multisensory method ideal for struggling readers and writers

Warrenton, VA – March 22, 2010 – Vint Hill Academy (www.vinthillacademy.com), a Warrenton-based provider of customized, one-on-one tutoring and test prep services in the Northern Virginia area, is pleased to announce that it has begun to employ the Barton Reading and Spelling System® as part of its Reading Repair™ system.  The Barton System is designed to help struggling readers from kindergarten (age 5) through adults, particularly those with dyslexia or related learning challenges.

“As we continue to seek ways to strengthen our academic offerings, the Barton System stood out as the one system consistently requested by parents and recommended by our fellow educators,” said Laura Kane, co-founder of Vint Hill Academy.  “After significant research, we have decided to adopt the method as part of our Reading Repair system.  We plan to seek full Barton certification as soon as possible.”

In addition to Reading Repair, Vint Hill Academy also offers Personalized Academic Assistance™ programs in language, math, and science; Executive Function Enhancement™ for students struggling with organization and time management; and a Personalizing Standardized Tests™ program for students preparing for the SAT, ACT, or AP tests.

“While we are only at the beginning of our use of the Barton System, we are excited by what we have seen,” said Nancy Martin, co-founder of Vint Hill Academy.  “Several of our existing students are excellent candidates for Barton, and we expect rapid and powerful results.”

More information about the Barton System can be found at www.bartonreading.com.

About Vint Hill Academy

Vint Hill Academy (VHA) provides customized, one-on-one tutoring and test preparation for students locally in the Warrenton, Gainesville, and Haymarket areas of Northern Virginia, and across the country using secure online technology.  Subjects include reading, writing, math, and science, and preparation for tests including the SAT, ACT, and AP.

VHA’s Warrenton-based teachers develop a unique learning plan for each student, tailored to his or her individual needs and learning styles. Tutoring and test prep are delivered both in-person and online by educators with advanced degrees and experience teaching at the college level.

The combination of exceptional teachers, cutting-edge technology, and an unwavering commitment to truly personalized instruction sets VHA apart from traditional one-size-fits-all tutoring centers and test prep companies.

More information is available at VHA’s website: www.vinthillacademy.com

This post is the first in a series designed to help parents understand when tutoring might be needed, how to find a good tutor for your child, and how to evaluate whether the tutoring process is working.

When I was a teacher and adviser to high school students, parents would often ask me if I thought their son or daughter needed a tutor.   Now that I’m a tutor, I am reflecting on these conversations, wondering whether I should have been more proactive about recommending tutoring to the parents of struggling students.  Part of my hesitancy to advise tutoring stemmed from the fact that I—like many teachers, I suspect—knew very little about the types of tutoring available and how to evaluate them as potential aids to the learning process.  Here’s what I would discuss with parents inquiring about tutoring in light of what I’ve learned over our first few months in the tutoring business (with the caveats that I’m still learning and the tutoring industry continues to grow and change):

1. What do you, as a family, hope to gain from enrolling your child in tutoring? This is a critical question to answer before investigating specific tutoring firms.  Most tutoring companies have specialties, as I will discuss in a future post, and knowing exactly what you are looking for will save you time, effort, frustration, and perhaps even money, in the long run.  Most parents first think about tutoring when a child brings home a series of graded assignments receiving poor marks.  Some parents detect a pattern of unusual behavior or disengagement from school that precedes poor marks.  In either case, these unusual behaviors or poor marks should be discussed as dispassionately as possible with both the student and his or her teachers.

   Parents might ask the student what he or she thinks led to the grades in question.  Parents should also ask how school is going more generally to elicit the student’s ideas about what is going well and what is not, and about what the student perceives to be his or her own strengths and weaknesses as a learner.  You might also find out a lot just from asking your child to show you his or her backpack, work samples, class notes, agenda book, etc.

   With this information from the student in hand, a conversation with the students’ teachers can be an additional opportunity to determine the exact nature of the child’s roadblocks to learning.  Even if the child is only having trouble in one class, it is a good idea to initiate a conversation with each teacher concerning the following:  How is your child doing in class in terms of both grades and effort/participation?  What does the teacher see as your child’s academic strengths and weaknesses?  What actions does the teacher recommend that the student take to improve or sustain his or her ability to learn in the class?  If the student has an IEP or 504 plan, or is otherwise receiving services from his or her school’s Special Education or learning assistance/support center, directing these same questions to your child’s liaison in that department is also crucial.

   From these conversations and observations, patterns often emerge.  For some students, problems in several classes really come down to reading difficulties or organizational problems.  For others, a particular subject may be so challenging that extra support outside of class is needed.  For still other students, a non-academic problem may be impacting academic performance, and treatment for this issue may need to be sought from a doctor, therapist, or other source before the student will be able to focus optimally on learning.

   In any case, use your insight about your child’s overall learning goals and the information gleaned from the conversations with your child and his or her teachers to develop an action plan to help your child achieve his or her objectives.  Perhaps your child’s teachers will provide some strategies you can try at home with your child to address the problem.  In that case, your action plan might be to try these for a month and then to re-evaluate the situation.  The action plan may be quite different if, in the course of investigating the child’s learning issues, several teachers cite the need for improvement in a specific area, such as reading comprehension.  In this case, your action plan might involve investigating area tutors who provide reading remediation and beginning tutoring once a match is made between student and instructor.  The more you know about your child’s learning goals, style, and history, the easier it will be to make a beneficial match between your child and a tutor.

Next time: Now that you know what your child needs, how do you find a great tutor?

Like many teachers, when I want my students to learn a new skill, I model it for them. Some experts advise teachers to complete their own assignments and take their own tests before requiring students to complete the same task. Since Vint Hill Academy offers test preparation, I thought I should “practice what I preach” by taking an SAT practice test because I never took it when I applied to college. Growing up in Iowa, I took the ACT. Getting into college “back then” was so different than it is today. I simply took the ACT once (without preparing for it), completed the required applications, sent in a nominal application fee, had my school forward my transcript, and got accepted. At the time, test prep classes and admissions essays didn’t even exist.

Practice Test 1
Before I began the test, I collected 3 #2 pencils, a calculator, a clock to monitor my time, and a bottle of water. I cleared my table of other items to simulate the actual test taking experience.

As an adult and educator, I have to say that I do know my own strengths and am aware of my weaknesses. Since the SAT deducts 1/4 point for each incorrect answer, I left many answers on the math sections blank rather than guessing.

My score did not surprise me. As an English teacher, I expected to do well on the Writing and Reading sections. As for Math, I have not formally studied it for over 20 years. I recognized most of the words in the questions, but had little idea how to go about figuring the answer once I got beyond basic algebra problems.

My Review Methods
Obviously, I needed to review math concepts, so when my business partner was preparing for a math SAT test preparation session, we worked through some math problems together. When I had no idea what to do, she explained to me her process and also defined many terms for me.

I also reviewed on my own by working through the section “19 Math Strategies” in Gruber’s Complete SAT Guide 2009, 12th Edition as well as “How to Crack the Math Section” in The Princeton Review Cracking the SAT, 2010 Edition. Specifically I focused on test taking strategies such as “hard questions = hard answers” (avoid obvious answers); “simple operations = wrong answers on hard questions” (eliminate answer choices that are the result of simple arithmetic on hard SAT math questions); eliminate the least or greatest number on questions involving “least/greatest”; when solving for problems, begin with answer choice “E” and work from the bottom up; do not fall for the “It cannot be determined” choice even if unable to solve the problem. In addition, I reviewed the chapters on basic math concepts and the more abstract algebraic concepts.

Practice Test 2
As before, I gathered my required materials before beginning the test. I easily completed the essay section, answered all questions on the English sections and attempted to employ the strategies I studied while completing the math sections. Because of my review, I was able to answer more questions; however, I worked too slowly and ran out of time on several of the math sections.

My Conclusions
With a limited amount of review and preparation, I was able to raise my math score 40 points from the first practice test using the strategies recommended by Gruber’s and The Princeton Review. In the reading sections, my score actually went down by 30 points. I attribute this decline to two causes: first, the actual subject matter in the reading sections was less accessible to me and, secondly, I answered every question and was penalized since I had more incorrect answers.
However, most colleges will calculate a student’s score using the highest score from each section if students have every test score sent. If I combine the best scores from both practice tests, I ended up raising my score a total of 170 points from the first try. This is a significant increase and one that demonstrates that it is worth preparing for a college entrance exam and that, with this additional preparation, it may well be worth it for some students to take admissions tests more than once.

This is the third entry in our blog series about preparing for the SAT and ACT tests. Today we’re reviewing books that help students prepare for the ACT test.

McGraw-Hill’s ACT 2010 Edition
$13.57 from Amazon.com

We recommend this book for students who have test-taking anxiety, and who will therefore benefit from taking practice tests that simulate the real thing.

• The guide includes a comprehensive explanation and introduction to ACT test, as well as strategies for achieving your best score.
• This is designed for students who begin studying well ahead of taking the test (at least 8 weeks); however, it can also be used with less review time.
• The book includes 5 practice tests plus 1 online test (full practice tests include test answers and explanations).
• The book is divided into chapters for each section of the test (English, Mathematics, Reading, Science Reasoning, and Writing) including general strategies and techniques, review of basic information, skills exercises, practice questions, and answers and explanations.
• The book also has 3 appendices, which address tips for the college selection and application process, grammar and punctuation rules, and an ACT vocabulary list.

The Princeton Review Cracking the ACT, 2009 Edition
With DVD, $21.09 from Amazon.com

We recommend this for students who prefer working online.

• The guide begins with test taking strategies – using a method they term “triage”, guessing and POE (Process of Elimination).
• Included are chapters on each test section which discuss strategies and give clues for how to improve your score; review basic rules, operations and vocabulary; and contain drill exercises.
• The book explains and recommends using a 4-step process on the reading section.
• Included are 2 practice tests plus 1 online test (full practice tests including test answers and explanations).
• Using the serial number of the book, you may register on their website to gain access to many additional online tools.

How to Survive the SAT [and ACT]
$10.17 from Amazon.com

This is a practical book that is recommended for students and families who are unfamiliar with the SAT/ACT and other facets connected with the tests. This is not a test preparation guide, but may be more informational for parents new to the college entrance process.

• Includes a compilation of stories, tips, and advice from hundreds of students who scored high and got into their top-choice colleges.
• The book addresses each section of the test, how to prepare, how much to study, when to begin studying.
• It also explains the differences in the SAT & ACT.
• Included are tips for last-minute preparations and test-taking day, as well as how many times you should take the test.

For more information about the ACT test, see the test’s official website: http://www.act.org/

As a follow-up to our blog posting comparing the SAT and ACT tests themselves, we will also be reviewing some of the more popular test preparation books. This post covers books to prepare for the SAT, while a future entry will address ACT books. In addition to recommending the type of student for whom each book is appropriate, we assessed the book’s style, type of practice tests included (if any), and supplemental information.

Barron’s SAT 2400: Aiming for the Perfect Score, 2nd Edition
$12.91 from Amazon.com

We recommend this book for high achieving students who aspire to earn a perfect score in order to be accepted into highly ranked schools. Such students already have strong reading skills and a proven ability to score well on tests. This book is intended to help their scores go from good to great.

• Each section on the SAT is addressed in a chapter along with “2400 Club Strategies”, practice test questions, answers and explanations.
• There are no full practice tests as this guide assumes you already score well on standardized tests and are familiar with the format
• 2 appendices are also included: upper-level vocabulary building, including an exercise on choosing the correct synonym; and 22 useful math formulas the authors recommend memorizing

Gruber’s Complete SAT Guide 2009, 12th Edition
$14.36 from Amazon.com

We recommend this book for students who want a comprehensive review guide and are willing and able to spend significant time preparing for the SAT. This book will prove especially helpful for students who are able to memorize and recall vocabulary, math, grammar and usage concepts.

• Opens with an overview of the SAT, including introducing the format, using critical thinking, strategies for females, and tips for using this book whether you have 4 hours or a longer-range study time
• For students on a longer-range study program, the book begins with a diagnostic SAT test, whose purpose is to find out how students approach the different types of problems. Once you check your answers, a diagnostic table is provided, including which sections to review, possible score increase if strategy is learned, and estimated time to solve each odd-numbered question.
• A short section of 16 questions is included to help you approximate your SAT score, which you can analyze online.
• Math sections include: “The 101 most important math question you need to know how to solve”, “Strategy Section”, “Mini-Math Refresher”, and “Complete SAT Math Refresher” (includes practice tests, answers and solutions for each question).
• Gruber asserts that a strong vocabulary can make a significant difference on the test. The vocabulary section includes “Prefix-Root-Suffix List”, words frequently appearing on SAT tests, strategies for learning vocabulary and list of 340 words and their definitions, and 1000 multiple-choice questions.
• Grammar and Usage Refresher section provides comprehensive explanation and examples.
• Writing section includes tips on “How to Write the Best Essay”.
• Includes 5 full practice tests including test answers and explanations.
• 2 appendices are also include: Hot Prefixes and Roots; and Words Commonly Mistaken for Each Other

The Princeton Review Cracking the SAT, 2010 Edition
$14.95 from Amazon.com

Similar to the Barron’s book reviewed earlier, we recommend this book for students who are confident in their general Math and English knowledge and are looking more for strategies on how to successfully take the SAT, rather than learn the concepts themselves.

• Begins with general information about the SAT; provides a useful overview of the test format & scoring
• Includes test-taking strategies such as looking for wrong answers instead of right ones and using process of elimination, when to “guess” (on the SAT there is a penalty for incorrect answers), writing in your test booklet, and a process for transferring your answers to the answer sheet
• Discusses pacing yourself while taking the test; questions are arranged by level of difficulty, moving from easier to harder
• Includes specific strategies for taking the reading, math and writing sections
• Reading comprehension section includes drill exercises
• Vocabulary chapter includes lists of related words to memorize over 5 weeks
• Chapter on algebra includes drill exercises
• Explains the writing section, reviews basic grammar (including drills), gives a strategy for outlining the essay, and includes a practice essay
• Includes a chapter of overall strategies to use when taking the SAT
• Includes 4 full practice tests + 1 online test, which include test answers and explanations
• The online supplement allows you to type in your answers for these tests and get a score report, which provides feedback on areas you need to work on the most, along with online lessons and drills

How to Survive the SAT [and ACT]
$10.17 from Amazon.com

This is a practical book that is recommended for students and families who are unfamiliar with the SAT/ACT and other facets connected with the tests. This is not specifically a test preparation guide, but is instead intended to be informational for parents new to the college entrance process.

• Compilation of stories, tips, and advice from hundreds of students who scored high and got into their top-choice colleges.
• Addresses each section of the SAT, how to prepare, how much to study, when to begin studying.
• Explains the differences in the SAT & ACT
• Includes tips for last-minute preparations and test-taking day, as well as how many times you should take the test.

For More Information
For further information about the SAT, see the test’s official website: http://www.collegeboard.com/

Stanley Kaplan, the founder of Kaplan, Inc., wasn’t accepted to a single medical school, even though he finished second in his class. Since he couldn’t get into medical school, but had the grades and scores, he tutored others to get accepted into college. Kaplan believed that there wasn’t a test out there for which you couldn’t study, and thus, the multi-billion dollar test preparation industry was born. Today, the SAT and ACT tests are the standardized tests most commonly used as part of the admission process at colleges and universities in the U.S., and thus the tests most commonly “prepped” for.

The SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic Assessment Test) is owned, published, and developed by the College Board, and administered by the Educational Testing Service (ETS). The official SAT website is:  http://www.collegeboard.com/. In addition to the SAT Reasoning Test, the College Board also offers SAT Subject Tests for 20 subjects including Math, English, History, Science and Languages.

The ACT Test is written by the ACT company. Their official website is: http://www.act.org/.

Many people assert that the SAT test measures a student’s reasoning skills while the ACT focuses more on subject matter knowledge. Both tests cover English and math. Specific differences include:

1. The ACT has a science reasoning section while the SAT does not.
2. Both tests include an essay, but the writing section on the SAT is mandatory, while it is optional on the ACT.
3. The SAT focuses on vocabulary in the verbal reasoning section, while the ACT concentrates on grammar, punctuation and syntax.
4. There is no penalty for “guessing” on the ACT; if you answer a question incorrectly on the SAT, you are penalized 1/4 point.
5. The ACT consists of 4 sections (English, Math, Reading, Science) and lasts two hours, 55 minutes (plus an additional 30 minutes if you elect to take the optional writing test). The SAT has 10 sections (writing – 1 essay and 2 multiple-choice, 3 critical reading, 3 math, 1 experimental section) and lasts three hours, 45 minutes.

Which Test Should I Take?

Most colleges accept scores from either test, but check ahead of time. If you have the time and money, you may want to take both and see which one yields a higher score.

Fees:

There is no penalty for taking the tests more than once, and if you take either the SAT or the ACT multiple times, the highest score from each section is reported to the colleges of your choice.

Each section of the SAT test is scored from 200 to 800 points, for a total of 2400 points. If a student scores a 590 on Math, a 750 on Verbal, and a 620 on Writing on one test for a total of 1960, but the next time earns a 700 on Math, a 730 on Verbal, and a 580 on Writing for a total score of 2010, the colleges will see the best scores from each section: Math = 700, Verbal = 750, Writing = 620 for a Total Score = 2070.

Each section of the ACT test is given a score on a scale of 1 to 36. The 4 “scaled scores” are then averaged for the total, or “Composite”, score.

Traditionally, the SAT was predominant on the East and West Coasts, while the ACT had more of a presence in the Midwest and South. Today, however, both tests are administered and accepted by most colleges regardless of location. So, choosing which test to take is perhaps the first of many decisions students and their families make as they embark on the college application process. In this case, there may not be one correct answer.

Sources:

http://www.act.org/

http://www.collegeboard.com/

http://encarta.msn.com/encnet/departments/college/?article=satvactdiff

http://college-preparation.suite101.com/article.cfm/college_admissions_sat_vs_act

http://www.nytimes.com/2007/11/04/education/edlife/guidance.html

http://www.npr.org/templates/story/story.php?storyId=112215648

As a teacher, I often differentiate between willingness and ability when it comes to the effort of my students. Sometimes students with academic challenges do everything asked of them, but they aren’t as able to succeed as other students. Students who are capable of doing the required work but choose not to, have a willingness issue. The students who set the bar for their classmates are those that are both able and willing when it comes to working.

The same terms might be said for reading. In the recently published book, The Book Whisperer, author Donalyn Miller identifies three types of readers: developing readers, dormant readers, and underground readers.

Developing readers, also labelled as struggling readers, may exhibit the following lack of ability:

• don’t read at grade level
• have great difficulty in understanding all types of reading
• often have participated in supplemental reading instruction or tutoring
• receive low standardized test scores, possibly even failing at least one state assessment
• believe they are unable to be a strong reader.

Dormant readers (also known as reluctant readers), though able to read, show a lack of willingness when it comes to reading. They may:

• read in order to pass their classes
• generally do well on state tests
• never read outside of school
• only read when they “have to”
• view reading as work rather than pleasure
• see no joy in reading
• not see the magic in books the same way they do in video games or tv programs
• have never connected with a book that magically takes them away, offers an escape into an unknown world, or allows them to vicariously experience characters’ lives.

Underground readers, sometimes referred to as gifted readers, show both willingness & ability when it comes to reading. They are usually capable and avid readers, however, they:

• see required school reading as completely disconnected from reading they prefer to do on their own
• just want to read and have teachers get out of their way
• finish an class-wide assigned book in days or a week, while it is assigned and taught in weeks or months
• find most of the assigned reading texts are well below their reading level – or perhaps, interest level
• finish classroom work quickly, so they can read an independent reading book.

All these types of readers should be a concern to us. Studies have shown that developing readers spend significantly less time reading, thus widening the gap even further as each school year progresses. Similarly, if dormant readers only read when required to do so during school hours, they also run the risk of falling behind other students who read more than they do. If underground readers do not stay challenged, they may become bored and be less willing to continue reading, an activity that they innately enjoy, and may come to view it as a chore.

What can we do as parents? First, determine where your child falls on the spectrum of readers.

Quite simply, developing readers need support in learning reading strategies, along with the chance to feel success as readers. Most importantly, they need an opportunity to read and read. When such children are given the opportunity to self-select books and read independently, paired with explicit instruction in reading strategies, they can transform as nonreaders into readers.

Similarly, dormant readers should be given the freedom to make their own reading choices, and ample opportunity to read.  They also need to see reading for pleasure modeled.

Underground readers rarely give teachers trouble. Strong readers tend to be high academic achievers. Therefore, depending upon your child’s age, you should either intercede on your child’s behalf or coach him or her on being a self-advocate. See if the teacher is willing to compromise: As long as the student’s performance does not slip, is it acceptable during class to read a self-selected book while other students are finishing up work? May the student read ahead in class-wide novels as long as he or she agrees not to spoil the story’s outcome for the rest of the class? May he or she choose higher-level reading material that may contain more adult content as long as parental consent is communicated?

Fortunately, there are ways to help our children enjoy reading without requiring legislative changes or increases in already-tight school budgets. As parents, we can encourage our kids to read. Better yet, we can read with them or alongside them to model how reading can be pleasurable. We can take our children to the library and peruse the bookshelves, guiding their selections, but ultimately letting them self-select their reading material. When they express interest in certain titles, we can give them books as gifts.

In our fast-paced lives, what better way to spend some “quality” time than curled up on the couch with our children, reading a magazine, newspaper, novel or whatever we enjoy reading for pleasure?

As an English teacher, I feel fortunate that I actually get paid to read and write. I have the pleasure of reading, discussing and responding to literature, as well as writing assignments, feedback, assessments, blogs and tweets. One of my students commented that my assignment instructions are sometimes as long as the expected assignment length. I prefer to think of it as practicing my craft.

I have always been an avid reader and a somewhat avid writer. I’ve intermittently kept a journal for almost 40 years. I’m sure when I was in middle school (or junior high as it was referred to “back then”) I had typical teenage angst and for some reason, I found writing as a way to relieve some emotion.

I don’t recall if someone suggested I do this, if I read about a character who did this, or if I was perhaps copying one of my older sisters who kept diaries – the small, leather hardbound book that had a clasp and a small lock and key to keep all of one’s thoughts private (perhaps especially from nosy little sisters). I never had that type of diary, so I began writing in a simple spiral bound notebook. Maybe because it wasn’t a regular recording of my daily activity, I called my practice journaling. I may have started writing to model my favorite grandmother who kept a written account of her daily activities.

In any case, once I started, it stuck because writing has always been a way for me to work through my issues. When I begin writing, I don’t know where my pen will lead me; I only am certain that by the conscious act of putting my thoughts on paper, I can begin to make better sense of them.

I still have all my filled notebooks. I rarely go back and read them, but when I do I see patterns in my life. I come a bit closer in the discovery of who I am. My writing also helps me not to take myself too seriously.

Just as I tell my students that writing is a process that is more circular than linear, writing is intertwined in my life. I write to discover who I am, to make sense of my world and my world is partially defined by the fact that I am a writer.

Nancy and I, the co-founders of Vint Hill Academy, come to this work from years as classroom teachers. A teacher’s day is a complex thing, involving meetings, lesson planning, assessment, duties like monitoring the parking lot and lunch room, taking attendance, sponsoring clubs, paperwork, and (oh, yeah, I almost forgot!) teaching. There are so many teachers out there with excellent content knowledge, teaching skills, and intentions—not to mention herculean work ethics—but somehow there always seem to be students whom we “can’t reach” or “don’t have enough time to fix.” The truth is that today’s classroom teacher is, in most cases, responsible for so many students and standards that he or she must focus on what will serve the needs of the many. We don’t see this as a failure on teachers’ parts; many of them are excelling within the demands placed upon them by the educational system. We wondered, though, what might happen if the teacher were to be taken out of the classroom and freed to become the master of his or her own time. Could we serve a smaller number of students better? If so, how? Would we miss the hustle and bustle of the school environment? Would we be able to make ends meet without our school salaries?

While we are still in the process of answering these questions, some things have become clear in our first few months in business. First, while we suspected this all along, we are now certain that education is not one-size-fits-all (or even most), nor is it scalable. We have had our best successes when we have listened carefully to parents and student, applied our teachers’ brains to the student’s needs, and developed an individualized plan for instructing the student. In fact, we now begin our relationships with families by consulting with the student and his or her parents for at least half an hour. Having the chance to take an educational history of each student and to truly think about the approaches that might suit the student’s goals and learning style has led to more authentic instruction and deeper, more fulfilling relationships with students and parents.

We have also enjoyed the flexibility of being a small organization. We have been free to experiment with how various technologies, such as blogs, Google Video Chat, and iPod flash cards, might be productively used in instruction without having to provide technical instruction for an overwhelming number of students and colleagues. These technologies can be incredibly powerful when deployed at the proper moments with students who are ready to receive them. They can also be too much for some students, who are still struggling to master the basics of reading and writing, skills which are most effectively built through face-to-face interaction among student, text, and teacher.

Most of all, given the slower pace and lower volume of our teaching, we have become much more reflective practitioners of our craft. We are able to do much more professional reading than we ever could as classroom teachers. More importantly, however, we can spend much more time considering each student as a whole person, not just as one of 25 students in our first period American literature class. We think less about whether the student will pass next week’s test, and more about what seems to ignite the student’s intellectual passions and what skills the student is developing. As we proceed with our work with various students, we find ourselves wishing that every student could receive such attention from a teacher in his or her life. We intend to do our best to offer such attention to as many students as possible over the coming years.