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Tutoring Effectively

Tutoring Effectively Dale Klosterman Judith Frankel EDUCATORS AND PSYCHOLOGISTS have encountered an in- number of children who are unable to learn in school as creasing a result of and emotional hyperkinetic problems accompanying Children who are active, distractible, overlay. overly impulsive, and who lack labile, self-control, emotionally generally certainly a of a classroom teacher’s and portion time, special require major to must be made such children arrangements usually help perform in school. times the alternative method of these child- Many teaching ren consists of the teacher or other volunteers. special tutoring by in even a one-to-one situation the often Nevertheless, problem The tutor finds the she a appears hopeless. going tough; spends deal of time the child’s and attention; great repeatedly regaining she realizes that she is most of the usually accepting responsibility for the process keeping learning going. In addition to the behaviors which restrict learn- hyperkinetic most children some of &dquo;emo- ing, learning-disabled develop degree tional that the academic situation becomes overlay&dquo;; is, aversive, and the children devise an elaborate of and avoid- system escape ance to with their learn responses cope problems. They quickly to and the academic tasks escape, later, avoid, threatening by such habits as careless http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Tutoring Effectively

Klosterman, Dale; Frankel, Judith
Academic Therapy , Volume 11 (1): 4 – Sep 1, 1975
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127501100115
Publisher site
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Abstract

Dale Klosterman Judith Frankel EDUCATORS AND PSYCHOLOGISTS have encountered an in- number of children who are unable to learn in school as creasing a result of and emotional hyperkinetic problems accompanying Children who are active, distractible, overlay. overly impulsive, and who lack labile, self-control, emotionally generally certainly a of a classroom teacher’s and portion time, special require major to must be made such children arrangements usually help perform in school. times the alternative method of these child- Many teaching ren consists of the teacher or other volunteers. special tutoring by in even a one-to-one situation the often Nevertheless, problem The tutor finds the she a appears hopeless. going tough; spends deal of time the child’s and attention; great repeatedly regaining she realizes that she is most of the usually accepting responsibility for the process keeping learning going. In addition to the behaviors which restrict learn- hyperkinetic most children some of &dquo;emo- ing, learning-disabled develop degree tional that the academic situation becomes overlay&dquo;; is, aversive, and the children devise an elaborate of and avoid- system escape ance to with their learn responses cope problems. They quickly to and the academic tasks escape, later, avoid, threatening by such habits as careless

Journal

Academic Therapy – SAGE

Published: Sep 1, 1975

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