Elgin Academy is excited to offer tutoring packages in a variety of academic subjects this summer. Individualized tutoring will help students improve their knowledge and performance in a subject area. Tutoring can also help keep skills sharp over summer break. Students can study a subject with greater depth and complexity. Tutoring is open to non-Elgin Academy students. Participants can choose online or in-person tutoring.
For in person tutoring, COVID protocols are in place including social distancing, required face coverings, daily health screenings, increased ventilation, and extra cleaning and sanitation. Please view all Elgin Academy Covid-19 policies on our Together on the Hilltop pages.
We are pleased to offer a Personalized Tutoring Program this summer with an Elgin Academy faculty member.
Elgin Academy’s faculty are highly qualified educators. Of our Upper School faculty, 79% hold advanced degrees, with 58% having at least 15 years of teaching experience and more than 46% having at least 20 years of teaching experience. Elgin Academy is dedicated to providing professional development for our faculty resulting in exceptional teaching in all areas of study.
Families can purchase a block of five one-hour tutoring sessions that can be used during the months of June, July, or August. The tutor will work with families to schedule the sessions online or at an agreed upon time and location. Families are welcome to purchase multiple blocks of tutoring in the same or multiple subject areas.
Prior to the session the tutor will conduct a consultation with the family to determine the goals of the tutoring sessions:
- Remediation: reviewing and strengthening concepts from previous school years
- Enrichment: learning topics beyond the core curriculum from previous school years
- Bridging: staying current in a subject area to avoid a loss of momentum from the previous school year
Throughout and at the end of the tutoring sessions, the instructor will provide feedback to the family regarding the student’s progress toward their goals. Note that most tutoring sessions will result in assignments to be completed by the student prior to the next session.
Dates: June 14 - August 13, 2021
Days/Times: To be scheduled with tutor
Hours: 5 hours
Location: Elgin Academy, online, or a public location
Participants can request a specific tutor during the registration process. Tutors are assigned on a first come, first served basis. It is recommended that the participant register early. The grade level listed below indicates the grade levels of the student in the Fall of 2021. Tutoring is available in the following subjects areas:
Doug Sept (Gd 3-12) - Mathematics
Janine Chouinard (Gd 5-8) - Spanish & Language Arts
Stephanie Metzler (Gd 5-12) - Spanish
Bachelor of Science, Missouri University of Science and Technology
Students must feel comfortable before they can learn. I expect my classroom to be an environment where students are allowed to take risks. I look for situations when I can look at a problem for the first time with students and model for them how to try and potentially fail in finding the right solution, only to rebound and try new ideas
- Doug Sept
I do not simply teach mathematics; I teach students. I teach students to become critical thinkers, to accept and overcome frustration, and to feel confident in proposing solutions. I teach students about the importance of honest self-assessment, how to celebrate accomplishments, and when to humbly admit that they are having difficulties. I teach students to take the time to listen and value other ideas, to respectfully disagree, and how to act when someone else disagrees with them. I teach students to use their resources and to master appropriate technology as well as to discern when to forego technology because they have the internal tools to solve a problem. In order to accomplish all of this, I use mathematics as the primary vehicle.
Students must feel comfortable before they can learn. I expect my classroom to be an environment where students are allowed to take risks. I look for situations when I can look at a problem for the first time with students and model for them how to try and potentially fail in finding the right solution, only to rebound and try new ideas. I applaud students who find my mistakes, be they intentional or accidents, because having them critique my work builds in them the ability to scrutinize their own.
I believe that homework should be a safe place to make mistakes. After learning about a new concept, the initial homework assignment involves students checking their own answers. I let the students know that immediate mastery is not the goal, but that attempting every problem is what is important. During every class period, there is a time for students to ask questions as a whole or as individuals. When I informally assess that a certain level of mastery has been reached by the majority of students, I formally assess them through a quiz. If a few individuals struggle, I work with them one-on-one to increase their understanding and confidence. If the majority of the class struggles, I discern what I could have done differently and implement an alternate approach to teaching the material.
Building genuine relationships with students is paramount to successful teaching. Although the focus of our initial relationship is through mathematics, I need to show that I care about them as a person outside of their mathematical performance. I greet students by name as they arrive in class and wish them a good day as they leave. I also acquaint myself of their involvement in activities both in and out of school. This allows a common ground for discussions beyond mathematics – talking about a recent athletic event, an impressive piece of artwork or creative performance, or simply asking what they did that weekend and listening to and caring about their answer builds a personal bridge through which great learning can happen.
Overall, I expect my students to leave my class having mastered the material and prepared themselves for future mathematics courses, but I also expect them to leave my class having learned how to be better, more confident learners in all areas.
Language, whether in written or spoken form, is essential to understanding human interaction. As a teacher, I hope to develop my students’ capacities to communicate empathetically and competently across all mediums.
- Janine Chouinard
Masters of Arts, Illinois State University
By studying the history, language and heritage of others, we begin to appreciate all that we have in common, rather than focus on that which divides us. It is my opinion that the spirit of the lesson is as important as the information presented, and if I can get the material to touch the hearts of my students, it has the power to change their lives.
- Stephanie Metzler