explains that if the tutoring program being implemented by the Victorian and NSW governments is to work then it needs to involve quality teaching. I imagine that this is an interesting challenge for schools in both regards to the metrics used for ascertaining which students require that further support and what that support actually looks like in different contexts. The issue I had in the past with intervention
was that support always happens in a context.
Coming at the problem from an American perspective, Ron Berger suggests that recognising student strengths and resilience is more important than remedial classes:
Schools should also recognize their students’ resilience over this past year, support their healing and emotional growth, and honor them with meaningful and challenging academic work, not with remedial classes. That’s how we’ll get our children back on track.
Districts face a hard reality, though: Many children lost a great deal of academic growth last year; some kids didn’t attend school at all. Districts need to know which students need extra support, including tutoring in and outside the classroom. But educators need to assess students’ abilities in a way that motivates them to grow.