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Tutor - hiring a tutor and working with one
As a tuition agency with 13 years in the tutoring business, we heard of very few tutors who were not what they claimed to be. The likelihood of engaging a fraud (or worse) is small but not nil. The problem is that those who are bad can be thoroughly evil. That concept can be used to ensure that your child does not fall victim to one of these creatures. The application of commonsense and logic can overcome the deceit of the few tutors who use multiple names or social security numbers and phoney referees or qualifications. Here is our straightforward guide to booking a tutor.
Before hiring a tutor and when speaking to the potential tutors, do not forget they are providing a service and that your wishes matter. A good tutor will be used to worried clients and be able to see things from their point of view. You should also remember that no self-respecting tutor would wish to be put in a position where their reputation is at risk.
Here are ten simple things you can do to get the tuition service you are paying for and to make sure that the tutor you get is not one of the small predatory minority.
During the first conversation with the tutor and before engaging them:
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Discuss the tuition and what the student wants to achieve. Give plenty of information but do not venture suggestions yourself as to how the lessons might best be conducted. When you have briefed the tutor, ask him or her about how they see the way forward and the best approach to learning. Good tutors will be full of ideas and probably cite examples (but not naming names) of other similar students. Bad tutors will want you to tell them how to do their job. Don't engage the latter.
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Pay careful attention to the way the tutor discusses the business (payment) side of the tuition. A professional tutor will speak very matter of factly about the fees for hiring them and how they are to be paid. This type of person is clearly telling you that, although they undoubtedly enjoy the job (it is impossible to offer tuition if you don't enjoy the work), they are interested in the commercial side and not just in gaining access to children. On the other hand the sort of person who tells you about their altruistic drive to help children and spread knowledge should be avoided at all costs.
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If the tutoring is to take place at your home, get the tutor's full contact details. You need to verify these before they have access to your child so why not offer to post directions and then call them to see if they have arrived? That way you can confirm the lesson and check up on the veracity of the information without upsetting any feelings.
At the time of the first lesson:
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If the tutor is coming to you, ask to see formal identification such as a Social Security (or National Insurance number) or a Utility Bill (gas, electric, water, etc). Say you need the information to verify the parties entering the contract of employment. If you receive a hostile reaction then you should not proceed further.
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Pointedly (but quietly) state that you will be 'around' for the duration of the lesson. In as plain a speaking way as you can, just say that you will be in an adjacent room with the door open. Clients may be surprised to know that the tutor may be even more concerned than them - even to the point of refusing to take on a booking if the parent is not on hand as a chaperon.
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Remember that although chaperoning is vitally important, so too is the tutor gaining the trust of the child. This cannot happen if the client conveys their fears to the student. The concept of being 'on-hand' should be played down to the child and the full-time element gradually be reduced (with the consent of the tutor, of course). A good rule of thumb about chaperoning is always to go with the most cautious party's idea of what is right.
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Tuition in a bedroom is not normally acceptable. The lesson should be in a quiet but nevertheless 'public' place like a dining room, study, den or lounge which needs to be free of distractions and contain a large table plus sensible high-backed chairs for the tutor and the student.
During the tutoring generally:
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If the tutor has travelled to you, go in unannounced just before the mid-point of the lesson and suggest a cup of tea or coffee. Do not offer this the second the tutor arrives as it will not give either the student or the tutor the chance to settle. Why not have a pre-agreed code with your child? For example - "Can I have a biscuit, Mum?" means "This tutor's OK - thanks." whereas "Just a glass of water, please" means "This is useless - I'm getting nowhere."
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Do not wait for the tutor to find you at the end of the lesson. Go in before the end (5 minutes minimum, 10 maximum) and ask what progress has been made, what homework has been set and what you can do to help. Have the cheque pre-written or the exact money to hand - do not waste this valuable time trying to find a pen or locate small change. Never expect the tutor to stay on after the exact time has elapsed - a good one will have other clients too.
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As soon as the tutor has left, get your child to tell you exactly what they did in the lesson. Do not put words in their mouths - let them describe it in their own way. This debriefing is important because it keeps you in the picture, tells you what your money is being spent on and reinforces the progress in the child's head.
Tutoring is a highly-effective way of learning. We hope that you found this tuition guide of help and that you will soon be hiring a tutor.
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