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As the National Education Project is structured, classroom
teachers volunteer to accept a tutor into their classroom.
Nevertheless, our experience is that classroom teachers line
up to get these tutors, since virtually no one can provide
reliable tutors at no cost.
New
York, New York:
After
receiving tutors from this Project for three years, the principal
of a New York City public elementary school wrote:
"Teachers'
Reaction -- When the program started, teachers were
happy to become involved – because it meant that specific
needs would be addressed. Students who needed extra help
would be helped.
"After
three years of working with the program -- teachers who
were happy are now delighted. One of the first questions
as we start a new semester or term is, ‘When are the
tutors coming?'
"Teachers do not mind the extra preparation involved
– they are pleased to work with the tutors, to have
on-going discussions, cooperative planning, follow-up and
evaluation. Plan books have often included lessons or specific
skills for tutors – and the program
has become an intricate part of our teaching process."
(Emphasis supplied.)
Boston,
Massachusetts:
Here
is an evaluation of the tutors written by the principal of
a public elementary school in Boston:
"I
am writing this letter to you so that I may express my sincere
appreciation for allowing my school to participate in the
National Education Project.
"Our
first year in the program has afforded our students and
teachers a very unique and enriching experience. Participating
students and teachers have expressed genuine feeling of
excitement and satisfaction with the manner in which the
program was implemented. Also, I had many opportunities
to talk to the tutors and sensed a true commitment towards
working with our children.
"Once
again, I cannot express enough my
total satisfaction in support of this program. We
are looking forward to continuing this program for the next
school year."
Miami,
Florida:
In
Miami, the principal of a public elementary school has this
to say about the effectiveness of the tutors:
"The
service that the tutors perform is irreplaceable.
They bring a vital freshness and objectivity to our students'
situation, which is often lost with ‘volunteer'
organizations. Their help makes possible the individual
attention and instruction that our students so need.
"Because
of these factors, our remedial reading
students have had reading level gains of one to two years
within a three-to-five month period of tutoring."
(Emphasis supplied.)
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