According to Collins Dictionary tutoring is “remedial or additional teaching, designed to help people who need extra help with their studies”
Though this definition covers the general meaning of tutoring, in my experience, teaching and tutoring must stand on a heart-felt care for the student. The tutor’s genuine care makes all the difference.
No teacher or tutor can pour knowledge into a student’s ‘head’. The teaching-learning process cannot be forced but enabled. The enabling can only happen on the firm foundation of mutual understanding, rapport, relating, compassion and genuine caring for thestudent’s well-being and development.
People, children in particular, should not be treated as ‘learning machines’. We all have a key to our unique learning channel or style and a tutor’s main job is to find this key and hand it to its rightful owner. The main difference between a classroom setting and a tutoring setting is the personal attention that must be used wisely and to the benefit of the student with the utmost care.
What are Cognitive Abilities and Skills?
Cognitive abilities are brain-based skills we need to carry out any task from the simplest to the most complex. They have more to do with the mechanisms of how we learn, remember, problem-solve, and pay attention rather than with any actual knowledge. For instance, answering the telephone involves at least: perception (hearing the ring tone), decision taking (answering or not), motor skill (lifting the receiver), language skills (talking and understanding language), social skills (interpreting tone of voice and interacting properly with another human being).
Kurt Vonnegut Once Sent This Amazing Letter To A High School – The Huffington Post
Dear Xavier High School, and Ms. Lockwood, and Messrs Perin, McFeely, Batten, Maurer and Congiusta:
I thank you for your friendly letters. You sure know how to cheer up a really old geezer (84) in his sunset years. I don’t make public appearances any more because I now resemble nothing so much as an iguana.
What I had to say to you, moreover, would not take long, to wit: Practice any art, music, singing, dancing, acting, drawing, painting, sculpting, poetry, fiction, essays, reportage, no matter how well or badly, not to get money and fame, but to experience becoming, to find out what’s inside you, to make your soul grow.
Seriously! I mean starting right now, do art and do it for the rest of your lives. Draw a funny or nice picture of Ms. Lockwood, and give it to her. Dance home after school, and sing in the shower and on and on. Make a face in your mashed potatoes. Pretend you’re Count Dracula.
Here’s an assignment for tonight, and I hope Ms. Lockwood will flunk you if you don’t do it: Write a six line poem, about anything, but rhymed. No fair tennis without a net. Make it as good as you possibly can. But don’t tell anybody what you’re doing. Don’t show it or recite it to anybody, not even your girlfriend or parents or whatever, or Ms. Lockwood. OK?
Tear it up into teeny-weeny pieces, and discard them into widely separated trash recepticals [sic]. You will find that you have already been gloriously rewarded for your poem. You have experienced becoming, learned a lot more about what’s inside you, and you have made your soul grow.
God bless you all!
Albert Einstein on the Secret to Learning
‘Find that which brings you joy’
In 1915 Einstein, who was then 36, was living in wartime Berlin with his cousin Elsa, who would eventually become his second wife. His two sons, Hans Albert Einstein and Eduard “Tete” Einstein were with his estranged wife Mileva in neutral Zurich.
After eight long years of effort his theory of general relativity, which would propel him to international celebrity, was finally summed up in just two pages. Flush with his recent accomplishment, he sent his 11-year-old Hans Albert the following letter, which is found in Posterity: Letters of Great Americans to Their Children.
“My dear Albert,
Yesterday I received your dear letter and was very happy with it. I was already afraid you wouldn’t write to me at all any more. You told me when I was in Zurich, that it is awkward for you when I come to Zurich. Therefore I think it is better if we get together in a different place, where nobody will interfere with our comfort. I will in any case urge that each year we spend a whole month together, so that you see that you have a father who is fond of you and who loves you. You can also learn many good and beautiful things from me, something another cannot as easily offer you. What I have achieved through such a lot of strenuous work shall not only be there for strangers but especially for my own boys. These days I have completed one of the most beautiful works of my life, when you are bigger, I will tell you about it.
I am very pleased that you find joy with the piano. This and carpentry are in my opinion for your age the best pursuits, better even than school. Because those are things which fit a young person such as you very well. Mainly play the things on the piano which please you, even if the teacher does not assign those. That is the way to learn the most, that when you are doing something with such enjoyment that you don’t notice that the time passes. I am sometimes so wrapped up in my work thatI forget about the noon meal. Also play ringtoss with Tete. That teaches you agility. Also go to my friend Zangger sometimes. He is a dear man.
Be with Tete kissed by your
Regards to Mama.”
How to Be Emotionally Intelligent By DANIEL GOLEMAN
What makes a great leader? Knowledge, smarts and vision, to be sure. To that, Daniel Goleman, author of “Leadership: The Power of Emotional Intelligence,” would add the ability to identify and monitor emotions — your own and others’ — and to manage relationships. Qualities associated with such “emotional intelligence” distinguish the best leaders in the corporate world, according to Mr. Goleman, a former New York Times science reporter, a psychologist and co-director of a consortium at Rutgers University to foster research on the role emotional intelligence plays in excellence. He shares his short list of the competencies.
Realistic self-confidence: You understand your own strengths and limitations; you operate from competence and know when to rely on someone else on the team.
Emotional insight: You understand your feelings. Being aware of what makes you angry, for instance, can help you manage that anger.
Resilience: You stay calm under pressure and recover quickly from upsets. You don’t brood or panic. In a crisis, people look to the leader for reassurance; if the leader is calm, they can be, too.
Emotional balance: You keep any distressful feelings in check — instead of blowing up at people, you let them know what’s wrong and what the solution is.
Self-motivation: You keep moving toward distant goals despite setbacks.
Cognitive and emotional empathy: Because you understand other perspectives, you can put things in ways colleagues comprehend. And you welcome their questions, just to be sure. Cognitive empathy, along with reading another person’s feelings accurately, makes for effective communication.
Good listening: You pay full attention to the other person and take time to understand what they are saying, without talking over them or hijacking the agenda.
4. RELATIONSHIP SKILLS
Compelling communication: You put your points in persuasive, clear ways so that people are motivated as well as clear about expectations.
Team playing: People feel relaxed working with you. One sign: They laugh easily around you.
Photographer Jessica Fulford-Dobson Captures the Joy of Young Afghan Skateboardersby Kate Sierzputowski
On raising kids who are more than “hoop jumpers”: A teenage TED speaker’s mom on how she encourages her sons to innovate
You gave a talk at TEDxQUT about hijacking your kids’ education. What does that mean, exactly?
I saw all these kids who had made themselves into little hoop-jumpers. All of a sudden, for seniors in high school in October, it’s, “Oh, jeez, I need to join some clubs and get my grades up, and then I’ll go to Harvard.” And then whining, “Well, I got all ‘A’s, and I joined Model U.N.” But that’s just not what it’s about. You have to make your own self remarkable. Make them say, “Wow, this couldn’t be any other child.” Don’t be like everybody else.
How did you encourage creative thinking in your household?
I beat my head against the wall for years because I wanted to develop creative and resilient kids who were going to fulfill their own potential and not just be able to fill in [standardized test] bubble marks. But you can’t make a cat bark. I can’t make schools change, no matter how much I advocate and complain. So I gave up on that and said, “You know what? I’m not going to change that. I send them to school, they do whatever they’re going to do, and it’s not very challenging and it doesn’t promote creativity. And then when they get out of school, it’s time for parents to shine.”
By trying to guide them to a place where they can excel and find some measure of success. It really drives me crazy when parents say, “I just want them to be happy.” I want more than that. Sometimes being happy can be just laying around, but real happiness comes from fulfilling what you were meant to do. Struggling and succeeding. That’s a much cooler idea.