One-On-One Tutoring vs. Instructional Videos


One-on-one tutoring and video instruction are two resources that are more alike than different.  Full course math instructional videos should be the first line of defense.  To help students in their study of math most parents and students first consider one-on-one tutoring over the use of instructional videos.  This runs contrary to their experience to seek help in other areas in the world of YouTube.  With the advent and popularity of YouTube we are conditioned to rely on video instruction to self teach ourselves everything from trouble shooting problems with our iPhone to how to fix the dishwasher.

One-on-one tutoring and video instruction are two resources that are more alike than different.   After over 10,000 tutoring sessions my experience indicated that the main difference was for the student that used their tutoring session primarily to do their homework with guidance.  This was 75% of the tutoring.  Full instruction to make sure they had a complete understanding of a topic was but 25% or less.   Full instruction was what they really needed.   While getting their homework done was certainly a valid use of a session and gave context to intermittent instruction and structuring written work, little time was left for a full and complete explanation of the topic at hand.  Videos do this precisely and at the same time conditions the student to be a more independent learner which is really the "pot of gold" for the student.  Very little in their formal math educational experience accomplishes this for them.   

While students may claim video instruction is not what they need, I am sure when these same students want to learn how to do something outside the world of math such as a guitar riff or a dance step they will be quite adept in finding a YouTube instructional video and teach themselves.

With the purchase of any full course, each student will also receive a free bonus course on Study Skills. 


info@mathclinic.org (410)817-4033                                                                                © Mark Deaton 2005