"Growth Beyond Grades"

Frequently Asked Questions

How are tutors screened by Connected to Learning?

We look for tutors with experience in making a difference in the education of a person through quality instruction.  This means going beyond giving students exercise sheets to fill out over and over again.  Tutors must agree to adhere to Connected to Learning's philosophy on education and student development.  

Are the tutors employees of Connected to Learning?

No, all tutors who provide services through Connected to Learning are independent and are not employees or agents of Connected to Learning.

What is the difference between a teacher and a Subject Matter Expert?

The teachers at Connected to Learning all hold a Bachelor of Education degree from an accredited post secondary institution.  Subject Matter Experts are individuals who possess specialized skills in a specific subject area.  For example, a high performing engineering student in University may be considered an expert in tutoring high school math or physics.  Experts are usually available specifically in specialized areas of high demand.   

Where will our sessions be held?

The sessions will be held either in your home or in a public library or other public place as determined by you and your tutor.

Why can’t I pay for just one hour of tutoring?

We believe that authentic learning takes time.  In one hour, the tutor is not able to truly assess what needs to be taught and teach it well.  We recommend that the tutor and student work together for a minimum of 5 hours.  However, if you are unsatisfied with the level of service being provided by a tutor, you may contact us for a refund or switch to another tutor at any time.

What Does the Research Say?

The following is an excerpt from an expert in reading intervention. The same research holds true in other areas of instruction and is the motivation for what we are striving to provide at Connected to Learning.

Struggling readers need larger amounts of more expert, more personalized, and more intensive reading instruction. In the end, the quality of that instruction is critical, and high-quality instruction for struggling readers cannot simply be boxed up and shipped to a site. High-quality reading instruction, especially for struggling readers, requires the expertise to identify just where the reader has gotten off-track and then to design instruction that moves the reader back onto an accelerated track of development.”

Research and the Three Tier model. (April 2006). Reading Today, 23(5), 20.

IRA President Richard L. Allington is a professor of education at the University of Tennessee.