Tutoring in St. Louis
Students and parents both want academic success – high grades and the pride that comes with achievement. Our St. Louis belief is that any , regardless of ability, can become a high achiever. Our tutors know from years of experience that students underperform because they have not learned the right approach or pathway to success.
The difference between average performance (a “C” student) and high performance (an “A” student) turns on what a student does outside of class.
Any has the same essential components: attendance, participation, attentiveness, , and testing. Most teachers give students points for each category; however, simply showing up on a regular basis and “doing” will not guarantee a good grade.
While no two students learn exactly alike in exactly the same manner, all students must struggle with independent learning. Where do I do my homework? When do I do my homework? How do I do my homework? Am I well organized? If not, how can I become better organized? Do I know how to study for quizzes and tests? If not, how can I develop better study skills? Students who discover the answers to these questions become high achievers.
Our St. Louis tutors students become stronger independent learners by developing a customized approach to organization, cognition, and retention. Students can spend hours working very hard but working inefficiently to the point their effort fails to translate into results. Our tutors create personalized organizational plans so that students learn how to maximize time, work efficiently and retain key information not just for the short term but for the long term.
After integrating our customized learning approach, our students
- Know how to schedule their time in and out of
- Regularly complete and turn in assignments
- Do more with less by working efficiently and smart
- Do not fear pop quizzes
- Regularly come to prepared to learn and lead discussions
- Know where to find the information they need online and in the
- Keep materials organized, current, and geared toward and success
- Approach big exams with confidence
- Retain information for the full academic year and beyond
- Develop the skills necessary to survive and thrive in
Success requires more than good organization; students must understand often complicated subject matter. Our styles. Subjects covered include , U.S. and World History, American and Comparative Government, Biology, Chemistry, Physics, and through Calculus. Our tutors work with students in remedial work as well as AP track courses. Every benefits by working with who have mastery of a broad array of subjects, an eye for sophistication and application which colleges expect, and a fine sense of how each processes and retains information. approach helps students master concepts in all core areas by providing tailored to their individual
Our in St. Louis approach takes a holistic view toward – we do not believe in just a few sessions on an emergency basis for one subject, but rather an extended catered to the needs and long-term goals of the individual . By building relationships with one , students get a specialist not just in subject matter but in their particular situation. These skills can even students perform better on tests like the ACT and SAT. Students get a coach with a personal stake in their success, a mentor they trust and with whom they feel comfortable and confident.
When a completes a with us, we want them to leave with more than good results – we want them to have the skills and confidence to succeed in life and to see that education can play a positive role in the development of their career path.
St. Louis Tutoring Case Study
The No-Longer-Angry Young Man
Gabe hardly could make eye contact in our first meeting. He resented his parents for committing him to receive . Gabe had developed a variety of tricks to compensate for his problems with numbers. We started over with the basics – simple arithmetic, fractions, one-step word problems – reprogramming what he learned so he could understand algebra and beyond, all of which required a fluency with number concepts he could not grasp. Using a lot of sports metaphors and analogies, we got ourselves in shape. In the span of about six months, Gabe became grade-level proficient in , no small feat for a high freshman with years of phobias. Using the same battery of sports metaphors and analogies, we looked at verbal skills as word games and together decided how to master each one. Gabe started to smile more and literally tuned out anyone else and focused only on his work, even if it took him twice as long as those in his . He stayed true to task and true to himself, and his grades dramatically improved. A freshman report card filled with D’s and C’s turned into a sophomore card of A’s and B’s and one C. By junior year, he made the honor roll. By the . He made it seem like he had everything under control and that he had no idea why others thought he needed . But he soon acknowledged what we already knew – Gabe wanted to be like all the other “normal” guys at his parochial high , but with academics, he simply did not know how to make it “happen” like they seemed to do. A handsome and athletic young man, Gabe could not let go of the anger. He knew he had a disability related to processing problems, but disliked having special treatment. Behind the anger, behind the resentment, Gabe had a great deal of fear. He worried whether he could learn the right way so that he could go to a regular and be the man he envisioned. First thing’s first, Gabe needed a ACT, he managed to do well enough to get into a very respected competitive . The angry young boy became a happy and proud young man.