Why One to One Learning?
For students with learning disabilities, psychological issues, emotional issues, health concerns or other special needs one to one learning may be the perfect option and it may be the only option. Our one-to-one instruction fully accommodates the learning styles and needs of each individual. We take into consideration each students unique learning style called multi-measures. Students with learning difficulties work with dedicated Instructional Consultants who have the expertise required to challenge and encourage them.Our one-to-one instruction allows students to progress at an accelerated pace.
Why one to one lessons are different
Classroom management
It may seem that there is little or no classroom management required in a one to one class session, but there are still key decisions to be made about how the room is set up, where you and/or your learner should sit, how you or your learner should manage the physical resources etc.
Materials
Aside from the fact that you almost always have to adapt existing materials extensively to suit a one to one class session, many Instructional Consultants find that they can use material that the learner has produced or that they have found together. Otherwise Le Blanc Consulting provides a well rounded curriculum and toys needed.
Timing and structure
One to one class sessions, especially private ones, often move at a pace decided by the learner and Instructional Consultant and their needs rather than an institution’s course/term structure. There is also flexibility in the length of class sessions, which can be timed around learning aims rather than a timetable. Often there is no need to think about an exam, however, there are homework assignments.
Roles and relationship
The normal roles of a large group often change in a one to one class, where the intimacy of interaction can mean that you become much more of a part of the 'village' to the learner. There is often a shift away from a Instructor-centered dynamic and as a result the learner takes on a much more equal role in making decisions about their education.
Techniques
Although many techniques we use in a both a large or small group are also applicable to a single learner, they will always change either in how they are applied or why. For example, you may find that extended listening or reading texts are not the best use of time and need to be adapted. Other techniques may be more suitable to a one to one class session, such as hands on learning to focus on the individual learners personal situation.
Pressures
The fact that both Instructional Consultant and learner are alone together for the duration of the class session means a different kind of pressure – sometimes greater, sometimes less. For example, there is considerable pressure because both are ‘always on’, and the need to achieve results can be much greater for the Instructional Consultant, but the learner may feel less pressure on the learner because there no others in the class.
Motivations
Many learners decide that they need a one to one class and then seek out a Instructional Consultant, organize materials, and schedule times, independently. They are often highly motivated to learn. In addition, Instructional Consultants may feel a much higher degree of responsibility for one learner than a large group where many learning factors are outside their control.
Why one to one lessons are different
Classroom management
It may seem that there is little or no classroom management required in a one to one class session, but there are still key decisions to be made about how the room is set up, where you and/or your learner should sit, how you or your learner should manage the physical resources etc.
Materials
Aside from the fact that you almost always have to adapt existing materials extensively to suit a one to one class session, many Instructional Consultants find that they can use material that the learner has produced or that they have found together. Otherwise Le Blanc Consulting provides a well rounded curriculum and toys needed.
Timing and structure
One to one class sessions, especially private ones, often move at a pace decided by the learner and Instructional Consultant and their needs rather than an institution’s course/term structure. There is also flexibility in the length of class sessions, which can be timed around learning aims rather than a timetable. Often there is no need to think about an exam, however, there are homework assignments.
Roles and relationship
The normal roles of a large group often change in a one to one class, where the intimacy of interaction can mean that you become much more of a part of the 'village' to the learner. There is often a shift away from a Instructor-centered dynamic and as a result the learner takes on a much more equal role in making decisions about their education.
Techniques
Although many techniques we use in a both a large or small group are also applicable to a single learner, they will always change either in how they are applied or why. For example, you may find that extended listening or reading texts are not the best use of time and need to be adapted. Other techniques may be more suitable to a one to one class session, such as hands on learning to focus on the individual learners personal situation.
Pressures
The fact that both Instructional Consultant and learner are alone together for the duration of the class session means a different kind of pressure – sometimes greater, sometimes less. For example, there is considerable pressure because both are ‘always on’, and the need to achieve results can be much greater for the Instructional Consultant, but the learner may feel less pressure on the learner because there no others in the class.
Motivations
Many learners decide that they need a one to one class and then seek out a Instructional Consultant, organize materials, and schedule times, independently. They are often highly motivated to learn. In addition, Instructional Consultants may feel a much higher degree of responsibility for one learner than a large group where many learning factors are outside their control.
