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Essay / Research Paper Abstract
7 pages in length. At-risk children face considerably more challenges than other kids in that they have to struggle just to achieve a modicum of understanding. Their counterparts, who do not demonstrate the same learning difficulties, often unknowingly make them feel inadequate and worthless when it comes to scholastic achievement. The writer discusses how incorporating tutoring as a means by which to overcome the invisible boundaries that hamper academic accomplishment is a most effective way to address issues of learning disabilities, as well as win back a child's sense of self. Bibliography lists 15 sources.
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7 pages (~225 words per page)
File: LM1_TLCtutor.doc
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fully understand the concepts of various mathematical equations; as a result of his incapacity for comprehension, he was failing his class. This left Billy with a lasting impression of
inadequacy, causing him to believe that he was not a worthwhile individual. Indeed, Billys self-esteem had hit rock bottom. The instructor noticed the fact that Billy was trying
to achieve but was not successful in his attempts, so she arranged for him to attend after school tutoring workshops where he could get one-on-one assistance. After the first
week, Billy began to show slight improvement; however, by week number three, he had demonstrated such a marked increase in comprehension that he was actually excited to attend the after
school tutoring sessions. In no time at all, Billys self-esteem had skyrocketed, and his outlook on life in general became significantly more positive. At-risk children face considerably more challenges
than other kids in that they have to struggle just to achieve a modicum of understanding. Their counterparts, who do not demonstrate the same learning difficulties, often unknowingly make
them feel inadequate and worthless when it comes to scholastic achievement. Incorporating tutoring as a means by which to overcome the invisible boundaries that hamper academic accomplishment is a
most effective way to address issues of learning disabilities, as well as win back a childs sense of self. Richards (1998) notes how in decades gone by, teachers were
under "no obligation to accept a student who brought unusual challenges" (p. PG). Thankfully, such ignorance has been abandoned for a realistic approach to at-risk children. "Schoolchildren receive
a constant flow of information about their personal competence as students throughout the school day. Clearly, the teacher is a crucial source of this information. Although teachers no
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