In what cases should reinforcement classes be given?

SabadellSome students may benefit from a push beyond school hours, with reinforcement in both specific subjects (languages, math) and study skills, always within the framework of a combined effort between school and family. Joan Gamero, coordinator of the Mediation Research Group of the Official College of Pedagogy of Catalonia (COPEC) and pedagogical director of the L'Oreig School in Pallejà (Baix Llobregat), clarifies: "More than review, I would call it accompaniment. Often it's not just about reviewing, but, for example, for example."

Are they really necessary in some cases?

In some, yes. Gamero points to language: "When they begin the reading and writing process or finish first and second grade, in 70% or 80% of cases, with what's taught at school, we're doing well. But it's not a bad thing to practice." And the killers: "If I don't have the foundations clear or I don't manage them well, then, obviously, they don't evolve. And perhaps, indeed, on that foundation, certain students need reinforcement." A push that can also help them become better organized: "Ideally, it would be a family activity; but if due to social situations, it wouldn't be a bad idea to find a center that can accompany, guide, and help. And always with the ultimate goal of the student doing it alone." The expert points out that centers have resources to help children with greater difficulties, but also acknowledges that, "obviously, this has limits."

How do we coordinate with the tutor?

With or without tutoring, dialogue should always be ongoing, the expert emphasizes: "An annual interview with the tutor is essential, whether the student is doing well or not. When difficulties arise, the school schedules an interview with the family." And the tutor may recommend some type of reinforcement. "In coordination, this can be done by the father or mother, the uncle, or an external professional." The pedagogue doesn't "strongly" recommend resorting to slightly older students: "Sometimes it works; sometimes it doesn't, because we shouldn't undervalue the role of the professional." He warns that he doesn't always attend classes: "Often what the student needs isn't a tutoring session, but rather a reminder or follow-up from the family." And he warns: "If they get used to tutoring classes, we may find that at school they don't pay attention to what is being taught because they know they'll do it during the tutoring session."

How to choose a reliable center or teacher?

If the family itself cannot provide support, Joan Gamero relies on what he calls "family intuition" and "word of mouth" to choose external support, and recommends an initial interview with the candidate center to find out their level of intervention: "If they only dedicate themselves to helping with homework or if they dedicate themselves to organizing: support." Why? "If it is a specific need, if they are doing second-degree equations and do not understand them, and they do not have feeling with the school teacher, which can happen, then it can be a concrete intervention. We look for a professional to explain the equations. But if I see that it's a mood of my son or daughter, that it's an evolution, that it's becoming more difficult for them, that they're not organized, we look for a multidisciplinary place that can provide guidance." Now, the condition sine qua non For the effort to be worthwhile, the student must be convinced: "If not, we'll waste our time and money."

Is review necessary because the school doesn't do enough or because it doesn't have enough hands?

Families, schools, and students are diverse, and the resources to serve them—Gamero maintains—are generally sufficient, although they don't work miracles: "Schools have their tools, but they only go so far. If I have a student in math class and they don't listen or aren't doing what they should be doing, no matter how many resources I provide, they need help." Or a student with a curricular adaptation who needs external support.

Not all parents can afford extra classes. Does this segregate?

"It neither segregates nor stops segregating. It's our reality," responds the COPEC representative, who believes that avoiding segregation and ensuring equal opportunities should be a priority. He points out, however: "Just because you attend a tutoring class doesn't mean you'll have better educational results." He concludes: "Where families can't reach out for social, economic, or relationship reasons, we have an obligation to empower these children so they can get there. Being born in a certain place shouldn't determine your future."