The eldest brother is a bright and curious 9-year-old boy, who is currently enrolled at a local international school. He is a resilient and caring young man who enjoys many hobbies including board games, Lego, and Nintendo switch games, often using these as an opportunity to deepen his awareness of the themes they cover, such as his fascination with the Animal Kingdom through Animal Crossing. He has built significant knowledge through self-led discovery, such as YouTube research and inquisitive questioning, that allows him to converse at a level beyond his years around certain subjects. Never without a sketchbook and art supplies, the young man also loves to translate his passions and interests of the moment into physical realisations with admirable application, as well as designing items through drawings or videos on his iPad. Additionally, he has taken coding classes, and has joined online problem-solving and collaboration groups, that contribute further to his technological interest. Alongside this, the student has been developing physically, under the guidance of a sports coach. His first passion is football (soccer), underlined by an encyclopaedic knowledge of World Cup history, and strengthened through regular attendance and matches at a local football club. He attends gym sessions, has started rugby, and can swim, surf, ski and ride horses, depending on the season. Having successfully recorded several melodies on the piano, he has also tapped into his musical side, and enjoys being exposed to different genres by the adults around him. Weekly classes in French and taekwondo are also enjoyable for him.
At school, the student's strongest subjects are usually maths and reading and he enjoys art. He would continue to benefit from support with his writing, which has improved considerably but remains one of the less enjoyable skills for him. As with many young boys, he can be stubborn at times and occasionally emotional when his frustration gets the better of him, but his natural intelligence is a genuine pleasure for any educator to engage and work with.
His younger brother is 5 years old and also enrolled in the local school. He is a happy, lively child who enjoys many different toys and games but also follows in his older brothers’ footsteps regarding his interests in board and video games. Although only five, he already speaks thoughtfully in Spanish and English and takes classes in French. The younger boy is blossoming into a delightful young man, with acute intelligence and enthusiasm for all sorts of activities to which he has been exposed. Over the last few months, he has developed a greater sense of confidence and self-expression that has made him extremely engaging and fun to be around. Positive experiences travelling, exploring the local area, and mixing with a growing number of children have filled him with energy outside of school. He loves to explore the site where the family live on foot and by scooter, as well as an assortment of sports and games at the house, including swimming, rugby, skiing and Karate. Perceptive and unfazed by the wider world, he combines a child’s adventurous side with a growing sense of responsibility that has allowed him to show increasing maturity in and outside of school.
To give perspective, the youngest brother is an affectionate, physical child who has made great progress in school this year, having had a difficult time previously. A one-on-one shadow teacher was assigned to help him access the work and stop him from becoming overwhelmed, and she continues to aid him when necessary, but on a less and less frequent basis. He is young and still developing his social skills and character, but reports from school, individual staff, and the young man himself, have been on a positive trend this academic year.
Both boys have been seeing an occupational therapist regularly and follow several sports programmes with specialists as well. They get along well at home and although – as with all siblings – there are occasional disputes, they work and play well together.
The boys were both born in Argentina, where the parents are originally from, and are already widely travelled. Their current school is in the process of developing a personalised, enquiry-led curriculum, however, the boys’ parents find it more formal than they had hoped. This, combined with their love of exploring and travelling as a family resulted in their recruiting a Tutor to work with the boys who has been able to use play and travel to help the children discover and develop through experiences over the last 9 months. This includes encouraging discussion, helping the children to learn to think critically, developing their problem-solving skills and learning through reflection – as they move through the world – much like the Ancient Greek model of tutoring.
There is no doubt that both boys have an appreciation for variety and travel that serves as a catalyst for experiential learning and discovery. Both love hands-on activities and opportunities to mix with unknown children where possible, as well as talking at length about the knowledge they are gaining and, particularly in the eldest's case, the research he has done. Each shows admirable maturity in unfamiliar surroundings and is able to compare and contrast their new discoveries to what they previously thought. Away from a formal timetable, is where the boys are most open to exhibiting their best qualities. The introduction of concepts and thinking in abstract terms is best done spontaneously and without a fixed setting, as the boys engage willingly in the absence of a structured environment. Car journeys, evening meals, nature walks and an occasional shop visit in the local area are key moments in which these conversations occur.
Each also has a naturally competitive side that, when channelled towards personal challenges and short, attainable goals, is a very powerful driver. Attainment is important to both of them, though each can be deterred by the impression that something may require repeated, longer-term input in order to achieve an objective. Goal setting across longer timeframes is therefore important to balance the more impulsive, short-term gains where they do well.
When at the family home in Punta del Este, the Tutor will work with the boys after school, managing their extra-curricular activities. This might involve picking them up and driving them to organised clubs and camps or planning and delivering tailored academic projects. These could be sporting, coding or challenging them with new goals. The Tutor will need to act as liaison between the family and the school, coordinating their efforts with the boys’ teachers and ensuring strong communication and a good working relationship. The Tutor will also help develop and maintain a general love of learning while evolving their wider interests, along with providing support with schoolwork if necessary. Fitting into a team alongside the family’s nanny and an attending sports coach is key to raising expectations from the boys, keeping the timetable running smoothly, and blending cross-curricular items into activities.
During periods of travel, the Tutor will work closely with the school to ensure all necessary work is completed and that the boys are kept up to date with their peers. This will allow them to reintegrate into their classes seamlessly upon their return. Clearly then, the Tutor will need to be flexible, creative and accommodating, and able to make the most of all the locations they will be visiting. The family are keen for the children to join clubs and camps while travelling to ensure they spend time around other children as well. The Tutor will be expected to research, recommend and organise these opportunities for the boys wherever possible.
The Tutor will need to be personable and enthusiastic. An excellent track record with primary children is essential. They will also need to be a native English speaker and speak Spanish at a high level. Although both English and Spanish are used in the family home, the Tutor will be expected to interact with the boys predominantly in English as a means to improve their fluency and vocabulary. An interest in coding and technology would be advantageous to help nurture the boys’ natural curiosity in this area. Some French would also be helpful, as this is the children’s third language of choice. A good sense of humour and ability to make lessons amusing and memorable would be highly desirable.
At the family home, a large playroom is available as the teaching space, though the boys are not expected to finish school and then come home to sit in another classroom environment. This will simply be the space available for the Tutor and the brothers to explore through discussion and enquiry-led learning. The Tutor will responsibly promote sensible habits in relation to electronic device usage. The family expect technology to be a tool for the boys to master in life, but they also need to be able to manage themselves without it. The parents would like a report every term that outlines objectives for the coming months, previous successes, and an idea of effective or ineffective themes and approaches for each of the boys.
The appointed candidate will be highly educated, intelligent, well-travelled, responsible, practical, and down-to-earth, with a strong sense of fun and a wide range of personal interests they can bring to the role. The Tutor needs to be physically fit and active. They should also be interested in, and enjoy, world affairs, politics, media and culture, as it is important that the children are introduced to all these topics. The Tutor should have the intellectual range to help the students begin to become well rounded, intellectually curious, environmentally conscious, and thoughtful world citizens. The family are hoping to arrange an overlap and handover between the outgoing Tutor and the successful candidate to facilitate a smooth transition for the boys.
In Uruguay, the Tutor will be expected to work with the boys in the afternoons for around 30 hours per week, with preparation in addition. Their school day finishes at 2pm and the Tutor will likely spend the rest of the afternoon with the boys.
The Tutor will be entitled to an average of two consecutive days off per week, normally at the weekend, but may need to be flexible regarding the family’s travel plans and the children’s other activities.
The Tutor will be entitled to a minimum of 9 weeks holiday (45 working days) per year, to be taken during school holidays and at times agreed upon with the family. The Tutor will be flexible with respect to any changes in schedule, be they travel-related or otherwise and will adapt accordingly. The Client will strive to give up to two weeks’ notice of any planned alterations.
The Tutor will have use of a private guest room on the family property initially. Once established, a rental stipend will be provided by the client and the Tutor will find independent accommodation nearby.
The Client will provide a car and ensure that the Tutor stays in private accommodation when travelling. All expenses will be covered by the Client except for the Tutor’s personal phone bill and fuel.
The Tutor must be a fit and healthy non-smoker – active and energetic with a love for the outdoors; the kind of person who always makes the most of their environment to enhance teaching and learning opportunities. They must also be a competent driver.
The Tutor will need to be comfortable around horses and pets.
The ideal applicant will have plenty of experience, enthusiasm and energy. They must be capable of adapting their teaching to fit the variable circumstances of working with two young children at home or while travelling. The family are close and are keen for a friendly and fun learning environment for their children.
Based in Utah
Full time support role
3 children: boys (14 and 10); girl (12)
US curriculum experience
Family of 3 siblings (13, 11 and 7)
Full-time homeschooling role
International (IB) and Canadian curriculum
Interest in history, music and automotive engineering desirable
2 boys, aged 5 and 9
Based in Punta del Este, Uruguay
English and Spanish speaker
Sporty, enthusiastic & flexible team player
Early Years/KS1 specialist
Girl (6), Boy (4)
Fluent French and music ability required
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