Most people know, from their own intuition,
that a personal lesson with a teacher who designs a plan adapted to
the pupil is a lot better, more productive than any other
multi-student lesson which may be given in an academy.
The average advancement of a pupil, compared to an other who
does not have private tuition is about 3 times faster.
All students experience doubts, confusion, immediate questions,
throughout the learning process. Being able to resolve these doubts
and questions in real time, as long as they are suggested during
explanations, without having to wait, allows the student to be able
to consolidate what they have heard almost as quickly as they learn
the information.
Therefore, we have a student who advances and retains what they have
learnt with much more ease than any other student whose academic
advancement sails through a see of doubts and questions unanswered.
It is this factor, the strong solidification of what is learnt,
which presents the main advantage which can be enjoyed when taking
courses on a one-to-one or two-to-one basis.
It is no coincidence that more than 85% of our
students have received lessons in a language academy at some point
in their lives. Dissatisfied students, and so they tell us,
that would like to try out courses that allow them to escape the
rigidity of academy programmes whose method has not worked for them;
because of their slow advance, because of the little communication
with the teacher, their timidity when they needed to express their
doubts, and even because of the little commitment displayed by the
teacher to their group of students.
The main problem found by a teaching profession when faced with a
multi-student class is having to find a balance to be able to
satisfy the most students possible within the class. For this, the
centres choose a standard manual which all of the students have to
follow and objectives marked out do not necessarily correspond to
the needs of all the students. A rigid system whereby the pupil has
to adapt to the teacher and halt their own interests, objectives and
individual qualms in such a way that they eventually lose motivation.
The most recent techniques and theories in language learning suggest
the opposite; it should be the teacher who moulds themselves to the
pupil if what they want is success in the learning of the language.
It is because of this that the academic centres bombard the students
with feedbacks continually in a vain attempt to get to know the
students and try and homogenise their educational programme. An
attempt to approach the theoretical, impossible ideal, in
multi-student classes.
Personal tuition is a
system which covers these essential aspects: it offers a solid
learning process which does undoubtedly advances not just rapidly,
but centring the learning process entirely in the objectives, needs
and preference of the student, an indispensable requisite if you
want to have true success when attempting to learn a new language.
