Understanding Chinese Learners ' Experiences Of Private Tutoring Essay

General education classroom teachers are responsible for providing the primary instruction for English Language Learners (ELLs) development in English literacy skills (Thompson, 2004). Supplying ample resources to accommodate ELLs inside and outside of the classroom are essential as the number of ELL students has grown steadily. According to research, “one out of four of all children in the United States are from immigrant families, and in most cases these children speak a language other than English at home” (Samson & Collins, 2012 p. 4). Further research suggests, “students from a non-English speaking home and background account for the fastest growing population of children in the kindergarten through twelfth grade setting (Short &

Providing a rich and varied context is essential, tutors should utilize a range of different methods to engage all students interests and learning styles. Identifying and meeting the learners needs are important so that tutors can facilitate students learning and ensure that both the students and tutors meet the required goals. Each learner is unique and brings to the learning situation their own different learning style, knowledge set, past experiences and motivational levels. It is important for tutors to consider the level of knowledge and skill development attained by the learners prior to instruction through a variety of different types of assessment, in order to offer a high quality learning experience, delivered and resourced to suit the needs of the learner. Tutors can assess learner needs through numerous means, such as; informal and formal assessment strategies, pre-course interviews and learning style tests. This will allow tutors to tailor lessons and activities to support learners individual needs.

Another major issue that is addressed in the article is with the teachers and their teaching styles. The method in which most teachers teach their

There is an ancient Chinese proverb, that goes by “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime”. Today, I would like to discuss my cousin, Stephanie Lam, who went to Taiwan one summer to teach English in a two week enrichment program. Her students, ranging from 12 to 17-year-olds, came from low-income families around Taiwan, seeking help in learning English, as they do not normally have the proper resources to do so. Though the language barrier was a formidable obstacle, Stephanie bonded with her students and other teachers, and greatly improved their English proficiency. Now, thanks to her, they understand a new language even better than they did before, and therefore have access to

Tutoring is designed just for that particular client and his needs. Kim Bloomberg-Schamus’s approach is different. She asks her clients that after each exam, or essays is graded students are encouraged to bring in their exams to be reviewed. Therefore, going over each mistake to teach the student how to do the problem correctly. It is all about individualized attention that most other tutoring companies don’t have the time to do.

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

Furthermore, Vonderlack-Navarro suggest another beneficial way to support English language learners is to involve parents in the students’ education. Because of the language barriers, education levels, and culture, this goal will not be a stress-free assignment; however, once the parents have “buy-in” and trust the school systems, the goal would be accomplished (Stover,

Teachers have begun to question the practices of ELL students in receiving services and the regular education they will receive in some content areas. Though there is often a negative perception towards these students it seems it is on the side of the teacher and the additional work and accommodations they will need to provide and alter to meet a student’s needs. I was happy to speak with the ELL teacher and gain some insight on the current efforts to provide high expectations for ELL students through the use of additional tutors and opportunities. However, if we are not careful and if we stop questioning our practices on responses to ELL students, we will ultimately allow these practices to become stable and controlling.

Introduction - Being a part of a bilingual speaking family, like with my mom and dad who are Chinese immigrants, is an experience that no one can imagine unless you are part of a bilingual speaking family. Experiences such as knowing a language that not many of our neighbors don't know can be frustrating for both sides. Being young in my early years, learning English was not only a struggle for me but for my family. I noticed that my parents struggled learning english and communicating with the outside world. From buying groceries to paying for the bills, I observed the painful experiences that my parents persevere through all these years. I was glad public schools gave me the opportunity to not only learn English but to help my family live in this English superior society.

Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language learner. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Peer Tutoring has been shown an effective learning strategy and innovate solution in multidisciplinary classroom structures. As teachers seek productive methods to incorporate meaningful learning and maintain efficient time management in the classroom, peer tutoring has been implemented as an effective option. Through the process of peer tutoring, the tutor and the tutee both gain individualized skills, immediate performance feedback, continuous progress monitoring, increased peer relationships and self-esteem improvement. With such a strong record of effectiveness, this study proposes an examination of the effectiveness of peer

Chinese families are highly misunderstood and stereotyped in the United States. It is important to understand a different culture before one makes the assumptions produced by these stereotypes. In order to find a better understanding about Chinese immigrants and Chinese Americans, one must do research on that countries heritage, traditions, and other customs before submerging one-self into a Chinese families home. I chose to experience and observe a Chinese family who was kind enough to let me be a guest in their home to share dinner.

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could

Some of the reasons that tutoring is needed in society are outlined next. According to Dorothy Lloyd, "the trend of the '60's included a rapidly changing population of students whose educational needs became difficult to meet due to their mobility and lack of achievement. This change stimulated a rise in tutor programs" (46). As society became increasingly industrialized, families moved from city to city and their children went with them. Thus making it hard for teachers and schools to form a lasting bond between the children and the teachers.

A tutor can also be very helpful to its students when it comes to overcoming those language obstacles. By judging of the state of its student, a tutor has the freedom to choose which of the above mentioned suggestions will be used during the overcoming process. Although there may not be a classroom of students to whom the tutor is teaching, the one-on-one environment allows a greater sense of intimacy and a safer atmosphere (Leigh, 2009).