Tutors outside of school.

Due to the many potential adverse effects on engagement, learning and wellbeing, Mac.Rob does not expect, nor encourage, students to regularly engage private tutors for subjects undertaken at the school. Studies show that doing so can have a negative impact on a student’s learning experience. It can lead to a sense of disparity and awkwardness among students, where they may become conscious of who does and does not receive supplementary assistance.

It can also lead to fatigue.  As students go from mainstream school to supplementary classes or tuition sessions, it may deny students sufficient rest and relaxation, especially on top of an already heavy workload meeting the school’s expectations. This may lead to reduced connection when in class, thereby reducing engagement and learning. The school classroom should be a place of discussion and connection with peers. Negatively affecting students’ ability to engage in this environment does them a disservice. Attending tutoring outside of school time, can reduce students’ capacity to focus on other aspects of a balanced life, thus potentially having a detrimental effect on their wellbeing. For example, they may have limited time for social and relaxation time, and physical activity.

The school curriculum has been developed with students’ social, emotional and academic progress in mind. Private tutors may choose to exclude what they consider to be irrelevant content in order to focus solely on academic success, thus upsetting the balance between learning for learning’s sake and demonstration of understanding as required. Private tutors are not compelled, as school professionals are, to teach according to the latest study designs. They may therefore be teaching and setting work on irrelevant content, resulting in heightened student distress and negligible academic gain.

We do recognise that some students may, on occasion, need additional support to help them master subject content. Teachers at the school generously support students out of class time. In the first instance, students should make sure they approach their teacher for assistance letting them know where they need help. There are lunchtime help sessions for many subjects, and teachers are more than happy to assist students one on one, or in small groups at other times.

If a student encounters considerable difficulty, such as prolonged absence, then a tutor may be of some value in providing one-on-one or small group support for specific areas of the course.

The school does not recommend specific tutors or private tutoring companies.

• Does the tutor have a valid Working With Children’s Check?

• Have the family done a referee check to check on the tutor’s suitability to work with young people?

• Are there safeguards in place to ensure students are not placed in vulnerable positions? For example, not left alone with a tutor in one on one situations, either face to face or in online situations.

• Is the tutor using the latest study design for the subject?

• Is the tutor assisting the student to better understand the knowledge and skills students are struggling with that is currently being studied in their classes.

• Tutors should not be engaged to teach the student the curriculum in advance of the learning in class. This has the greatest negative effect on a students’ academic, social and collaborative engagement in class.

• Is the tutoring tailored to the students’ needs?

• Large group tutoring is just like attending another class.

• Tutoring should address specific learning gaps that are individual to the student.

• Tutors should not give students additional homework to complete. They should provide scaffolded support for students their current schoolwork.

• Students, families, and tutors need to be aware of the school’s Academic Integrity policy and ensure they are meeting the expectations of that policy.

• Students should ensure that they are completing the work set by the school and that additional assistance provided by a tutor does not breach academic integrity.

• The Victorian Curriculum and Assessment Authority (VCAA) and the International Baccalaureate Organisation (IBO) also have authentication rules that must be adhered to. Please refer to our Academic Integrity policy.

• Is the tutoring adversely affecting your child's wellbeing - for example, is it causing them to feel stressed, or to express self-doubt or a lack of confidence?

• Is the time commitment required to participate in tutoring limiting the time your child can commit to maintaining basic foundations for mental health? For example, is it limiting the time that they have available for sleep, physical activity or social connection?

• Are you confident that the tutor or organisation will report any wellbeing concerns to you?