An able and experienced History graduate or supervisor is required to fill an intensive tutoring role starting September 1st 2017. The student, an undergraduate at University of Toronto, had a disappointing start to his university career, which was mitigated by the appointment of a Tutors International Tutor half way through his first year. This role is a continuation of the initial tutoring position, aiming to help keep him on track and on target for successful completion of his studies. While there are no formally diagnosed learning differences it may be useful if the Tutor has experience with some of the executive functioning aspects of dyslexia and ADHD.
The student is Russian, and has had mixed success in his previous school life. He is fluent in English, having attended the Anglo-American school in Moscow before moving to a school in the UK where he remained until year 10 (age 14/15). At this point, he transferred to a school in Canada, graduating with the Ontario Secondary School Diploma and an 86% average. This secured him entry to the University of Toronto, where he opted to major in Humanities, specifically History, starting in September 2015. His module selections for the first semester were Classical Civilization, Twentieth Century European History, Introduction to Historical Studies, Biological Anthropology, and Sociocultural Anthropology. Although he attended all his classes and completed all in-class assignments, he did not do any of the work set for completion between classes. With the exception of Classical Civilization, where he passed the course with 50%, he failed all other classes.
The student remained enrolled at University of Toronto, reading a course in Roman History. To earn the grades required to remain in the Canadian university system, he enrolled in an online program at Athabasca University, studying modules in the Archaeology of Ancient Peoples, Western Thought and Culture, and the History of Canada.
With the help of his Tutor, the student earned 84% on his course on Roman History and A grades on his Athabasca coursework, which comprised a mix of essays, quizzes and exams. He achieved enough credit to remain at the University of Toronto, and has selected his modules for the first semester of his second year. These include Themes in Medieval History, Introduction to 19th-Century European History, Introduction to History (this module is a retake which will provide a credit but not increase his GPA) and Introduction to Greek History.
The student is a charming young man who has the ability to excel, but currently lacks the skills and motivation to improve his academic situation in a meaningful way. He has improved significantly under the direction of his Tutor, but still seems to lack self-esteem, and although very well-meaning and quite earnest, remains directionless and perhaps a little overwhelmed by the expectations of university life. He will undoubtedly benefit from continued holistic support in both his academic and social life. Training in basic tasks such as cooking healthy meals and keeping an eye on fitness and diet will help him become more disciplined, and this should have a positive impact on his studies. It is important that he experiences University life in all respects, making time from his studies for extracurricular and social activities, but he needs help learning how to fit everything in without it detrimentally affecting his studies.
This role calls for a Tutor to work closely with the student for the duration of the 2017-18 academic year, if not beyond. The Tutor will act as mentor, coach, Tutor and guide, a sort of proactive ‘safety-net’, steering him towards a successful life as an undergraduate student. The Tutor must work with him on his time management and organizational skills as well as helping him to prepare for exams and assignments. The Tutor must teach him how to properly conduct his research, structure his papers and help him develop his analytical skills, as well as ensuring he follows the class timetable, attends his lectures, takes notes effectively and integrates well with other students on his course and at social or sports clubs.
The role is a full-time, residential position. The Tutor will live and work with the student, guiding him through all aspects of university life and providing him with the on-going support that will enable him to flourish. The position is based in Toronto. In previous similar assignments, Tutors International has found that the student has benefitted from support throughout the duration of their degree, and it may well become evident that this is the same for this student, although as his maturity develops the role should evolve to one that is more arms’ length. Although plans are fluid at this stage, the ideal Tutor should be open to the possibility that this role may continue for the full length of the student’s undergraduate studies.
The Tutor must have majored in History, preferably with experience in at least some of the modules this student has chosen. The Tutor should have experience teaching (whether formally or informally), and those with experience working with learning differences will again be at an advantage. Although he has no formal diagnosis, it may be that the learning and organizational techniques associated with the management of dyslexia and/or ADD (or other recognized differences) are key to helping the student develop a full understanding of the subject matter.
The Tutor must have the right to live and work in Canada, since Tutors International are unable to sponsor a visa for this particular role.
The Tutor will typically work with the student for an average 40 hours a week, with preparation time in addition. Since the student will be attending formal classes during this period, it is likely that the contact time will leech into the Tutor’s designated weekend days. It should be remembered, however, that this is a position where success is measured not by contact hours but by the student completing his courses with a strong GPA, and by solid academic foundations being set for future studies. The compensation package is commensurate with the expectation that the successful candidate will put in the required effort even if it means that the typical working hours exceed the figures stated here.
The Tutor is entitled to an average of two consecutive days off per week, but should not always expect these to occur at weekends or to be regular in their timing. As far as possible, a consistent pattern for academic learning should be established, but the Tutor must be aware that they also have responsibilities concerning the student’s social life and as such, the timetable here is flexible.
The Tutor will live in the same apartment as the student, with his or her own bedroom and bathroom. Save for the Tutor’s personal telephone use, the Client will cover all bills on this apartment. Meals taken with the student will be covered by the Client. All other meals will be at the Tutor’s personal expense.
If the successful candidate is currently located in Canada, then he or she is expected to have their own car. If they do not, and if it is found that a car is necessary, the Client will provide a vehicle for reasonable local use.
The successful candidate will be able to offer more than the minimum requirements of this position. He or she will not only be an excellent educator, but also a good role model: enthusiastic about their subject, professional but also personable, with excellent manners and personal values.
The Tutor must be fit and healthy, a non-smoker.
To start September 2018
One boy, age 15
Full-time pastoral care and after-school support
Wide array of subjects
As soon as possible
As soon as possible
September 2018, although an earlier start would be preferred