As the National Education Project is structured, all tutoring is done by the undergraduates during the regular school day, in the back of the classroom, and under the direct supervision of classroom teachers; as a result, the relationship between the classroom teacher and the tutor is absolutely critical to the success of the tutors.

The undergraduates must be willing to do what the teachers ask them to do, and in the way the teachers ask them to do it. For this reason, the only training that is acceptable is the on-the-job training provided by the classroom teachers, themselves, and no outside third parties, such as 'tutor trainer' organizations, are allowed to inject themselves between the tutors and the classroom teachers.

The classroom teachers volunteer to accept the tutors into their classrooms, and they provide the on-the-job training to the tutors as a part of their normal classroom duties. Moreover, since the classroom teachers know best which individual children need help and in which specific subjects, the teachers also decide:

1. Which specific children will receive tutoring;
   
   
2. The length of time each child will receive tutoring; and
   
   
3. The specific subjects (e.g., multiplication tables, spelling, long division, etc.) in which the children will be tutored.

As for the tutors, they will:

1. Use the books and instructional materials already in the classroom and selected by the teachers;
   
   
2. Use the teaching methodologies determined by the teachers; and
   
   
3. Work in the back of the classroom, while the classroom teacher conducts the larger class.

It must be emphasized that the undergraduates work as tutors in the old, classical sense of the term, and they are required to work on a 1:1 or a 1:2 ratio, or in very small groups. The undergraduates do not work with the class as one large group.

In addition, the undergraduates work at all times under the direct supervision of classroom teachers; that is, the tutors are not allowed to work with the children unless a teacher is present at all times. There are no exceptions.

Moreover, to establish an effective tutoring environment, the classroom teachers have a number of fundamental responsibilities, including:

1. Providing daily supervision and guidance to the tutor;
   
   
2. Resolving any problems that may arise;
   
   
3. Reviewing the work of the tutor on a daily basis; and
   
   
4. Providing to the college faculty member at the end of each semester a Classroom Teacher's One-Page, End-of-Semester Evaluation Form, which classroom teachers use to measure the advances of the children in reading, writing, and mathematics during the previous semester.
   
   (As an indication of the remarkable effectiveness of the undergraduates, please see Results of the Tutoring for several actual evaluations written by classroom teachers.)

Although classroom teachers volunteer to have a tutor in their classroom, the Project's experience is that teachers actually line up to get these tutors, since virtually no one can provide reliable tutors at no cost.

After receiving tutors from St. John's University in New York City for three years, the principal of New York City public elementary school wrote:

"Children's Reaction—The children are delighted with the attention; in fact, if a child who is scheduled for tutoring is absent, twenty hands go up offering to go in place of the absent student.

"We noticed that some of our chronic truants appeared in school on days when they received tutoring. Some of these children were in the lower grades. We explained to them that in order to be part of the tutor team, they would have to attend school on a regular basis, not only on certain days. Their attendance improved greatly, we knew that this meant the parents were involved in making certain that the children attend school.

"Our feeling is that the children have a better chance to succeed before failure is part of [their] academic life; now they are able to catch up and to sharpen their skills.

"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. Because of the reputation of St. John's, teachers knew that the tutors would be well supervised and would follow through.

"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, as well as minor edits for brevity and clarity.)

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