Approach | Beacon Tutoring
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Our Approach

Our Approach

What we offer that is unique from other tutoring centres

  • Diagnostic assessment to determine the student’s learning style/preferences (at no extra cost)
  • Life skills program as foundation for all tutoring service support
  • Integrative approach (interdisciplinary; not treating one subject as isolated entity – mirroring real-world complexities)
  • Reading Club (weekend and/or week night program) for children and adults
  • Writing Class for a variety of purposes
  • ESL Support for all levels (individualized program)

A Psychological Approach to Education

Using a personality-centered teaching approach, our methods focus on the learner’s cognitive and social development positioning the student with the tools to navigate their path in a complex world. Whether the student has an extroverted personality, is visual or kinesthetic, we can accommodate our teaching methods to help him or her excel at school.

The philosophy behind our programs: providing educational support that will equip students with future superior management of demands and complexities of community and society. By training the students’ mind to think and develop their creative capacities, we respond to the challenges of an ever changing work force and prepare students to make the most of increased globalization and technological advancement.

Our support programs propose an innovative, integrated, applied approach to education foundation focusing on the complexity and diversity of reality.

  1. They are skill-based:
    • Designed to develop critical thinking, analyzing, reasoning skill development, successful skill transfer/application to other areas of study, independent study skill development.
    • Emphasizing the problem solving skill development through cultivating and growing student’s creative capacities.
  2. They offer a psychological approach to education aiming at learner cognitive and social development:
    • Developing exploration/discovery skill; cultivating creativity
    • Targeting learning skill development which cultivates creativity/problem solving such as observation, analysis, and capacity of developing new ideas and ensures solid comprehension and knowledge retention without mere fact memorization.

Great consideration will be given to learner personality as central factor influencing the learning style and learning outcome. As such, supplemental instructional activities have been selected to be of productive type, motivate learning, and make sense for the child/student.

Personality traits are expressed in learning styles, which are in turn reflected in learning strategies,which eventually produce a certain learning outcome. Personality traits serve as directors or blocks for motivation and learning strategies. The student’s personality is related to learning outcome mediated by learning strategies.

We provide Ideal Learning Environments for all students:

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Extraverts

Extraverts thrive when they are allowed time to think things through by talking, such as in classroom discussions, or when working with another student.

By: Developing learning activities that have visible results and involve people interaction.

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Introverts

Introverts excel when they can work independently with their own thoughts, through listening, observing, reading, writing, and
independent lab work.

By: Providing time for thought process and experience processing at own pace

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Intuitive Types

Intuitive students thrive when they have opportunities to be inventive and original and to find ways to solve problems.

By: Offering choices in the ways they work out their assignments.

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Thinking Types

Thinking students will understand best when material is presented in a logical, orderly fashion. When dealing with the abstract, they need to have the logic in the material pointed out.

By: Providing instructor and student feedback that shows them their specific, objective achievements.

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Feeling Types

Feeling students will work harder when they have developed personal relationships with their instructors and other students.

By: Offering positive feedback with corrective instructions and appreciation from instructors.

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Perceiving Types

Perceiving students work best when they understand the reasons for assignments and when assignments make sense to them.

By: Offering choices in aspects of assignments.

Conscientiousness and openness are also personality traits influencing the learning style.

Conscientiousness is related to work discipline, interest in subject matter, concentration and considering studying as quite easy. The more conscientious a student is the more competent, dutiful, orderly, responsible and thorough he is.

We will:

  • Allow student to concentrate on only a couple of goals
  • Encourage the will to succeed

Students with a high openness have broader interests, are liberal and like novelty.

  • This factor relates to intellect, openness to new ideas, cultural interests, educational aptitude and creativity.
  • These individuals are cultured, esthetic, intellectual and open.
  • The openness to experience can be connected to activities like writing, science and art.

We will:

  • Provide questioning and analyzing argument practice.
  • Provide critical evaluation, literature searching and relationship making with material.
  • Provide deep approach to help them find deeper meaning in material through logic and connection to their previous knowledge.
  • Encourage their intrinsic motivation and their personal comprehension independent of syllabus.

Kinesthetic Learners: do best while touching and moving.

For Kinesthetic Learners we will:

  • Use activities that get the learners up and moving.
  • Provide high lighters, colored pens and/or pencils.
  • Guide learners through a visualization of complex tasks.

Auditory Learners: They often do better talking to a colleague or a tape recorder and hearing what was said.

For Auditory Learners we will:

  • Begin new material with a brief explanation of what is coming
  • Conclude with a summary of what has been covered
  • Use the Socratic Method of lecturing by questioning learners to draw as much information from them as possible and then fill in the gaps with own expertise
  • Include auditory activities, such as brainstorming, buzz groups, or Jeopardy. Leave plenty of time to debrief activities. This allows them to make connections of what they learned and how it applies to their situation
  • Have the learners verbalize the questions
  • Develop an internal dialogue between self and the learners

Visual Learners: Like to learn through written language, such as reading and writing tasks; OR do better with charts, demonstrations, videos, and other visual materials

For Visual Learners we will:

  • Use graphs, charts, illustrations, or other visual aids.
  • Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes.
  • Include plenty of content in handouts to reread after the learning session.
  • Invite questions to help them stay alert in auditory environments.
  • Post flip charts to show what will come and what has been presented.
  • Emphasize key points to cue when to takes notes.
  • Supplement textual information with illustrations whenever possible.
  • Have them draw pictures in the margins
  • Have the learners envision the topic or have them act out the subject matter.

Beside the holistic approach to providing educational support and innovative programs offered, we believe the key element for success is a caring attitude for children/students’ happiness and content.

Nurture and careconstitute essential factors and are contributors to the success of the educational goal attainment.

Education is a long-term investment that may not show immediate grand results, but certainly in the near future, be it a prestigious high school, a reputed University, or multiple career possibilities.

We will help our students grow the seeds of knowledge and walk in life with flowers of success.