Is extra tutoring right for your child?
When lockdown started and students had to undertake online learning, I thought the slowdown in pace would be a good thing as it would allow kids would be able to learn at their own speed. However, my perception that the school had a good grasp of technology and able to deliver teaching online turned out to be somewhat optimistic of me.
As soon as online learning started systems crashed due to the overload of students trying to login. Reading through the text of lessons they appeared to have been hurriedly put together with little thought given as to how the written word could differ in translation to the spoken word. The red tape that surrounded safeguarding meant online meeting rooms couldn’t be used for “live” teaching; instead students were referred to external sources that were robotic in presentation and uninspiring.
These issues made learning an uphill struggle, and in some subjects nigh on impossible. For Archie, one of those subjects was maths. The computer systems used only allowed for completely right answers and you couldn’t move to the next one without either getting it right or simply not answering it.
The pandemic was worrying enough for students but the Y10 cohort had another fear: not being able to get to grips with the Y10 GCSE syllabus. I watched with growing concern as Archie struggled to get through some aspects of maths. I asked the school for support but couldn’t get anything in place. Then one day Archie imploded and with tears of frustration coursing down his face, he shouted in no uncertain terms that he couldn’t do maths this way any longer.
That’s when I approached Mathnasium about their online coaching programme. I knew that the best way for Archie to learn was to be able to ask questions of someone in the same room as him. He also needed someone to rebuild his confidence by showing him where he was getting things right and help him gain greater understanding in topics that bamboozled him.
The process involved an initial assessment to identify where Archie was with his learning. Then a programme was put into place to work on areas of need. Whilst initially resistant, Archie has found Mathnasium a huge benefit. He worked one-to-one with tutors who set the work, gave him time to complete it and then returned to talk through the answers. The process has given him back his confidence and progressed his understanding.
Since starting with Mathnasium, I have seen a huge change in Archie’s attitude to maths. It is no longer a subject to be feared; the programme has allowed him to learn at his own pace, enhanced his understanding and celebrated his successes. I had thought that once he was back to school Archie would want to stop but he has decided to continue.
I have been hugely impressed with the Crouch End team and highly recommend you speak to them if you have a child who needs to catch-up.
Written by Becky Beach, mum of Y11 student, Archie