Students will give many reasons for resisting tutorial. Some of the following common ones are based on misconceptions.
Myth: Too many other students
- As curriculum gets challenging, more students have questions. That can mean that a lot of students line up. It can look to a newcomer like they will never get through the line. Every teacher has an individual way to manage large groups. Getting started from the first weeks of school allows your student to observe and learn these conventions. If they still struggle, you have an opportunity to teach them to advocate—go to the teacher and ask for advice with navigating tutorial.
Myth: There isn’t time.
- As I said above, getting started early with the notion that the school day ends at 3:30 PM helps students plan for tutorial time. There is no urgency to catch the bus. The student bus pass works all afternoon (and evening as well). Practices and clubs will not start until 4 PM. That leaves time for tutorial, a snack, clothing change, etc. Students can get started with any assignments while they wait their turn, which will save them time later.
Myth: Other kids will think I’m not smart.
Reality: Two things:
- First, our students have taken an active role in shifting perceptions of our school culture. We—our staff and students—believe that it is not what you bring to Newport that matters. What counts is what you do while you are here. All students have tremendous capacity for growth. We want them to graduate with a desire to keep learning and growing and to measure themselves with that growth yardstick.
- And second: Actually, our most capable students get that way in part by taking advantage of tutorial; Tutorial ensures that students understand the homework and can complete it on time; It allows them to hear the material in different ways, which reinforces their learning
and memory; Hearing other student’s questions can reveal a blind spot in their own thinking.
Myth: The teacher doesn’t like me.
- You can help your teen understand that Newport’s staff makes an intentional effort to prepare students for the kinds of relationships they can expect in college and on the job. While we seek out, hire, and develop teachers who value every student, we also take responsibility for more than your child’s academic progress.
- We know that in college, professors rarely take time with students until upper-level courses (two to three years in). No one will check homework or attendance.
- We take pains to teach your student how to develop and what to expect from a professional relationship with each teacher.
- In time, many teacher-student relationships deepen—just as any other one does—through common interests, compatible personalities, etc.
- Partner with us and help your student to begin now to learn how to create a working relationship. You will find help on the skills to form and maintain good relationships in many of our posts on thinking and social-emotional skills.