Frequently Asked Questions
How does academic coaching differ from tutoring?
Academic coaching puts the focus on process while tutoring focuses on the subject being studied. With coaching, students learn executive functioning skills; organization, time management, study skills and goal setting. These skills can be applied to all subject matters as well as any level of learning. Further, these same skills will help your child years down the road when it comes time to manage and balance career, family and money.
Once we get started, how soon until we begin to see results?
Nancy’s work will not happen overnight, or in one or two sessions. It is a process; therefore it requires commitment over a period of time. The results are far-reaching and the skills take a while to learn, requiring repetition, patience and consistency. While some students may only need to work with her for a few months, others work with Nancy throughout the school year.
What if my student shows little or no interest in receiving coaching?
That’s okay! It is normal for some students to take longer before being fully on-board and fully committed. There comes a certain point when they really want to do well. They may not yet possess the follow-through at that time, but they will have the willingness.
My son is on medication for ADHD and has a lot of anxiety and fear surrounding the possibility of failure. How will you deal with his anxiety?
Your son is not alone. Many students feel this way. As your son becomes more organized, his productivity will increase and his ability to focus and stay on track will improve. This will give him confidence and a sense of control. He will begin to feel calmer overall.
My child is gifted. He was a straight A student in elementary school but now, in middle school, he is getting B’s and C’s. Will an academic coach really help, or has he simply become lazy?
Middle school is different from elementary school, just as high school is different from middle school, and college or university is once again different. With each upward transition more is expected from the student— more homework, more personal responsibility, and more independence. With additional subjects and teachers, students can feel overwhelmed by all the change and less intensive supervision. Remember, giftedness does not necessarily mean a high organizational level, or a high ability to manage time, complete tasks, or set goals. Twenty percent of high school dropouts test in the gifted range (Business Weekly, 27; August 2007). To think that gifted students do not need help is a common and unfortunate misconception. Nancy seeks to combat this by working with gifted students like yours.
Do you work with adults? I thought I had everything under control until I was promoted at work. Now, I feel overwhelmed by the additional responsibilities.
Nancy does work with adults. Executive functioning skills like organization, time management, study or focusing skills, and goal setting are just as important for adults living in the “real world” as younger students battling messy backpacks and an inability to focus on homework assignments. These skills need to be learned, and of course, the earlier the better. It is never too late to take that first step!
More questions? Nancy welcomes any and all questions you have.