OUR TEACHING PHILOSOPHY
"Attention is the rarest and purest form of generosity."
- Simone Weil
OUR APPROACH
OUR STYLE IS VISUAL
WE TEACH STUDENTS WHAT THEY NEED TO KNOW...
AND WHAT TO DO WHEN THEY DON'T KNOW
Challenging
Once we know a student is comfortable with the material, then we challenge their understanding by increasing the level of difficulty
We inspire a growth mindset in our students, using Tutoring as our vessel.
Adaptive: We have the mindset that if our student doesn't understand something, it is our duty to find the explanation that allows them to understand.
Interactive: Because communication is how we investigate the student's level of understanding
For those with "learning disabilities," we believe that a Learning Disability is not a disability at all, it is simply a Difference. Students with learning differences, like everyone else, have academic strengths and weaknesses, and we've found that these tribulations later make up for it by empowering the students when they learn our work-arounds. They are often told they are not trying hard enough, but we've found that, more often than not, they are working even harder than the students that "get the grades." It just so happens that the conventional teaching methods taught in school are simply not what the student needs, and with patience, creativity and empathic communication, we work hard to "solve" that need.
OUR VIEW ON LEARNING DIFFERENCES
A Note From The Founder
A note from the CEO & Founder, Avantika Sharma
Growing up, I was a student much like many of the students that we now help - lots of potential, low motivation. As a result, I graduated from my "safety school," Wayne State University, with a Bachelor's of Science in Math. While that may be impressive to an extent, if I'm being honest, I grazed by on the fact that I had a knack for both understanding Math and explaining it to classmates and struggling friends. After graduation and a year of working for a logistics company, I found myself back in teaching when I got a job at a local tutoring center. Despite protests from family members, financial hardships, resentment towards employers, and at times my own self doubt, I noticed that the quality I provided to my students was never compromised. When you find a job that has that effect on you, you keep it. I've continued in this field for over 8 years because I love what I do.
I know what you're thinking, "But Ava, why would I send my kids to your tutoring center when I could just send them to blah blah blah Center where everyone from the CEO to the tutors have always been exceptional students?" Well, I'll tell you why. Who do you think is going to understand a struggling student better? Someone that's been through those same struggles, or someone that breezed right past them? While other tutors might think a student is "difficult to work with," we see a student that has given up and needs a confidence boost. A teacher might say a student is "lazy," but we see a student that needs a challenge and a competitive mindset. And a student might think their grades are "hopeless," but we see someone that's most likely working harder than their classmates, and who's shame and limiting beliefs are holding them back much more than their abilities. Just think about it, how many brilliant professors have you had that didn't make you feel lightheaded every time they explained something? You see, there's knowing it, and then there's knowing how to teach it - two totally different things.
I've spent a lot of time trying to figure out what the reason was behind my adolescent apathy, because it is now one of the problems that Academian Nut exists to solve. After years of observing similar behavior patterns in students, I've come to believe that the root cause is this: children need to be taught how to productively respond to feelings of failure; and so, in addition to the curriculum, that is what we teach our students.
THEM
US
VS
Believe learning is only the student’s responsibility and that the teacher’s duty is to provide basic instruction.
Believe learning is a shared goal between teacher, parent and student and the teacher’s duty is to provide instruction AND inspiration.
THE STUDENT SPECTRUM
