Conditioned Reflex

My husband and I own three horses. We have fenced off the field and made three pastures and a paddock. One of the horses is a miniature Snowflake Appaloosa. Most of the time we keep him in a "dry lot"  because too many rich nutrients from the grass will make him fat and cause other health problems. The other two, both full-size horses, rotate through the pastures. Last night the two horses were able to roam freely between two fenced areas, one of which is adjacent to the paddock where the mini grazes.

Normally, when the horses see me heading toward the barn, they  react as Ivan Pavlov's dogs did in his famous "conditioned reflex" experiments of the early 20th century. The horses will gallop toward me, wait for me to open the gate, and walk alongside me into the barn. I changed the routine this morning because the gate was not closed. I cleaned the stalls, put the horse feed in the appropriate buckets, locked the mini in his stall, and opened the paddock gate. I truly was perplexed. Why were the horses still in the outer pasture? Why had they not come in?

My mind rushed back to the time I learned of a conditioned reflex study with a piranha. My late husband and I were attending one of his company's dinner events. The keynote speaker told us about an experiment in which a glass partition divided an aquarium in half. On one side was a piranha; on the other side was a school of goldfish. Every time the piranha tried to eat the goldfish, it would bump into the glass. It did this many times. Eventually, the piranha quit trying to get the goldfish and swam in circles in its side of the tank. Noticing the piranha no longer tried to approach the goldfish, the researcher removed the partition. The piranha easily could have devoured the goldfish. Instead it continued to swim in circles. Around and around and around. It never again tried to attack the goldfish. The piranha had given up; it had shut down after failing so many times.

I've seen students who react like the piranha. They try and try to read the sentences or complete the math problems, but they just can't get it. The students are promoted without having mastered basic skills - and without anyone having identified why the learning is muddled - the work becomes more complex, and eventually these students shut down.

Is learning over for them? No, but the right conditions must be in place for learning to occur, and it will not happen overnight. These students need a lot of encouragement and support academically, and many will need support socially and behaviorally. They have thought of themselves as failures for so long; they need help to recognize their strengths. It also helps to remind them to not give up. If the piranha had tried just one more time, it would have been successful.

Why did my horses behave as they did this morning? Do I think my horses have shut down because I had to walk to the outer pasture and lead them in? No. Like Pavlov's dogs, the horses are conditioned to a routine. I disturbed that routine by assuming they knew the gate was open.

How many times have we as teachers and parents changed our routines or "assumed" and become annoyed when our children protest? Most of the time, the children do not have the language skills or the maturity to work through the immediate change of routine. Children and animals (and husbands) like routine, and surprising them with change often leads to BIG headaches! Tomorrow morning I will not assume my horses know the gate is open. I will go back to the old routine of greeting them at the gate and enjoy our walk to the barn.

Nancy Drew and My family has grown!

Swimming, riding my bike, reading, camping, and catching lightening bugs filled the lazy, hazy days of my childhood summers. I loved those days. Once my sister and I completed our chores, we were free the rest of the day. We spent most of our time outside on our farm. Some of the time I would tag along with my grandfather as he planted tobacco. He'd give me a quarter no matter how long I "worked" - 10 minutes or two hours, then off I'd go to find another adventure.

Only during the heat of the day would I come inside. Our house was not air conditioned, so I'd plop in front of a fan with a good book to cool down. Most of the books were the old children's mystery classics - Nancy Drew and the Hardy Boys - that came from my grandmother's house. I suppose they had belonged to my mom and her siblings. Those books were my treasure chest. First, until I discovered those books, I hated my name because I had a hard time learning to spell it, but there it was on the front of every cover - Carolyn. Second, I lived vicariously through Nancy - she was smart, strong, and daring. She took me places I knew I'd never go, and third, she taught me sleuthing skills. I tried to solve the mysteries alongside her, almost never getting it quite right. Even today, mysteries are my favorite genre - especially murder mysteries. I've honed my skills and now often solve the mysteries before the final pages.

Today my summer days are not so lazy, and I don't mind. Tutoring students - teaching them math, reading and writing - and managing my business fill most of my days along with the routine work at the farm - three horses, two dogs, and two cats! But the heart of my summer is the busiest - my grandsons!

I am so blessed! I have three of those little darlings - Gavin just turned two; Cain just turned one; and Channing was born July 13! For many years I have heard that being a grandmother, in my case, Mama Berry, was the best thing in the world. I always agreed, but in the back of my mind questioned it. Oh, was I wrong. Nothing compares with holding those angels, watching them grow, teaching them important lessons, and loving them. If I ever feel down, a few hugs and kisses are the perfect antidote! Tomorrow will be the first time that I will be able to hold all three of them at the same time.

I have been planning a gift for my mother to celebrate our four generations. It was an item I discovered a few months on Pinterest: http://www.pinterest.com/pin/493073859175501641. Now that Channing is born, I can complete the project! 

I am eager to spend time with my children and grandbabies, so I have decided to close the school this week. I had told my students' families at the beginning of the summer that I might do this, so most of the families made alternate plans. The school will reopen July 28.

In the meantime, I will be enjoying several lazy, hazy summer days getting and giving lots of hugs and kisses as well as swimming, reading, and catching lightening bugs with my babies! 

Rethinking Colorful Classroom Walls

Periwinkle, the color, is associated with the words refreshing, calming, soothing, relaxing, and comforting. A quick Internet search found the flower and its hue have inspired folks to christen their horses, farms, seaside retreats, children, commercial products and more - Periwinkle. 

One blogger describes her nail polish as "one of the most beautiful periwinkle polishes I own. It radiates calm." Allegheny Candles describes blue lace agate as "a lovely stone with varying bands of periwinkle blue" that "offers a quiet protective energy" and "has a calming effect on negative emotions and stress."

I was not surprised to read that Periwinkle was the Duo-Gard 2013 Color-of-the-Year. A company news release calls the color "vibrant" with a "glint of the exotic" - the perfect color for a work environment that needs to be "comfortable yet stimulating enough to contribute to productivity." Sleep Training Solutions says the color promotes a "soothing sleeping environment" in a child's bedroom, and Grace Lynne Fleming proclaims the color as a "fresh, clean and spring-worthy bathroom color."

Periwinkle, the flower, evokes feelings of serenity, tranquility, peacefulness, and confidence. What about periwinkle, the herb?

Herbalists say periwinkle, the herb, has a positive effect on brain activity and inspires "feelings of well-being and emotional stability." Helping Flowers says essence of periwinkle "can help in situations dominated by chaos and disarray. Nervousness and frenzy are in the air. Periwinkle can help you to calm down internally and be a calming influence on others. Breathing and blood pressure can be stabilized and you can keep your perspective with strong nerves and balance."

Daniel Burton agrees. The Ohlone Center of Herbal Studies in Berkeley, CA, published a paper he wrote that states, "Flower essences may help deal with emotional factors that may impact attention and hyperactivity." Periwinkle, in particular, "is one of the prime herbs for children with ADHD. It has a history of use for dementia caused by insufficient blood flow to the brain.  It also has sedative effects, making it a versatile herb for hyperactive-­type ADHD."

This BLOG entry, however, is not about periwinkle, the herb, or periwinkle, the flower; it is about periwinkle, the color. I included the above information to give you background information and a reference point: Periwinkle = Calm, inside and out!

If you have been to my office, or noticed the picture of the reception area on my Facebook page, you'll notice the colors are bright and vibrant - greens, yellows, white, and navy. My logo mixes in reds and purples, and the Web site adds orange and teal. I picked those colors deliberately: I want those elements of VCLA to be energizing. I want students and parents to be excited about visiting my office. I want it to feel warm and inviting. Parents have told me my colors choices are spot on.

When you transition to the two classrooms, the colors change and the mood shifts. It is serene and peaceful. The walls in my two classrooms and the walls in my office are the color of periwinkle. Except for two inspirational prints in each classroom, the walls are bare. I made a deliberate decision not to hang educational posters. I want your children to focus on the lessons I am teaching, not the decorations hanging on the walls.

My more quiet approach to the educational environment runs contrary to most classrooms in today's schools. Have you ever walked into a classroom and not known where to look first? The commercially produced posters and mobiles teachers buy from educational brick-and-mortar stores and the teacher-designed products with curly-q fonts, scalloped edges, and whimsical spirals they buy from online sites serve a purpose, but all too often they lure students away from the lesson being taught. 

Researchers from Carnegie Mellon University confirmed this with a study of 24 kindergarten children who were taught six science lessons in a laboratory classroom. The researchers manipulated the visual stimuli and concluded, "Children were more distracted by the visual environment, spent more time off task, and demonstrated smaller learning gains when the walls were highly decorated than when the decorations were removed." Yes, it is a small sampling of 5-year-old children, and, yes, older children may be more inclined to ignore the decorations, but that has not been my experience. 


Jan Hoffman wrote about the study in a BLOG for the New York Times. She interviewed Patricia Tarr, an associate professor at the University of Calgary, who argued 10 years ago that too many decorations are "visually damaging for children." She stated then that decorations obscure children's work and pose special challenges to a child with attention deficits. Hoffman quotes Sara E. Rimm-Kaufman, an educational psychologist at the University of Virginia, as saying teachers feel compelled to make their rooms look attractive because parents expect the walls to be decorated.

What is a teacher to do?

Ingrid Boydston, a kindergarten teacher at Bridgeport Elementary School in Santa Clarita, CA., and the California Teacher of the Year in 1999, encourages teachers to post signs on blank walls: "Watch This Space!" Then, Hoffman writes, "The wall displays [will] grow as students produce work."

Need to pass English comp? VCLA is military friendly!

Writing comes easily to me, and I am grateful for this gift. I never worried when an elementary or high school teacher assigned a written report or a college professor expected every essay to be a minimum of 15 pages - 12-point, Times New Roman, double spaced, with one-inch margins. I edited my high school yearbook and literary magazine, earned an undergraduate degree in journalism, and, before becoming a teacher, worked as a professional writer/editor. More important than a natural gift, I had great teachers. They saw my potential and accepted nothing less than my best effort and more. 

I remember my first journalism class at Virginia Wesleyan College. Professor Joe Harkey, also my adviser, taught the Monday-Wednesday-Friday class. He handed out the syllabus to the more than 100 students packed into a classroom that seated 50 and explained the demands of the curriculum - a news article would be due each class period. He announced that if anyone felt as if he or she were not up for the amount of writing required, they could leave. More than half the students left. Of the remaining students, half returned to the next class. By the end of the drop-add period, 10 students remained. Most of the students enrolled in Journalism 101 thinking it would be a "fluff" class. Professor Harkey chuckled when he told me the phenomenon had repeated itself each semester since he had begun teaching the class. 

Those who dropped the class are not the only ones who think journalism is fluff. I had a home office when I worked as a free-lance writer/editor. My family, my friends, and my neighbors did not think I had a "real" job. After all, I was "just" a writer who sometimes wrote late at night while wearing pajamas! They thought nothing of dropping by in the middle of the day, and they could not understand why I would not take them to every medical appointment. My church family expected me to join several committees because I had a lot of free time. After all, I was home during the day. 

As a high school English teacher, I learned most students consider the revision portion of the writing process to be a death sentence. The student mentality is, "Just give me a grade!" A student would rather accept a "D" than revise and edit a paper. I was shocked to learn many teachers are terrified of teaching writing, which is why they assign projects, not papers. 

My grade school and high school teachers taught me that writing is hard work and revising and editing are essential steps of the writing process. My professors at VWC helped me learn to write clearly and concisely - to say what I needed to say with the fewest, shortest words possible; they helped me fall in love with print journalism. Except for Dr. Harkey, the three adjunct professors, Dennis Hartig, Fred Kirsch, and Dr. Bill Ruehlmann, were feature writers for the Virginian-Pilot and/or held editorial positions with the paper - I was learning from the best of the best! 

Unlike teachers who return papers marked with red ink, these professionals helped me understand my mistakes and suggested ways to improve my writing. I will never forget that kindness. I followed their lead in my classroom, and I use the same tactic when I tutor students and conduct writing workshops. It isn't enough to tell a student to revise the second paragraph, help them understand why doing so will make the copy stronger.

I attended a law school graduation party Saturday afternoon. One of the honoree's friends is a master chief in the U.S. Navy. He needs to complete one English composition class before he can earn his undergraduate degree. He said he keeps putting off the class because he is afraid of failing. He explained that many of his peers have the same fears. We chatted about why writing causes so much anguish, how it can be daunting - at least getting started. We discussed how to avoid writer's block. I mentioned I had considered holding writing workshops for adults in the business world. Research bears out the fact that poorly written e-mails and internal correspondence limit one's chances of promotion - if, in fact, a cover letter, resume and application warranted an interview!

He said I should consider working with military personnel. He said they want to know the "why" behind the edits. What is an em dash? How does it differ from an en dash? Does it REALLY matter? He also said I need to let them know I am "military friendly." That, he said, means I don't look down on people because they are not proficient writers or grammarians; he added he could tell I am not like that. I appreciate that endorsement! 

Using his definition, I am one of the most military-friendly people I know. This BLOG entry is my first step toward revamping my marketing efforts and letting the military world know I can help them pass English comp!

Although writing is a gift I cherish, I consider writing to be a craft - a craft that anyone with the desire and the tenacity to master the tools will accomplish. I blossomed as a writer under the tutelage of Dr. Harkey, Mr. Hartig, Mr. Kirsch, and Dr. Ruehlmann. I am grateful they, and all my teachers, have (or had) a passion for the written word. Thank you, too, Master Chief, for your inspiration and your confidence in me!

A tribute to the children who inspired me to become a teacher

When asked why I chose to become a teacher - specifically, a special education teacher - I think back to the children I knew growing up who had disabilities. When I was six (WAY before any state or federal legislation mandated education for students with disabilities), there was one classroom in my school that educated all grade levels of students with intellectual disabilities.

The children ate lunch during the same block as I. My class arrived at the lunchroom first; their class arrived last. I usually was finished eating by the time they began. I knew something was different about them, but to my six-year-old mind the difference was that so many teachers helped them by opening milk cartons, unwrapping sandwiches, and helping them raise spoons and forks to their mouths. I sometimes had trouble opening my milk carton, but no teacher helped me!

This coincided with the early days of space exploration when the United States was sparring against the Soviet Union to conquer outer space. Our entire student body, including the children with disabilities, assembled in the cafeteria to watch the launches and re-entries of each of NASA' s Project Mercury missions televised during the school day. This was history, and NO ONE was left behind!

A few years later, I met a friend's cousin. My friend lived adjacent to my mom's best friend from high school whom we visited often. Therefore, playing with Joy at her home was a frequent occurrence. Her cousin had cerebral palsy. He walked with a gait, but at that age he still could run and play kick ball - just not as fast or as far as we.

I also took piano lessons from Mrs. Lewis, a woman I dearly loved and admired. A concert pianist, she had studied music at a conservatory in England, yet she returned to Southern Maryland and shared her passion with everyday folk. I am so blessed to have been one of her students. I include this muse because her husband had muscular sclerosis; my father remodeled their home to accommodate Mr. Lewis' wheelchair.

In high school, I met two friends whose siblings have disabilities - one, an older brother with cerebral palsy, and the second, a younger sister with an intellectual disability. I also babysat a young neighbor boy who had Duchenne muscular dystrophy. I was the only teen in town who wasn't afraid to care for him. My work with his family led to my becoming a volunteer camp counselor at the muscular dystrophy summer camp held annually at the horse farm of broadcast-legend Arthur Godfrey in Loudoun County near Leesburg. My first charge was first-time camper Gary Welzenbacher from Pulaski, VA. He was a cute, sweet, 6-year-old little boy. He loved his week of summer camp. He swam, rode horses, took canoe rides, sang songs, and had a ton of fun. His mother sent me a lovely beaded evening bag, which I still have, as a thank you. She need not have done that. I was honored to have shared that summer with her son.

There was no doubt when I decided to become a teacher that I would earn an endorsement in special education. Students with disabilities have been a part of my life since I was six years old. I saw them as kids just like me with a few extra needs that teachers seemed to accommodate freely. As an adult, it baffles me why educating students with special needs ever became such a battleground.

Of all the children who touched my life as a child, the only one I know as an adult is Sherri. Although I have not seen Sherri in years, her older sister, also a special education teacher, and I maintain our friendship through Facebook. I see pictures of Sherri and I know she has significant health needs that require the help of a personal care assistant 24/7; she no longer participates in Special Olympics and other "special" outings, but she maintains her brilliant smile and loving personality. If I had to name one person who had the greatest impact on my decision to be a special education teacher, I would select Sherri. (Gary would be a close second.) I spent a lot of time at my friend's house during my teen years. My memories of Sherri are fond and vivid. This is a special thank you to Gary and the others for teaching me so much along the way. It also is a special thank you to Sherri for being my inspiration!

Look for VCLA's logo on a brochure in a school near you!

I distributed flyers last week to each of the schools in KG County. The flyers outline the learning that will take place this summer at VCLA. I am so excited about our new classes! Pick up a flyer at your child's school or at my office. You can view the information on the Web site, too!

www.vclatutoring.com

See you soon!
Carolyn

The meaning behind the logo

I like VCLA's logo. In fact, I LOVE VCLA's logo! It is colorful, fun, and energetic - just like the decor in my office. Becky Gallamore of Rocky Top Embroidery in King George told me it is the "prettiest logo" she has seen; it looks really nice on the shirts I asked her to embroider. 

The words depicted in the logo are important to me. They represent how I feel about education and form the basis of my philosophy when working with my students. I love teaching. I love working with your children. I love helping them discover that learning can be fun, and I want to ignite in them a passion for life-long learning. The center "explosion" represents the many, many new neurons that are connecting in the brains of the students who attend VCLA!

When I was a kid - from elementary school through high school and college - there were no computers for the average person. We had the Dewey Decimal System and the card catalog in the public library. It is there I discovered the world is bigger than Southern Maryland's Charles, Prince George's and St. Mary's counties, the "New World" when my ancestors settled there in the late 1600s. My mother took me to the public library at least once a week. She never complained, but by second grade my parents had bought my sister and I a set of the World Book Encyclopedia and a dictionary that was published in two HUGE volumes - my mother still has them! I read each of the books, including the dictionaries, cover to cover! 

When I needed to write a paper, the encyclopedia was where I conducted my initial research. If I needed to learn more than what was written in one of the tomes, my mother would drive me to the library. When children are passionate about learning, they willingly explore more than what is taught in the classroom. Their exploration empowers them to achieve more than they dream possible. 

Never when I graduated from college did I envision sharing photographs and musings with the world via the Internet. The best I envisioned was writing a book and finding my name in the card catalog! Becoming a television personality was an option (I am old enough to remember rabbit ears, no color, and no remote!). We had an 8mm movie camera, but it cost a lot of money to have the film developed and not everyone had a projector. You Tube wasn't even a thought, nor was its creator! 

Scientists, clever inventors, and astute visionaries created many new products, businesses, and jobs as I advanced through my education, but many of the jobs for which my peers trained no longer exist. When I graduated from college, no one was interviewing at Google, Instagram, and Sprint. It is very likely that current K-12 students will be employed with firms and using technology that does not exist today. Yet they need the skills that will allow them to migrate to those jobs.

How do you prepare for a job that doesn't exist? You learn how to learn. You develop a passion for learning. You read EVERYTHING! You learn EVERYTHING there is to know about your current field of employment, and then you learn something new. You stay abreast of current events, and you instill that passion in your children. When every child feels that excitement, we won't need Standards of Learning developed by big business. That excitement, that passion will be THE standard, and that can't be measured by a computerized test.

My husband is grumbling that he needs my help to clean the garage, so I will get down from my soapbox. However, I need to say one last thing about VCLA's logo: I am so grateful to graphic artist Brian Knott, who works with Stafford Technologies. He captured graphically and PERFECTLY the exact message my heart wants to shout to the world! Thanks, Brian!

"The most difficult and complicated part of the writing process is the beginning." - A. B. Yehoshua

Before becoming a teacher, I worked as a professional writer and editor. My life was deadline after deadline after deadline. I consider myself to be a good writer, yet there were days when I would stare at a blank computer screen - unable to think of anything to write - or I would delete everything I had written. Once I liked what I had written, the words usually flowed faster than I could type! 

Writing comes fairly easily to me, but writing is hard work! It is a valuable communication tool and a necessary skill all children need to develop. When I opened VCLA Tutoring, I offered a writing workshop for students in grades 5-12. I soon realized that more and more writing demands are placed on our younger students and I needed to develop writing programs for them, too. Now VCLA offers six writing classes; three of which are for students as young as 5-years-old! 

I want your children to fall in love with writing. I want them to know that writing does not have to be a painful process, so I have added workshops to ignite their creativity and teach them writing can be fun. Two of my favorite workshops are Awesome Me! and Microsoft on Training Wheels. 

I am so excited about Awesome Me! that I, too, am creating my own book. Microsoft on Training Wheels will teach your child how to use Microsoft Word, PowerPoint, and Excel. The really good news is that the tuition includes a licensed copy of the software, so your child can use the program at home, too.  

Writing is a great summertime activity; it wraps around vacation times perfectly and goes hand-in-hand with reading. Please take a look at the classes, then call me to schedule times convenient for your summer schedule. I am looking forward to talking with you soon.

Sincerely,

Carolyn Berry

Awesome Me! - Grades K-5

This workshop gives your aspiring author the guidance and tools necessary to produce a 20-page, full-color, professionally typeset, hardcover book – complete with your child’s photo on the back cover. After your child completes the book, VCLA will send it to the publisher. This is a one-on-one, work-at-your-own pace workshop.

Microsoft on Training Wheels - Grades K-5

This kid-friendly introduction to Microsoft Office will help your child learn PowerPoint, Word, and Excel – technology skills they will need and use throughout their school years and beyond. The tuition includes a licensed suite of five programs - Write, Show, Count, Paint and Record. Students will create a presentation to display weather symbols and a weather map; a chart to present a 5-day weather forecast; and a report about the weather. Technology requirements: Home computers must have pre-installed the 32-bit, Windows version of Microsoft® Office 2007 or Microsoft® Office 2010. This is a one-on-one, work-at-your-own pace workshop.

Creative Writing for the Reluctant Writer - Grades K-5

Students will select from hundreds of borders, shapes, and themes to use as inspiration to write and design poetry, short stories, letters, personal narratives, invitations and awards. Students of all abilities will learn to plan, set goals, develop strategies and solve problems as they learn to enjoy the writing process and experience success. When students complete this 10-hour, one-on-one workshop, they will leave with a personal, licensed copy of the software used during the workshop, and their creative works will be published on VCLA’s Web site and Facebook pages.

Essay Express - Grades 4-8

Students who Jump aboard the Essay Express will learn a fresh approach to answering short answer essay questions. This fresh approach will include learning nine cognitive strategies to use before, during, and after the essay writing process. Students will become more confident about taking essay tests and their essay writing skills, in general. Provide your child with a solid foundation of lifelong writing success with this 10-hour, one-on-one workshop.

Author, I Am! - Grades 6-12

This workshop gives your aspiring author the guidance and tools necessary to produce a 20-page, full-color, professionally typeset, hardcover book – complete with your child’s photo on the back cover. After your child completes the book, VCLA will send it to the publisher. This is a one-on-one, work-at-your-own pace workshop.

Essay Writing - Grades 9-12, Adult

The writing seminars teach students the process of writing, how to write well, and how to make their work stand out from the rest. We incorporate lessons in storytelling, grammar, and technology to help students develop personal writing styles and write copy people want to read. Please note: We will schedule and tailor writing workshops to fit your needs. Adults welcome!

The essay writing class focuses on the traditional five-paragraph essay. Students learn how to write thesis statements and develop points to support the thesis. Students also learn the fundamentals of academic research, how to summarize their research to avoid plagiarism, and how to cite their sources. Each student will create a 3D writing tool, write an essay, score it using a rubric, and participate in a peer review. The student will meet with the instructor one-on-one throughout the writing process. Maximum 4 students.

What a difference a year makes!

Eighty years ago, Maria Grever wrote the Grammy winning song, "What a Difference a Day Makes"...Twenty-four little hours...The difference is you. I feel that way about this past year with VCLA. Three hundred sixty five days...the difference is you...my students and their families!

I had ideas about the classes I'd offer and the tools I would use to teach students. Some of those ideas and tools remain, and some of them are no longer. Some have been replaced with different options. Many factors led to those decisions, but a main ingredient was feedback from parents and students. You offered feedback, suggestions, and told me what you needed. I listened. A year later I have refined VCLA's curriculum, marketing strategies, and policies. I am so proud of the school VCLA has become, and I am excited about the new classes VCLA is offering this summer, including several writing classes and a study skills strategy class. Most importantly, I am grateful for the students whose lives I touched. I love working one-on-one with the students. 

Two weeks ago I asked my students' families to respond to a survey; nine of them did. Here are the questions and a few responses:

1.       My child’s tutor has the knowledge and skills necessary to teach my child.

2.       The tutor motivates my child to learn.

3.       VCLA provides a safe, healthy, and supportive learning environment for my child.

                                       

4.       My child’s tutor challenges my child and provides meaningful learning opportunities for him/her.

5.       The tutor genuinely cares about my child and his/her learning.

6.       The tutor has a rich repertoire of instructional practices, strategies, and resources, and she applies them appropriately. 

7.       My child’s tutor provides regular updates of my child’s progress.

8.       My child’s tutor revises instructional strategies based upon my student’s achievement data.

9.       I would recommend VCLA’s services to my family and friends.

The tenth question asked families to share their thoughts about VCLA. Here are a few of the comments: 

Since my daughter began tutoring sessions at VCLA, her writing skills have improved drastically. Her creative writing teacher at King George High School says so, too!

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Since my grandchild has been with VCLA she has the self-esteem to know that it is okay to ask questions. Her grades have improved. I am very pleased with the progress she has made. Thanks Ms. Berry!

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My daughter HATED math before she started attending VCLA each week. She wasn't interested because she wasn't understanding the material. She has become more confident in her abilities. It's wonderful to see!

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My child’s grades have improved and homework has become a lot easier. Ms. Berry has been so helpful by giving us strategies for my son to use at home and in school. I love Ms. Berry’s passion and the encouragement she gives my son.

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Thanks to the people who responded to the survey!

Sincerely,
Carolyn Berry

P.S. - VCLA will follow summer hours beginning Monday, June 16, 2014. The hours are 9:30 a.m. to 6 p.m. unless an evening class is scheduled!