factors that make the jm learning method so unique for children ages 6-11
For the past 7 years, JM Learning and its affiliates have worked with nearly 20,000 students throughout the world, helping them achieve their goals. However, it isn’t the sheer quantity of students or our qualifications and “expertise” that so many other tutoring companies love to tout, but our case studies that have allowed us to create a truly unique approach to education. We teach with the notion that it’s not just about the what and the who, but the why and the how. Our curriculum always targets the reasoning and application behind each concept, not just the theory.
developing great habits
At JM Learning, we thrive around the notion of great habits! To have a student read every day for 20 minutes is significantly more effective than having the student read occasionally for an hour. This “occasional” reading only leads the student down a path to believe that reading is nothing more than another monotonous chore with no end. Instead, if the material is broken into segments and made enjoyable, you, as the parent, will find that your child will begin to read on his/her own and will feel a sense of accomplishment every time he/she accomplishes a reading session. Habits need to become scheduled, ingrained, and become a sort of lifestyle for the student. And, at a very young age, we promote the notion behind great habits to foster development and establish a sense of camaraderie between the child and the learning process. If large homework assignments become broken down into short 15-minute segments every day, then the homework assignment no longer becomes so grueling and monotonous. All our tutors are specifically trained to coordinate with the students and parents in order to establish a sense of habit and lifestyle to truly make progress.
Throughout every lesson, every student’s information is recorded and cataloged, allowing us to keep track of his/her progress. The parent then receives student reports detailing exactly what had occurred throughout the lesson, the weaknesses or strengths of the lesson, high and low points of the lesson, and the general progress of the child.
***It is important to note that often academic progression is one that requires not only the effort of the child, tutor, and teacher, but also the parent. To be clear, we do not expect the parent to add more work onto his/her already very busy life, but rather we would like to foster an open line of communication and a safety net for the student to achieve the best results possible. We believe that an open-line of communication involving the student’s feelings regarding academia, failures, and success should all be managed in order to avoid some very difficult circumstances. This also fosters the greatest room for improvement.
This can involve a variety of methods, either through an evaluation exam, current grades, or a simple conversation with the parent and the child to understand needs, wants, desires, and expectations. Once a general understanding and evaluation of the student is established, we pair the student with a tutor that we believe fits best in terms of personality, qualifications, price, and overall stature. It is at that point that the tutor will reach out to both the parent and student to establish more of a sense of what level and what weak points/strengths to target so that the work can begin. At the very heart of the lessons, there must exist a certain level of understanding between the parent, child, and tutor to manage expectations and understand exactly where the child stands based on grade level, progression, overall ability to cognitively process information, and a general understanding of not only the material taught throughout the tutoring lesson, but also the material that is taught in school to become “predictive” in our approach. Underlying problems in understanding the framework behind what the student does/does not know can effectively predict problem areas in the student’s progress throughout the year and the tutor can target those areas before they become a problem and hinder the student’s confidence.
structured lesson plans
We do not often recommend that a student at this age be placed in a session longer than one hour, because most will not be able to keep the attention necessary to foster effective learning. That being said, each one-hour lesson starts with a review of the previous week’s material for 10 minutes, a review of all of the material, assignments, topics, and homework that was discussed in school for 30-40 minutes, and preparation for next week’s material for the remainder of the time. While certain projects, exams, assignments do come up, we tailor a study plan and syllabus for the student, to make sure that every lesson becomes an essential course on its own. Our lesson plans follow The Common Core curriculum, which can be found at the link: https://www.engageny.org/common-core-curriculum