APS free tutors/homework help grades 6-13

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I can get on board with a student's grade being almost fully based on their level of mastery of the material. But I believe they should be taught to do other assignments because it teaches time management; that you have to do stuff that seems a waste of time all the time in adult life and work life; and still encourages a lot of students to do the practice that results in better mastery rather than re-taking tests over and over. With multiple options for re-takes in all classes for all exams, students don't learn consequences of deadlines and the fact that employers and other life situations don't give re-dos.

This is my issue too. There's also the issue that the lowest grade they can get is 50% if I understand correctly. At least two teachers on BTSN expressed frustration that a young person can receive partial credit for doing nothing at all. Yes, 50% is still a failing grade but it's the concept that is upsetting.

It's the "participation trophy" and "everybody wins" concept extended from toddler and little league sports. It is perhaps the most detrimental thing we've done to this generation of kids.

It's not this. They have to take a test at the end which demonstrates what they have learned and what they are capable of doing. If they don't learn it, they can't sub in someone to take a retake for them who knows the material. Don't panic. Some kids will still get bad grades.

The idea behind the 50 is that it won't tank their entire grade like a 0 does, thereby making it so they stop bothering at all. Kids who stop bothering at all are a total nightmare for the teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
It's for immediate questions, not long-term learning. An "Education Help Desk".

I think it still can be useful for many kids. I think it'd be helpful for kids who don't always have a parent at home or friend to call to help answer questions.

This is how I see it too. Your child isn't logging on for a 45min tutoring session with a math tutor three times a week. If he's stuck on a problem or concept, and for a variety of reasons mom or dad can't help, it's a way to get an explanation or help from someone else who has expertise in the area.

We'll see, it may be of no help to some kids but be a lifeline for others.

YES, exactly to both PPs. I'm the PP that was regretful to have a problem with how the service is being presented. The service itself seems quite helpful! But I read the announcement initially and thought, oh hey, maybe we can drop my kids' math tutors -- and actually after reading further, we are not going to do that. APS isn't really offering tutoring, but it is offering kids a much needed lifeline for when they are stuck on something and really need a gutcheck in real time.

[Anonymous]

At my kid’s MS, the formative work is “required” this year, but still only the summative work counts for a grade. So I’m not sure how they enforce the required part.

[Anonymous]

It sounds terrific.

I get that it's not tutoring, but a "question help line". I think it's awesome. I would have LOVED to have that in school.

[Anonymous]

At my kid’s MS, the formative work is “required” this year, but still only the summative work counts for a grade. So I’m not sure how they enforce the required part.

Teachers can't enforce either the formative or the summative part. There are consequences to not doing the formative work, which is that they are less likely to get a good grade on the related summative. The consequences of getting a bad grade on a summative, however, isn't the motivator you think it is. Some kids just don't do the work, and they don't care.

[Anonymous]

Anonymous wrote:

At my kid’s MS, the formative work is “required” this year, but still only the summative work counts for a grade. So I’m not sure how they enforce the required part.

Teachers can't enforce either the formative or the summative part. There are consequences to not doing the formative work, which is that they are less likely to get a good grade on the related summative. The consequences of getting a bad grade on a summative, however, isn't the motivator you think it is. Some kids just don't do the work, and they don't care.

I’m sure some kids don’t care about grades, but many do— mine included. Some kids will do well on tests even if they never do the practice/formative work. Others won’t.

[Anonymous]

They are proposing this no homework equity nonsense at Alexandria City high school now. Not sure how they expect those kids to be able to function in the real world or college without ever having to do homework, deal with time management or wow a pallet on thier own. It's unbelievable.

[Anonymous]

*write a paper. (Autocorrect)

[Anonymous]

Sure, it’s not an actual face-to-face tutoring session, but my daughter just used it for an hour to help her with some algebra she was having trouble with. I’m ecstatic about it given there’s no way either her father or I could have assisted her. Does this help the issue that her math teacher is 100% the wrong fit for her? No, and unfortunately that’s going to be a year-long battle.

[Anonymous]

Anonymous wrote:They are proposing this no homework equity nonsense at Alexandria City high school now. Not sure how they expect those kids to be able to function in the real world or college without ever having to do homework, deal with time management or wow a pallet on thier own. It's unbelievable.

Since they do have to deal with the consequences of not doing assigned homework, it's not actually that much different. But one big difference is that kids who don't have a parent to look over their shoulder to make sure they are doing their homework aren't being penalized twice for it--once for the homework grade and once for the test (or long-term project). It actually does teach more self-governance because if you know you need more practice or you have a long-term project that you need to be working on, you have to use some internal motivation to do the homework offered rather than relying on the external motivation of homework being graded.

I'm sort of indifferent about it but it doesn't make a difference for most kids.

[Anonymous]

Anonymous wrote:Sure, it’s not an actual face-to-face tutoring session, but my daughter just used it for an hour to help her with some algebra she was having trouble with. I’m ecstatic about it given there’s no way either her father or I could have assisted her. Does this help the issue that her math teacher is 100% the wrong fit for her? No, and unfortunately that’s going to be a year-long battle.

Bummer about the teacher, but really good to know that it was helpful for your daughter. Thank you!

[Anonymous]

Anonymous wrote:*write a paper. (Autocorrect)

I'd like to learn how to "wow a pallet," actually! LOL!

[Anonymous]

Anonymous wrote:

Anonymous wrote:They are proposing this no homework equity nonsense at Alexandria City high school now. Not sure how they expect those kids to be able to function in the real world or college without ever having to do homework, deal with time management or wow a pallet on thier own. It's unbelievable.

Since they do have to deal with the consequences of not doing assigned homework, it's not actually that much different. But one big difference is that kids who don't have a parent to look over their shoulder to make sure they are doing their homework aren't being penalized twice for it--once for the homework grade and once for the test (or long-term project). It actually does teach more self-governance because if you know you need more practice or you have a long-term project that you need to be working on, you have to use some internal motivation to do the homework offered rather than relying on the external motivation of homework being graded.

I'm sort of indifferent about it but it doesn't make a difference for most kids.

I think it is different. If there are no requirements to do homework, many students will stop doing it and will try to cram it in the night before the test. That's why homework is factored in currently to grades - the bulk of students don't have the type of foresight and self-governance you describe. (Even adults in a similar situation.) You need an incentive to do something that requires work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They are proposing this no homework equity nonsense at Alexandria City high school now. Not sure how they expect those kids to be able to function in the real world or college without ever having to do homework, deal with time management or wow a pallet on thier own. It's unbelievable.

Since they do have to deal with the consequences of not doing assigned homework, it's not actually that much different. But one big difference is that kids who don't have a parent to look over their shoulder to make sure they are doing their homework aren't being penalized twice for it--once for the homework grade and once for the test (or long-term project). It actually does teach more self-governance because if you know you need more practice or you have a long-term project that you need to be working on, you have to use some internal motivation to do the homework offered rather than relying on the external motivation of homework being graded.

I'm sort of indifferent about it but it doesn't make a difference for most kids.

I think it is different. If there are no requirements to do homework, many students will stop doing it and will try to cram it in the night before the test. That's why homework is factored in currently to grades - the bulk of students don't have the type of foresight and self-governance you describe. (Even adults in a similar situation.) You need an incentive to do something that requires work.

I was worried about this too, but this hasn't been the case with DD. She did her math homework before her teacher changed the policy, and she still does it now because she knows she needs the practice. And with English, she didn't do the homework before the change in policy, and she still doesn't do it, ha. But the bulk of the grade in that class wasn't homework anyway, it was tests, so it hasn't made a difference in her grade.

[Anonymous]

I was unsure about the multiple test retakes but my neighbor was saying he had it at his HS (and he is in this 40s now, so no its not some new equity nonsense). He said his physics teacher gave them the opportunity to retake test as much as possible. It was because the goal of school was to learn/master the material. So he was able to review the test and study harder on the parts that he didn't do well on. He said when he got to college he was able to breeze through physics because he was given the opportunity to really study and allow himself to focus on areas he is struggling.

When you don't allow test retakes kids just move on to the next topic even if they failed the first one and doesn't afford you any opportunity to really focus on the areas you are struggling in.