When the lower-scoring students weren't responding as well as the high-scoring students, I began mulling over the reasons. Typically, they don't achieve high grades in school, either, so I reasoned they lack interest, motivation, aptitude, or even personality factors, such as fortitude and a drive for success. (By the way, both types of students usually are extremely busy in their personal/academic/social lives which seems to be the #1 reason they see a tutor, to help with time management.)
However, I'm coming to believe that one of the primary reasons low-scoring students, in particular, see a tutor is for the personal engagement, and that this is the key to their success. Once I figured this out, I altered sessions for lower-scoring students to include brief tutorials on a specific subject, inviting back-and-forth interaction on use of and success with strategies, and discussion regarding available and efficient use of study time to meet individual goals.
The varied lesson plan that includes ample "face" time keeps lower-scoring students engaged and on task. The comments I receive after these modified sessions have been overwhelmingly and sincerely positive in contrast to the requisite "Thanks, it helped a lot".
While higher-scoring students may or may not appreciate extra "talk time", I find that the systematic, goal-driven focus prevalent in high-achieving group goes a long way towards helping them achieve their objectives.
Think you've tried everything with your low-scoring student? "Try a little tenderness", as they say, as the extra attention may make all the difference in helping this student to excel.
A comparison of high achievers' and low achievers' attitudes, perceptions, and motivations.(Statistical Data Included): An article from: Academic Exchange Quarterly
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