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Luca Giannotti
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CAS Project - Tutoring Program

Learning Objectives

Learning Objective One

By acting as a tutor, I must identify the strengths and weaknesses of the students participating in the program. Additionally, I must reflect on my own strengths as a tutor and identify areas for improvement to improve my own tutoring ability.

Learning Objective Four

Engaging in a multi-month project requires commitment to finish it through. Even when there are large gaps without a tutoring session, with one or two submissions in the middle, I still must be committed to helping students throughout the entire year.

Learning Objective Five

Tutoring, and running a tutoring program, requires collaboration between tutors and students. This is incredibly beneficial for the student, as streamlined communication is incredibly important. Additionally, by collaborating with other tutors, we can reach more students and tutor more subjects than I would be able to by myself.

Learning Objective Seven

By participating in a tutoring program, I must remain ethically responsible regarding our school academic policy. If I do their work for them, then it is unethical because they would not be submitting their own original work.

Obstacles

The primary problem with the tutoring program is finding people to tutor regularly. My partner and I planned to distribute flyers with information regarding the tutoring program to all the IB classes around the school. An additional problem was the lack of tutors. Although my partner and I had the primary classes covered, we did not have tutors for classes like chemistry, so we asked other senior students to help us in the event we had someone who wanted tutoring in chemistry. As a result, working collaberatively was essential to fill the program with tutors, and attempt to secure more students.

Despite these challenges being solved, we still did not have a lot of people that wanted to be tutored. As a result, the tutoring program was dry; only around 3-5 students would fill anything out every few weeks, and they were almost exclusively about English essays.

Tutor and student reviewing an essay. Different tutor and student reviewing homework. Reviewing an English 3 paper.
08/15/2023
Start of the program
09/06/2023
First tutoring session
12/01/2023
Third major tutoring date for English essays | Second major date on 11/14/2023
02/21/2024
Fourth major tutoring date for English essays.

CAS Project Reflection

Ethics and End of Project Reflection

The primary ethical concern was academic honesty. We had to take into careful consideration if what we were doing might constitute academic dishonesty. As a result, we made an effort not to just solve problems for them, or rewrite problematic sentences in an English essay; instead, example problems and suggestions were a more common alternatives, as these did not explicitly did their work for them, but still assisted them the way the tutoring program should.

The tutoring program was successful to an extent. Although the program was originally intended to serve all IB students, and specifically all IB classes, no students really requested any class besides English. As a result, most of our time was dedicated to reviewing and making suggestions on English essays. So, for English, the tutoring program was very successful. Multiple students in IB English 3 requested help on their essays, and my project partner and I worked on them collectively, which ultimately raised their grades. We found that the students that did attend tutoring had significant improvements in their writing skills over the course of the year, which can likely be attributed to the IB English 3 teacher and the tutoring program.

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