Success is defined as the accomplishment of an aim or purpose. Using this definition creates an interesting question - what is your goal or what purpose do you want to achieve as your child moves through the schooling process, and how can one-on-one face-to-face or online tutoring help your child achieve those aims and goals?
Many believe the key indicator of success at school is learning to read and write, along with basic numeracy skills. There is no doubt that these skills underpin almost all outcomes in the school curriculum. They also work hand in hand with a child’s ability to navigate technology to achieve educational outcomes and be disciplined with its’ use. However, there are many other indicators of success at school.
For Children In Preschool and Infants
Preparing for and establishing a good foundation in schooling is essential and sets up a child for success in education. Numerous researchers have found that the early years are pivotal in determining future educational success. That is why the home environment, and a quality preschool program are key to creating a good foundation where children can learn. This time is also key in knowing your child and for educators to know the children in their care to identify any challenges that might warrant further investigation at this early stage. This could include sight or hearing issues, sensory challenges, children who might have difficulty focussing, or developing basic social skills like taking turns, sharing and following directions from a teacher so that they can to be a successful part of a group. It’s paramount that children feel happy going to school for them to be able to learn effectively and maximise the opportunities to learn that are placed before them each day. Early intervention can quickly resolve many issues. Early detection of a long-term challenge can result in parent education on appropriate strategies that can be used in the home, engaging a one-on-one tutor to provide educational assistance and support, a centre gaining funding or allocating additional trained staff, so a child is supported to meet their needs. This forms a good foundation for early educational success.
The home environment is also key for promoting early curiosity, creativity, and a love of learning. Homes full of books and activities that allow children to explore, think, build, and experiment provide opportunities for children to develop fine and gross
motor skills. It allows for connection with your child as you interact in different ways. A stimulating home also creates an environment where children are exposed to
vocabulary and the way it is used. In addition, it stimulates ideas and cognitive development. Screen time has been proven time and time again to limit curiosity and creativity, therefore limiting screen time is beneficial, particularly in the early years.
Many children attend preschool or childcare and one of the most valuable skills children get the opportunity to master is how to conduct themselves in a group in a positive and meaningful way. Interacting positively with peers and develop effective social skills is a key indicator of school success. These are skills that cannot be practiced in the home as there are no ongoing opportunities to be with a group of twenty or more peers. It is also valuable for children to learn how to listen and take authority from adults other than their parents, such as teachers, support staff and their one-on-one tutors. They learn how to respond to class routines and manage their belongings such as their water bottle, hat, shoes and socks, jumper, lunch box and bag. Being able to show responsibility for their own belongings, respect for the centre’s resources and peers belongings is paramount for children experiencing success in an educational setting.
As parents we have all experienced tantrum behaviours. Many children grow out of these behaviours through observation and modelling as they begin to master social behaviours and recognise what behaviour is acceptable in corporate settings such as a childcare centre, preschool, or school. There are, however; children who find the mastery of their own reactions extremely difficult and find corporate settings stressful. This can be a result of children developing at different rates, a home environment where children have been allowed to behave in such a way unchecked and also through diagnosed behaviour situations. Having uncontrolled emotional reactions to surroundings, peers and routines can very much interrupt success in the learning environment for these children. Having the opportunity to develop skills in self-control needs to be explicitly taught to some children in a systematic way. Rewards can be a powerful tool in reinforcing behaviour that is positive. Parents who partner with a centre, school or one-on-one tutor in addressing these issues can see significant growth in self-control. It’s in the child’s best interest to address these behaviours as early as possible giving them as much opportunity to experience success early in their education journey.
Having happy and secure children is paramount to them being able to express their creativity, problem solve and be good decision makers in any care or education setting. As children develop age-appropriate gross and fine motor skills, the flow on will be to develop a love of learning – having the confidence to make mistakes and to learn from them.
For Children in Primary and Secondary Years
As children begin to develop and grow, self-awareness and self-confidence are crucial skills that they discover and develop through a combination of their life outside of school and their life inside school. Understanding their own likes and dislikes, strengths and weaknesses are important self-knowledge that underpins good decision making and the ability to say no in situations where they feel unsure, uncomfortable and/or unsafe. The natural path within the family context and also within the school is to give children increasing levels of responsibility as they grow.
Age-appropriate tasks allow every child to practice responsibility in a safe environment while still having the back up of trusted adults to turn to if they make mistakes or need support to complete the set tasks. Children who have a strong set of core values and understand those values in terms of their own decision-making turn into responsible and well-functioning adults. Many children learn these skills implicitly, that is by observation and self-reflection, which gives them insight into their own behaviour. Others need to be explicitly taught how to self-reflect on behaviours to help them discern and develop an understanding of their strengths and reflect on how to negotiate challenges they may face. Success in schooling is not just the mark at the end but the personal skills that are learned along the way that enable children to be good decision makers, know their potential and limits, be confident and self-accepting with their abilities. When a child is aware of their limits or challenges they are more likely to embrace the assistance of a one-on-one tutor and make the most of this opportunity to experience educational success.
Senior years in schooling are a pivotal time as youth transition from childhood to adulthood to further study and the workforce. This is a time where lifelong goals
may be established. These can include educational goals required for a future career path. One-on-one tutoring can assist with achieving educational goals. They can also assist with students who have set goals that are outside their skill and ability level. A tutor that liaises honestly and kindly with parents about realistic potential results can help to steer a student toward re-defining goals that more accurately reflect future results and help them to explore other pathways so that the student can reach the desired educational goals. Moving along this pathway being supported by school staff, family and a trusted one-on-one tutor can assist a student to reach educational success.
Parent Involvement
Parents play a vital role in providing positive reinforcement through encouragement. Creating a suitable environment for learning to take place is also vital in children experiencing success at school. Success requires input and investment by parents, teachers, face-to-face or online tutors and the child or student involved.
In the younger years, extrinsic forms of motivation can be useful to motivate children to master important rote facts such as sounds, spelling words, times tables and regular reading for those who are reluctant. Parents can use reward sticker or stamp charts, regular verbal praise and maybe even a special weekly treat like a milkshake or ice cream. These are all forms of reinforcement that can be used externally to reinforce desired behaviours and outcomes. As they are positive for your child, they can be very useful in contributing toward educational success.
Obviously, rewards need to be age appropriate. As children get older the forms of reward are likely to change and could include outings, use of the car, new clothes, payment of schoolies at the end of the HSC and even some have been generous enough to give their child a car. Sometimes rewards of this nature can be counter intuitive as a child can feel that the parent is more invested in them achieving a desired ATAR than they themselves are. Caution should be taken by parents in this circumstance.
Parental involvement is crucial. Research indicates that children whose parents are involved in their education, and in the school they attend, have better educational outcomes and hence success. Parental involvement can be as simple as asking what your child did each day including at recess and lunch. Find out who they sit with in class and who they play with each day. Visit their classroom and see their seat and the work they have displayed. Ask their teacher if you can look at their books and their classwork. Attend any school based ‘meet the teacher ‘ nights and parent teacher night. This will give you an invaluable insight into your child’s school life, their strengths and weaknesses. This sort of interest needs to be shown after each one-on-one tutoring session also. This will give parents information about how their child feels about their tutor, whether they are progressing as a result and whether you are getting value for money. There is also no substitute for your child knowing that you are vitally interested in all that they do. It helps to reinforce your love for them, allowing your bond with them to grow. Secure children tend to perform better and succeed in a range of environments including at school.
Parents do tend at times to have the capacity to think rather highly of their own children. I’m sure we have all met parents who believe their child is the next Einstein. We would all like to have the child that is the best athlete, best dancer, brilliant singer, inspiring actor and so on. The reality is those children are few and far between and the vast majority of our children are not in any of these categories. It’s crucial for parents to realise the capacity and limitation of their child at different ages and celebrate everything about their child. Accepting your child for who they are and celebrating their success, wherever and whatever that may be, will support success at all levels. Remember success at school can be measured in many ways and all of those ways, big and small, need to be supported, acknowledged, rewarded and celebrated.