Practitioner Inquiry
Abstract: Teachers and Students Perceptions of Tutorial Classes Mattie Schumann
Ms. Schumann has taught Learning Support students at grade levels ranging from Kindergarten to high school seniors for nine years. This study discusses
students in a tutorial study hall for Learning Support students and their perceptions of the purpose of this class. Mattie used teacher and student surveys, focus groups and student interviews to collect data. She found students resenting “the way the school
tries to force you to do what they want you to do”. Discussed are student attitudes and her findings. Simple and complex issues are uncovered and other questions begin to arise.
Teachers and Students Perceptions of Tutorial Classes Mattie Schumann Learning support students often need extra help in order to succeed in regular education high school classes. This support is provided in the form of a tutorial study hall, limited to eight
students, with a special education teacher. When they are given the support they don’t always use it to their advantage. This research was conducted to ascertain what the students perceived as the purpose of the class and what their teachers expected them to gain from the class. The majority of students questioned in this research described the tutorial class as another class to be endured. Few students related the purpose as being a resource for assistance with their regular classes.
Background I have taught Learning Support students at grade levels ranging from Kindergarten to high school seniors for nine years. The student placement levels ranged from full time in Learning Support to merely consulting with the student’s regular classroom teacher on the student’s progress and suggesting modifications to be attempted in the classroom. For the first time this past year I was assigned to a tutorial
study hall for Learning Support students. The expectation from the other teachers these students encounter is that they will be successful because of their attendance in the tutorial class. The reality is that this setting is successful for only a small number of students. It’s only natural to wonder how the students’ perceptions of the tutorial class differ from their teachers’ perceptions. My question then is, how do the student’s perceptions of the purpose of tutorial class differ from the perceptions of their teachers? Introduction The tutoring study hall is held from 10:50 AM to 11:30 AM, the middle of the school day. The grade levels in the class range from ninth to twelfth grade. Ability levels range from average to low average. The population is definitely one sided with more female students. In addition to the daily assigned students, others drop in for help with tests or homework. All students are responsible for bringing the work
they need help with to class, a big challenge for students with poor organizational skills and/or difficulty focusing. Frequently students need to be sent to their lockers or to another classroom to retrieve forgotten work. The class presents some other challenges to the students just because of the way it is structured. By the time tutorial class starts most of the students are hungry. Additionally, other classes change a number of times during our class session. The commotion in the hall during those times draws the students’ focus away from their work to the clock and, if the door is open, which of their friends are in the hallway. Data Collection The data collection for this project was done in three ways. These included teacher and student surveys, focus groups, and student interviews. Teacher surveys-Eight teachers were asked what they felt students should be using tutorial class for. In order to obtain
responses this was done orally and one at a time between classes or during the teachers’ prep periods. Student surveys-I developed a questionnaire that was distributed to current and past tutorial students from my class as well as students in my academic classes taking tutorial class from another teacher. In all eighteen students received and completed the surveys either during homeroom or during tutorial class. Focus group-The focus group consisted of four students, three girls and one boy. It had to be conducted on a day that didn’t interfere with the students’ academic responsibilities. This particular group of students normally has a lighter academic load before vacations thus the class planned for the discussion and we held it the day before a student vacation day. Another adult assisted with the group by taking notes. The discussion was also recorded. Student interviews-Interviews were conducted after
school and were recorded.
Examining the Data Teacher survey-All teachers felt students should be using the class to complete assignments, take tests, and to study. Five of the teachers felt there should be instruction in organizational and study skills. Three teachers felt tutorial class should be specific to subjects and should clarify and review concepts presented in the regular classroom. Student surveys-As I read the student surveys I was surprised and disappointed by the number of responses indicating a lack of commitment to the learning process. As it turns out the majority of the students depicted tutorial study hall as a class to be endured rather than a class to benefit from. Only 20% of the students indicated they use and profit from the resources available to them in this setting. These students indicated they use the time to learn study skills, to
obtain clarification of concepts or assignments, and for time to complete assignments. Focus Groups-The focus groups provided detailed explanations of the students’ attitudes. As a whole the group expressed their distain for school in general. The common attitude toward tutorial class was resentment about “the way the school tries to force you to do what they want you to do”. One student did admit that she likes school primarily for the socialization and secondly because she likes to learn. The student taking advantage of the class was frustrated by the others’ attitudes and the amount of time the teachers spent on “kids who don’t care anyhow”. She stated that it wasn’t fair to be “stuck in a class with a bunch of jerks that you (the teacher) have to keep going to because they won’t maintain.” The other students agreed that the class could be frustrating but thought that anyone in high school should be used the distractions.
There was a discussion about appropriate behavior in tutorial class. While all students described instances when they were interrupted while working with the teacher they felt they were entitled to help when they needed it and they could only wait a certain amount of time before interrupting. The justification given for interrupting was the need to get the work done while someone was there to help and the perceived inability to go on to some other problem or work until help is available. The changing of classes and associated distractions were not an issue for any students. I was told, “It’s normal.” Interviews-After discussing the project with their parents I interviewed two the only two students who agreed to stay after school to be interviewed. The first was one of the students who used the tutorial class to ask questions, take tests, and do homework. The next was a student who didn’t want to be in the class. There were no surprises in the first
interview. A motivated student was appreciative of the scheduled time and the resources available. The second student made me more aware of the self-image of many of the Learning Support students that they were unwilling to discuss as a group. She stated, “It’s like you already know you’re too stupid to do the work. Then you guys (teachers) have to tell us every day. You really only can stand that kind of thing for not so long. Then you just do what you have to do to get by. Most of us have been in this class since we were little you know. It’s hard. You just get tired.” I was surprised by this revelation as the tutorial students have all been identified as having low average to average abilities and have been relatively successful in their mainstream classes. Conclusions I found that the students’ perceptions of the tutorial class differ from their teachers’ perceptions on a variety of levels.
The most significant difference is in the degree of motivation. The teachers expect the students to complete the assigned work. Most of the students are not motivated to work for a grade beyond what they need just to pass and they don’t have to do much just to pass. There were a number of issues assigned to motivation which were brought up during the focus group. Some were fairly simple and include: Offer a tutorial class first period and eighth period. If tutorial class remains in the middle of the day some of the students will have to go to early lunch. Offer more review activities for test preparation. More complex issues involve self-esteem. A number of the students have developed the perception that they are stupid. In questioning I discovered that the development of this self-image is facilitated by the students themselves, their peers, their families, and their teachers. This discovery gives rise to a new question. Do the at-risk students images differ
greatly from their classmates? Do most students at that age level think they are stupid? Another difference in perceptions is what the class is designed to do for the students. The teachers obviously view the tutorial class as a resource to help in: learning organizational skills and study skills, test prep and test taking, and clarification and review of concepts presented in their classes. The focus group and one of the interviewed students told me that most of the students view the class as a study hall with a nosey teacher who makes you work. Thankfully my project has made me more aware of the complexities of the at-risk student. I hope that this process is only the beginning of a quest for a change in the way at-risk students are made to feel about themselves. My next step will be to compare self-esteem of all students at different grade levels. Appendix
Survey of tutorial students 1. Why do you come to tutorial class? 2. Do you think tutorial class helps you? 3. How does it help? 4. If you don’t think tutorial class helps please tell me why. 5. Can tutorial classes be changed to make them better for you? 6. What is the worst thing about tutorial class? 7. If you were scheduling your classes would you schedule a tutorial class? 8. If you could schedule a tutorial class what period would it be? 9. Should tutorial classes be offered before and after school? 10. Please make any other comments you feel would be helpful toward making this class better for the students.
Appendix B Survey of regular classroom teachers
1. What should the students be doing when they come to tutorial class? 2. Can tutorial classes be changed to better address the needs of the students?