XYZ School

Industry Analysis

In order to bring my work level up to where I feel comfortable with it, I chose to answer one of the questions I posed in my previous memo. Specifically, in commenting on our Industry Analysis I posed the question of how we planned to market ourselves against the rest of the industry. Here I will advance some suggestions on how I think it should be done. My suggestions will be in the form of two subjects: How to present ourselves and where. >p>Background: Our competitors as identified by Gwynn and Vicki include: ComputerTots, The Fourth R, FutureKids, Huntington Learning Centers, Kids Are First, Kumon, LearnRight, and Sylvan. In addition other players in the industry such as Academy Learning Center and New Horizons Computer Learning Center concentrate mainly on teaching computer skills.

As a start-up company with a rather narrow focus I think we should observe how these computer-oriented companies are marketing themselves. In both of our cases we are faced with the task of proving to the public that they need our services. We should find out where those Centers advertise and try to find similar venues in math education.

Our image should not only portray an experience significantly different from public schools, but also different from other learning centers. We should do this by playing up our specificity. As math-only educators we should emphasize the differences between our learning centers and the ones from Sylvan, where tutors are teaching in several different subjects rather than just one. Our tutors are able to concentrate better on what they do best.

We should also make a point to emphasize those characteristics which we felt strongly about as we each wrote up our production strategies. Specifically, the small class size, the computer-interactive learning and the avoidance of dullness in the classroom should be the hallmarks of the xyz school. Again, in a competitive industry I see the need to set ourselves above and apart from our competitors, i.e. both public schools and the number of other tutoring centers cited above.

As important as how we advertise ourselves is the question of where we do this advertising. Do we hire a plane to fly over the Super Bowl and tow our message? Should we advertise in situations where parents will see us? Should we advertise in venues where the children will see us?

Since the parents are the ones who are going to be writing the checks it makes sense to me to aim our advertising at them. The easiest thing to do would be to advertise through the public school system but in order to do that we will need some kind of contract with the school systems. We should approach the school systems with a plan for supplementing the education of kids who are especially interested in learning math or who struggle with the subject. We should then use the students and the teachers as ways to advance our case to the parents. Centers should give presentations at the schools and at PTA meetings. In addition we should advertise in magazines like Parenting and Good Housekeeping, magazines aimed at middle-aged parents and especially women. If we chose to purchase air time on TV shows or radio we should follow the lead of such companies like Hooked on Phonics and go after the talk shows and day-time programming when parents and again women will be watching.

The success of our marketing ultimately depends on the success of the product we deliver. Word-of-mouth/reputation is a factor that cannot be ignored. If we do not teach our students well, people will know. The overall success of the marketing department and even the corporation itself rests on the shoulders of the teachers meet the students face to face each day and teach them their algebra and trigonometry. Good marketing will bring students to our centers but good teaching will keep them there.
2/4/95: Josh Dapice

Broad Trends

Supply Analysis

Demand Analysis

I was asked to go over what was done so far and comment on it, specifically Production Strategy, Industry Analysis and Service Definition.

Production Strategy.

I noticed several common threads running through the production proposals of different people. Three of these common threads include small class size, computer-interactive learning and a notion of fun learning which I will elaborate on later.

First, it was mentioned by several people, directly and indirectly, that the class size should remain small and the teacher/student ratio be anywhere between 1:1 and 1:10. The rationale for this was that if class size gets too large, consumers will figure they are getting the same quality education they could get in public school, and that they really don't have to pay for it. This would happen regardless of teacher quality or innovation that was happening in our facilities. Pros of this suggestion include more individual attention and more accountability to teachers, and cons are a higher cost, assumedly passed onto the consumer.

Second, two people mentioned computers as a way to get junior high kids to absorb the material better. One said that computers would naturally increase student interest. Another argued that computers could do a better job of teaching comprehensively. I agree that computers can increase efficiency and also see them as an important competitive factor. With computer literacy becoming more and more important in the eyes of parents, they may decide that a tutoring service that does not include computer-aided education is worse than one which does. Pros for this include efficiency, interest and competition, and cons may be cost and complexity. Something left unconsidered is that we will have to research math programs on the market or perhaps make up our own to the specifications we choose.

Finally, a fun learning environment was mentioned three times. This makes sense in that Junior High School students and their parents are not going to learn well in a boot-camp memorization atmosphere, nor are they looking for one. I like the idea that a fun environment sets the center apart from public schools, as anything that can make us different from public education seems attractive. Unfortunately, an atmosphere that is too fun may detract from the learning environment rather than add to it. In short, this has pros of increased interest and better student attitudes, but possible cons of loss of focus.

Industry Analysis

I thought our Industry Analysis was superb. Some additional details that might be useful to know:
Where do existing centers recruit their tutors? Colleges? High Schools? Grad Schools?
How much are tutors paid?
Marketing: How are our competitors marketing themselves? As supplements to public schooling or as substitutes?
Management: Who sits on the boards of our competitors? What does that tell us about their direction?
Alliances: We were told about Sylvan alliances with ETS, Tandy and IBM. It would be interesting to know more about the details of these alliances and what makes a tutoring chain attractive to these companies.
How fast can we expect our business to grow?
How fast can we allow it to grow without losing quality?
What is the capital required to start the franchise? What is the capital required to start a center?
What effects do franchised centers have on quality and reputation?
Certain public school systems have large amounts of money for different specific programs. Are we going to pursue that public money? If we do, who are our competitors? This leads me to a question of our Service definition.

Service Definition.

I liked our service definition except for the fact that it seemed rather narrow. The math tutoring market to middle-school students may be a good place to start but once we have nailed down variables in this segment of the market I see no reason why we don't progress up and along the ladder (eg high school math tutoring, tutoring in a foreign language) Being growth oriented means growing in all areas, not just geographically and numerically. I think our learning centers can expand and become renowned for more than just middle school math, though that is a good place to start. We should keep our minds on the future as we work our way through the present.
1/31/96: Josh D. is a ___________________

Competition Here is a summary of the information I found about franchised tutoring services from Lexis/Nexis:
Growth of education franchises expected to continue.
Computertots, a successful franchise, teaches computer skills to children.
LearnRight Corp. believes thinking skills can be taught, and that teaching can be franchised. Offers one-on-one instruction.
Academy of Learning, teaches basic computer skills, as does New Horizons Computer Learning Center.

Sylvan Learning Centers:
dominant player in computer-based testing (article from 9/95) GRE is the most widely-used test it administers, has exclusive contract w/ETS
landed a "lucrative contract to administer the Graduate Management Admission Test"
has tutoring centars in Baltimore public schools, by contract
hopes to win contract to administer the SAT by computer.

Franchising: How Sylvan is exceptionally equitable as a franchise
charges $25 to $35/hr for 36-hour courses in math or reading improvement
promise of improvement by equivalent of one grade
exclusive contract w/ ETS (additional fee to customers to take ETS exams by computer)
Franchisees are given inital 9-day training course, yearly updates of at least 20 hrs.
Franchising fee of $29,000-39,000 for a 10-yr contract, and must provide their own office, furnishings, supplies
Median revenues per franchise: $168,000-222,000.

Sylvan stock went down, because Kaplan employees "found a way to compromise the security of the computer version of the GRE." (memorized enough answers) Merged w/ KEE Systems, which sells educational & occupational training software. KEE began as a vendor of learn-to-type programs. Has alliances w/ NYNEX Business Centers, Tandy Corp., and IBM.
Vicki J. is a _________________

Production Strategy

Below is my description on how I would set up a math tutoring program aimed at the junior high level:

From my recollection of 6-8th grade, my attention span was still incredibly short and therefore a subject like math, where knowledge compounds upon itself, was especially difficult. What made it hard was the ease with which one forgot material and then struggled with subsequent subjects in math.

In order to avoid this students should be given nightly homework, due the next day, and should be given tests spaced no further apart than one week. This way students are forced to learn material and reinforce it again. The quizzes are something I found useful in junior high: besides avoiding the inevitable cramming that comes with finals dealing with the whole course, they finalize material so that students can concentrate on new concepts without questioning their prior preparation.

As a tutoring service special priority should be given to educating those who fall behind. Someone who can not do the homework or performs poorly on the quizzes shouldn't be left behind. Instructors should proactively give help to students who are struggling, as 6th-8th graders may not be motivated to seek help themselves.
Josh K. is a _______________

STS 114A Assignment 1

I'm not quite sure what this email is supposed to entail, so forgive me if I miss the target or if I ramble. The objective of the business has already been stated: build a franchised service company that provides focused tutoring or instruction to select junior high students.

This most broad objective includes two, also very broad, sub objectives. The first being, how does the corporation accomplish the mission of tutoring students. In other words, what method of teaching do we adopt to achieve the desired results of improving test score. The second objective is one of marketing, and a basic task of virtually all corporations in capatalist America: how to get customers. How do we market the company to achieve the desired corportate results of a healthy black bottom line.

Addressing the first issue of teaching philosophy, I suggest we endeavour to differentiate ourselves from our competitors, the main one being the public school system. We should offer low instructor pupil ratios that permits greater one on one interaction. The learning program should include an emphasis on computer work and computer accessibility. Work centers should be designed with a relaxed, fun tone, almost like a playground, to help students relax and escape the sterile environment of many schools. The leaqrning philosphy itself should take an individual/fundamental approach. Allow me to briefly desribe this idea. The first thing each student does upon entering a tutoing program is take a diagnostic test that analyzes uindividual abilities. From that test and instructer/pupil interaction, a specialized study program can be developed to specifically benefit each unique individual. The fundamentals of each subject should be stressed and reinforced. A program that is not comprehensive in this area will eventually fail and undermine the success of the company, a quick fix does neither the student nor the corporation any good. With a student/instructor ratio of less than 10-1, an individual approach to learning is definitely within reach.

On the subject of marketing, referals is the best means of obtaining a strong customer base. If the company offers a real benefit to students, the word will spread. If the company only offers a quick fix of sorts or an afternoon daycare, instead of real learning, this message, too, will spread. To get the business up and running and gather the initial customer base, we could send out a mailer/brochure to the families of students, using the mailing lists from local schools. To build community relations, it will also be a wise idea to make a small donation to the schools that we intend to target for customers. In that sense, we are working with, not against public schools.

In the end, nothing can assure this business success because there is no way of accurately quantifying the precise demands of the market. The best way to achieve success in any service-industry related company is to offer a unique service at the highest level of quality. That's why it's called service.

One other note, here are some possible names: BrainPower, Solutions (I know, lacks originality), MindWorks, LearningPower...

Feel free to respond.
Michael J. is a ______________

When I saw you last week, you mentioned your school idea and told me to send you e-mail within a week. Being the ultimate procrastinator that I am, I have waited until my week has almost expired. I thought about your idea while I was running this week (I can't think while I am swimming because I lose count of my laps) and here are my ideas:

Kids take lessons (e.g., piano and tennis) after school, so why not math? Piano and tennis are generally not available in regular school, but math is, so why pay extra for your kids to learn more math after school?

Maybe your kid is not correctly learning the math in regular school (for any number of reasons), then you have to choose one of the existing commercial after school tutoring programs. The tutoring is a one-on-one thing that helps your kid do the regular school assignments and improve test grades. Do you quit the tutoring program when your kid's grades improve enough? and then do you have to repeat the process the next year? and the year after? What if your kid's tutoring is more of a one-to-many situation where the taught material does not necessarily coincide with the assignments from regular school? What if the tutoring program uses real world examples and computer programs to change how your kid feels about math in general? What if the tutoring program addresses the long term solution of math comprehension instead of the short term solution of improved grades?

Maybe your kid is doing fine with math grades in regular school, but you want higher PSAT and SAT scores. Do you send your kid to one of the existing commercial test coaching classes? Do you care whether your kid changes her/his feelings about math, or do you just want her/him to get into a decent college? What if your kid would rather go to one of those intensive math camps that is held in Hawaii or Malibu for a week in the summer?

Anyway, this is basically what I started thinking about based on our discussion. I don't know if any of it makes sense or not. I'll let you know when other ideas pop into my head.

Talk to you soon,
Stephanie K. is a former ASV varsity basketball team captain. She holds a PhD. in engineering.

For the best overall, long-term results, the franchised company would need to teach the students how to learn. The first step to this would be to show the students they have the capability of learning, and then to expose the students to different methods of learning -- such as how to take notes, or how to plan their time -- in order for the students to find the most effective method for themselves. However, this may be ambitious; the company may merely want to teach the students for more immediate results such as a better score on the next test or better scores for the remainder of the class. Assuming the company goal is for more immediate results (which would accomplish the first step of the first scenario anyway), here is one approach:

The students would learn most effectively if they had an interest in the subject. With the algebra example, this would entail giving meaning to the numbers and methods by associating them with real-life examples, particularly with examples from a topic, perhaps a sport or a hobby, that the student has a special interest in. Interactive and hands-on learning would increase the "fun" factor and thus the interest. Different learning activities could channel the energy and account for the fairly short attention span of junior high schoolers. Another important aspect of improving test performance is increasing self-confidence. Attitude seems to have a great effect on achievement -- the more the students think they can accomplish a goal, the more likely they will be to find a way to accomplish it. Using constant encouragement and positive reinforcement, the company can build students' self-confidence. Another possible technique is to start the students at a level basic enough for them to handle, then progressing from there, looking back occasionally to show the students how much progress they have made.

Though the standardized test preparation courses emphasize test-taking skills to the extreme, it would be advantageous to the students to learn how to best utilize their test time as well as their study time. Basic pre-test self-care, like getting enough sleep and eating a good breakfast, should also be mentioned.

There are two underlying assumptions I have made about what this company can offer students: personal, individualized attention, and good, supportive teachers who can adjust to each student's needs.
Vicki J. is a _________________

Teaching Strategy

It seems that students (of all ages) learn most effectively when they have clear motivations and can see meaningful application of the subject matter. Middle school and high school students in particular benefit from having adult role models whom they respect. Therefore, essential and unique components of a successful tutoring school would be internships and field trips which provide students with practical experience, adult role models, and direct understanding of the application of the subject being taught.

In the case of a math tutoring school, for example, students should be taken to meet with professionals who use and rely on mathematical applications on a daily basis. Some examples include: engineers, carpenters, computer programmers, data processors, architects, university professors and medical technicians. They should be given the opportunity to tour the work place and ask whatever questions come to mind. Ideally, the school would establish a rapport with these professionals and be able to offer the students internships working in a professional field (or any field that interests them) that makes use of mathematics.

A math tutoring school might also consider teaching music theory to interested students as a means of improving their mathematical reasoning skills. Analyzing the structure of musical compositions and teaching students to compose or arrange their own pieces of music will develop mathematical reasoning skills. This approach may be particularly effective with students who have an affinity to music. To keep the student motivated and interested, beyond the basics of music theory, she should be given as much voice as possible in choosing the music to be analyzed.
Sarah T. is a former Outward Bound instructor who has tutored algebra to middle school students.

Assignment #1

First of all, I felt that we needed to establish our Target Audience. I felt that the students who would most benefit from our service would be those students who were in the middle of the pack. By that I mean those students who, for example, were solid B/C students; those who had already shown the ability to learn, but who needed that little extra something. The reason why I picked this particular group is because the A student would really have no need of our help and the D/F students probably are not motivated enough or learn quickly enough to show us a great amount of change over a short period of time. We want students who will show initial improvement quickly, so that our methods will be easily shown to be effective.

As for the methods we should employ, since our target audience is Middle Schoolers, we need to examine what types of things are of interest to this group and how we could possibly shape our teaching strategy around this. This probably the age group where they are most interested in computers and video games. Technology is king and so I thing that a Sci-Fi or Computing "theme" would be appropriate. Interactive software would be used in conjunction with a traditional "lecture" environment. A teacher (or Learning Facilitator) would present a topic, show some examples and then the students would practice at a computer station. The software would be designed to keep track of the students' progress and thus we have a way of monitoring the success of the students. They could take an entrance exam and as they progress re-take it and there would be a way of measuring progress.
Monikka M. is a ________________

An Approach to Better Scores

Altering a student's attitude to not only accept, but almost embrace what he/she needs to learn will result in increased motivation and higher scores. We must take several steps to achieve any significant change in our students.

First, our program should be very positive because our students must not only know the material, but have the confidence to apply their knowledge on exams. This can be accomplished through the attitudes of our employees. Just like Disneyland, all of our instructors should be upbeat; hiring outgoing instructors with confidence in themselves and their roles as teachers (like Goofy is confident acting goofy) will add to our ability to change students' attitudes.

Second, we must help the students relate to the material (our competitor uses sports for instance). One possible method to create a connection between algebra and the student's world would be to use modern "pop" culture. For example, by changing the format to resemble something like MTV, the students would gain interest. By an MTV format, I mean two things. The first would be to use examples from MTV culture in the lessons and exercises. (For instance, the Smashing Pumpkins intend to play four concerts in four different cities. The respective distances between those cities are... How far would the band need to travel to complete their tour?) The second idea I would take from MTV is the format of its shows, very short bursts of high energy. Our tutoring sessions could be in 15 minute sessions with breaks between each session. This could help maintain the students' attention. Of course these short bursts could also backfire, more research is needed. We have many options, these are only a few suggestions.
Mark S. is a _______________

Suggested Target Group

The select group of junior high students that I have in mind for this service is those that can afford to pay for it, given the general reluctance of public schools to provide quality extra services (exemplified in overcrowded, short ESL classes in some communities) due to a lack of funds, and the risk involved in being turned down for a grant. A possible approach to achieve results (aimed at the suggested target group above):

The tutoring session:

The student arrives at the tutoring center for an optional group session, where an enthusiastic, positive teacher/tutor introduces/reviews a basic concept in the book produced especially for the company (with explanations and examples pertaining to the interests of a junior high student). The students sit in groups of four at round tables in order to help each other understand. At the end of the group session, they play a team-oriented game.

Next, a tutor (possibly high school or college student?) provides the student with an interactive and individualized program so that he/she can receive personal attention on specific problem areas. The tutor him/herself is screened by the company and provided with a curriculum, book, suggested teaching methods, and materials (including visual aids and computer- based aids). Problem solving techniques are emphasized through practical applications. Tutors keep logs and have brief group sessions also, in order to ensure quality teaching and to share creative methods. (This approach might depend on the target group). Parts of the program could be optional.
Gwynn is a _______________

I guess I would first want to divide the kids into learning categories, if I had my druthers - separating out the rule-learners like me from the big picture, theory folks like Chris - and maybe even the audio vs. visual learners. I think lots of people miss the boat when they're taught using a method which rubs against their natural learning grain. If I'm not allowed to separate them out, I guess I'm going to have to incorporate about a MILLION different approaches to each lesson, to make sure each kid's getting his/her needs met.

Assuming that they're divided, I'd start first with the kids who are easy to teach, in my book. Good Catholic rule-followers... :-) I'd probably stick with a pretty independent course - letting them figure most things out by themselves, using worksheets, books, etc. (having a structured, rigorous plan outlined, of course, for them to follow). When I was in 4th grade, we had some sort of SRA program or something for math - where you read a lesson, did a series of worksheets, and then went on to the next one - entirely at your own pace. What slowed one kid didn't phase another, and those of the same What slowed one kid didn't phase another, and those of the same ability ended up in about the same place in the end, though they faltered in different areas and required more instruction in those. Teacher's ALWAYS available for a nudge, a hint, a simpler explanation, etc. Oh, I guess another requirement I'd have is that the teacher always be smart (or at least more able in the particular subject area in question), because there's no use in Carolyn trying to teach Chris, even if he's 10 and she's 30, when she can't - no matter HOW hard she tries - get the feel for astronomy and where the sun is and when, if it's pure instinct for him, and he needs more, more more. Did that make any sense?

Anyway, independent learning is what I was saying - combined with some interesting projects that put the junk in context - like having a fake checking account and having to pay monthly bills, find an apartment in the classifieds, make a grocery list, do the shopping, and all that stuff based on an assigned salary - with or without kids, diapers... You get the idea. Makes the addition and subtraction more fun. Take a trip and make them find their airline tickets and hotels and stuff.

Big-picture kids probably need more esoteric kind of training. Don't give 'em the rules or they'll just spit 'em back out at you. Give 'em some really fascinating problem about the universe and sneak the math in when they least expect it - so they HAVE to learn it in order to solve the interesting problem they're REALLY hankerin' to bite into. The math must always be connected via something that makes the kid happy - whether it's cooking (great for fractions), astronomy (great for exponents), money (great for decimals and fractions and almost anything if you start with a greedy enough kid), and yardwork (great for units and conversion and stuff like that).

A pause to tell you something else that I would require - parental involvement. None of this stuff is going to do any good if the kid has to go home to fighting parents who are throwing knives at each other and siblings who are coloring in the math book. Parents have to support the program and make their OWN effort to understand what's going on - even if it's getting the KIDS to teach the parents a little math. Also, parents have to commit to some basic skills help.

One of the first things I'd do with ANY kind of learner is to go through some basic stuff that most kids slide right over - like multiplication tables, fractions, decimals, basic addition, quick in-your-head multiplication, division, and stuff like that. Those are things that you just have to practice, practice, practice in order to be skilled and quick about them - and only by being skilled and quick about them will you ever be able to master the more complicated stuff. It's hard to convince kids of that in the age of calculators, but I believe it down to my toes. So... parents and kids are doing flashcards and speed addition tests and stuff like that. Sorry for the digression.

Audio and visual learners... I'm afraid I don't have any BRILLIANT ideas about these categories, because they're a little harder for me to understand. I guess I'd be inclined to lump the visual gang with the independent learners - letting them read more, learn by seeing, and going with MINIMAL lectureish stuff. I suppose the audio learners would benefit most from some lecture type stuff, and I guess I'd try to make those things interesting like I would for the theoretical bunch.

Other big stuff in my mind: 1. EARLY math experience is a HUGE predictor of success, I think, so avoiding really boring 2nd grade teachers is a must. Also, critical thinking and logic games were a HUGE thing for me, I think - early on gave me the idea that solving problems was fun and not a chore. I think ALL kids could benefit from that - and are really damaged by the boring teacher who turns math into something scary and evil. 2. Don't allow kids to be negative about math. "I can't do it." "I'm not good at math." "It's confusing." All those things just reinforce and reinforce and REINFORCE the idea that it's something mystical and magical and a realm which is only opened to a few pre-destined souls. That's crap, of course. If you start to enjoy it and start to think you can handle it and start to find out that it's just a big game, you can do most ANYTHING (at least until it starts to get theoretical and really stony). :-) 3. Lots of math games - at least as appropriate for the age - with accompanying rewards. There's nothing greater than finding out that you're getting faster and faster and better and better. appropriate for the age - with accompanying rewards. There's nothing greater than finding out that you're getting faster and faster and better and better. Maybe charts of progress would be inspirational - or periodic skills tests to show improvement - or even actual goal-setting for the kids, though that might be a little overkill and too intense. I can hardly do it in my OWN life now!

Well, there you have the best I can come up with for the moment. I hope you're not too disappointed and that I've given you at least one new idea for your collection. I guess I feel like my methods are a little tested with [her nephew] here. He got here last April with a D in basic math - didn't know his multiplication tables, couldn't tell you what a third of 30 was, had NO idea how to find 1/8 on the measuring tape, couldn't add fractions or decimals - let alone multiply them. We did flashcards for addition, subtraction, and multiplication. I made him do fraction and decimal worksheets all summer. He's currently taking Algebra and Geometry and has a B in Algebra (actually should have an A soon - started off really badly and though he has improved radically, he's still trying to come off the bad start, average-wise) and a C+ in Geometry (same story with averages - teacher says he's shown "significant improvement"). I think he's still REALLY shaky on basics - partly because he in Geometry (same story with averages - teacher says he's shown "significant improvement"). I think he's still REALLY shaky on basics - partly because he overuses his calculator and the teachers allow it - and partly because it's really HARD to try to make up in 6 months what you've missed over the course of 6 or 7 years! However, I think he is doing REMARKABLY well in the most important aspect of the whole thing, which is the ATTITUDE. He's gone from slamming his pencil down at basic math and getting so pissed you couldn't even TALK to him, let alone explain - to being the guy everyone asks for help when they're having problems in Algebra. And he likes that! He's noticing the striking difference between his peers' perception of him in Algebra, where he's the star, and in Geometry, where he's struggling with more advanced algebraic stuff that he has yet to learn... He'll probably NEVER be a math god, but he's sure a lot more capable than he was a year ago, both in the math itself and in his ability to approach a problem - whether it be a homework assignment or calculating how tall the post for his loft should be - without freaking out and ending up in a tizzy.

Well, that's REALLY all I have to say. I hope you can decipher this mess. I hope, too, that I don't get fired for not doing my work... :-)
C.B. works in the Office of the President of a well-known Silicon Valley company. She is a Stanford graduate and is currently tutoring her nephew "Frank" as discussed above.

OK - here goes. Rather than giving you a conherent program, I will just discuss what I believe some key elements for teaching in a successful program would be. The number one skill to impart in teaching children how to think (regardless of the subject) seems to me to be teaching them how transfer and apply concepts into diparate environments. This applies at all levels - so Brian knows how to deal with fractions when his teacher gives him a problem written out on a piece of paper, but what good is that abstract concept if he can't make the logical leap to see that when he is trying to follow a recipe when it's his turn to cook dinner for the family, that measuring out portions is exactly the same thing. On a higher level, one can teach first year physics students equations and rules, but unless they are taught the concept underlying the rule, they can't use the concept in a non-traditional context. This requires alot more work on the part of the instructor - it is hard to teach people to transfer knowledge into different contexts because you can only do it through example. One can't expect a student to see the parallel in a different world, if he/she hasn't been given ample opportunity to practice this skill. An important aspect to this is to try to find enough examples of different contexts such that (hopefully) maybe, just maybe, one will click with a given students and the logical leap can be made. This goes back to the old story about God being an elephant and all the religions of the world are a bunch of blind men feeling different parts of the elephant; show your students that the trunk is connected to to the tail and how. To go back to Carolyn's suggestions - this requires zooming in and out at different times to show the big and little pictures. It makes me a little nervous to hear people say they are "big picture" or "little picture" people. One may be easier than the other for a given person, but we must try to teach facility in zoooming between the two. So, how does one do this? One element that I find appealing is constantly creating analogies for concepts or equations. If you provide enough, it doesn't matter that many of them may not work for anyone - as long as occasional you hit on one that resonates with somebody! Another day, a different analogy may hit home with someone else. Part of active learning includes having students think for themselves, not just participate - have them come up with an analogy for a concept, 5 analogies, 10, 100! And then have them discuss them - which ones work? Why? Which ones don't work? Why not? Where do they break down? What's the fault in the logic? This will help them with their analytical skills and perhaps make the underlying concepts clearer when they see why the paradigms they create to describe the concept maybe aren't quite right. Along those lines, I have often found it most useful in my education to play the role of teacher to myslef - the best way for me to study for an exam has always been to make up my own problems and then solve them. I've toyed with the idea of allowing students to create their own exams and tests and then solve them and grade them not only on their answers, but on how well they come up with good tests of the concepts. In addition to being a good tool for the students, it will demonstrate holes to the instructor as far as what did and didn't get through. Having them make up their own word problems is especially useful because this helps in the skill of being able to transfer concepts into different environments. And finally, I think that one of the mistakes with the way that math and science are currently taught has to do with the fact that they are viewed as seperate from areas such as english. A high school math teacher once told me that mathematics was a branch of philosophy and this has colored my view of the subject from that moment on. Teach mathematics through debate - make students come up with arguments for and against statements - "subtraction is superior to addition" addition to subtraction, or, better yet- "subtraction and addition are the same" (ooh, what a concept!) Get students used to putting concepts into words, arguing about them, explaining them to one another. Finally, I would introduce the Abacus to the U.S. What many people don't realize is that the Abacus is not a counter nor an early calculator. It is a tool for keeping track of your mental calculations and it actually teaches children to be more adept at quickly handling complicated calculations in their heads. I don't know much more about it, but I have a good essay on it by a student of mine from last quarter that I can get to you if you're interested. BM has a PHD in Engineering and teaches at Stanford University.

Thanks for forwarding this to me. I have to think some more about whether or not I would have succeeded in classes you teach/taught - because the ideas you espouse terrify me (me, personally, as a learner - not me, in the general approach to learning) because though I think I can apply skills in different contexts, I'm not sure how great I would do trying to come up with those contexts under pressure - or as demanded by a teacher. That said, maybe THAT'S one of the reasons that I feel that Chris is really much SMARTER than I am, though I know that I'm a much better PERFORMER in the traditionally tested sense - standardized tests and all that. He has been really applying things all his life - starting with all the construction he and his dad did and continuing every day. He can figure out all the equations, and I just panic a little, searching for the right equation... Hmmm. I guess I don't have confidence that I could actually be TAUGHT those things - that Chris will just always be the better intuiter, and I will always be the better implementer - both of which are very important, though the former is much more appreciated in the great scholars, scientists, and engineers of the world. Can't do nuthin' without the people who actually make something happen... Take care. CB

Below I have information from four articles I found during my search for our competition. The first article gives a summary of a program similar to XYZ. The second article is, in the words of the abstract, a manual on how to start a successful tutoring program. The third article mentions a guide to private tutoring services. I think that using guides such as the one listed could be a valuable marketing source. The fourth and final article talks about the writing centers that I mentioned during class.

I am working on getting copies of the manual and the guide. Hopefully I will be able to get copies for class.

Finally, I'd estimate that I have spent about three and a half hours working on our school.
Mark ? is a __________________

TITLE: To Increase the Number of Participants Utilizing the Homework Assistance Program in a Youth Center Setting through Tutoring, a Conducive Learning Environment, and Computer Instruction.

AUTHOR: Hall, Annette Frances

ABSTRACT: This practicum was designed to develop an effective homework-assistance program in an after school and evening youth center. Before the program was introduced, a facility was available, but few students attended. The author reorganized and restructured the facility and its services to attract participants, motivate them to complete their homework, and as a consequence, to improve their academic skills. Before implementation, the program was publicized, and rooms were redesigned to provide an environment conducive to learning. During implementation, tutors were recruited and computers employed to support student learning. Recreation and snacks were other enticements that encouraged students to learn. Students (largest sample=73) were asked to complete a questionnaire about the program. Results were positive: the number of students attending the program had quadrupled. Teachers reported that participants experienced improvement in academic subjects, social skills, and attitudes toward school. Parents and students recorded increases in motivation to complete homework assignments. Seven tables and four figures illustrate the practicum paper. Eight appendixes contain the surveys and supporting documents.

TITLE: Tutoring Success! A Joint Project of Anderson School District One and the National Dropout Prevention Center.

AUTHOR: Little, Joanne

ABSTRACT: This manual details the fundamental steps necessary to create a successful tutoring program. It is based on the experiences of the Anderson (South Carolina) School District One (ASDO) in their tutoring project initiated in 1989-90. The school district intended to increase homework completion, raise test scores, improve attendance, and generate more positive attitudes toward learning and the school system. The following five steps are essential for establishing a tutoring program: (1) goal setting; (2) program operation; (3) recruitment; (4) orientation and supervision; and (5) evaluation. Details for each step are described and illustrated from the experience of the ASDO. In the ASDO, marked progress was seen in each of the areas of concern, as potential dropouts became future graduates and many volunteers invested time and energy in the educational growth of the children. There is a five-item list of references. An appendix contains sample forms used in establishing the tutoring program. (SLD)

TITLE: Educators' Consumer Guide to Private Tutoring Services. Fastback 285.

AUTHOR: Gordon, Edward E.

LOCATION: Education Library - ERIC microfiche collection, ED312832. Other source: Phi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789 ($0.90).

ABSTRACT: This pamphlet provides educators with a consumer's guide to private tutoring services in their communities. It includes a history of the tutoring tradition, methods used by tutoring services to show student progress, procedures for locating a tutor or tutoring service, criteria for selecting a tutoring service, a checklist for assessing tutoring services, suggestions for counseling parents who are considering enrolling their child in a tutoring service, and an annotated bibliography.

TITLE: The Writing Center: A Leader in Change and Service.

AUTHOR: Deming, Mary P.; Valeri-Gold, Maria

ABSTRACT: To meet the needs of changing student populations, respond to the results of current research, and justify their continued existence financially, writing centers must expand their services to accommodate the diverse needs of various academic, business, and civic members of their surrounding communities. Besides offering peer tutoring and individualized instruction in composition and English usage, writing centers could schedule a variety of workshops at different times of the day for the surrounding community. After-school programs could be instituted for elementary and high school children in the areas of English, reading, and computer literacy.

They could also be used as major settings for research in many areas and levels of education. Through close communication with special services counselors and educators, handicapped students with special needs could be helped. Finally, in addition, writing centers could act as clearinghouses for previewing and reviewing new computer software, and could be used to train educators in the evaluation and selection of reading and writing computer software. A staff member could model the software evaluation process for groups of teachers, develop a list of the most appropriate software for particular teacher needs, and help teachers develop computer-based teaching plans.

PERSONNEL

One approach to staffing would be to "segment" potential instructors into the following profiles:

"Marines"

young, healthy mobile, few responsibilties, indifferent to security intense, energetic, enjoy hard work ambitious, future oriented

idealistic

These might be especially suited for a tradition-breaking startup. Think of "The Juice Club", Fed-Exp (vs the post office), entrepreneurial swim or other club coaches.

"Experience-hungry parent part-timers"

Especially educated but stay-at-home moms who would really like to put their talents into something part time. They may not need benefits because the spouse gets them.

Experienced, talented, committed, seeking autonomous accomplishment, patient, flexible

"Wise folks"

Retirees, available, steady, rooted, sympathetic, community connected, prestigious, non-threatening, non competitive

Think "real estate agents", "Berlitz instructors"

Seems to me that our company should take the position that we take only the very best applicants as teachers, i.e. that it is a very elite group with high morale and lots of prestige. I would rather offer "triathalon weekends" as fringe benefits than say "dental care programs".
Richard M. is a Tom Peters Seminar instructor at Stanford. His first terrible encounter with y=mx+b took place at The Roxbury Latin School in 1952. Here are some ideas about teachers for our franchise. Some of these came from the topics of articles I came across in my research on the computer.

What we should look for in teachers:
educational background (knowledge base) in early adolescent development
flexible to needs and different learning styles of individual students
willing to try new methods (showing and teaching actual applications of what the student is learning, using audio/visual/hands-on methods, etc)
understands/ has educational background in differences in how people learn
generally effective so that the organization can function well
has energy and enthusiasm about what they're doing, and has a very positive attitude (to raise confidence of students) (so perhaps younger teachers, in the 20's?)
has previous experience in teaching or working with adolescents
understands the difficulties in transition from elementary school to junior high

Perhaps we could offer both small group and individual instruction as part of the comprehensive tutoring process. We could have different teachers for each, with the teachers working together to complement each other' teaching, OR we could have the same teacher for both, so the student has consistency.

With teachers who are older and a little more experienced, the parents would probably trust the service more, and the teachers would have the advantage of experience. On the other hand, the students could probably relate better to tutors closer to their age, and the younger teachers would probably have more energy and be more innovative (in general). A mix of both could probably enhance the instruction, so that it is not so one-sided, and the experience could complement the energy.

Where we could recruit the teachers from:
the younger ones would probably come fresh from college, or be just a few years out
the older ones maybe would have had experience teaching in public or private schools, or come from another field--they would (ideally) have realized that they much prefer teaching in a small setting.

All of these are just suggestions, subject to evaluation.
1/31/96: Vicki J. is a __________________

Marketing Strategy

STS Competitve Analysis Highlights: For-Profit Services

MARKET:

California Learning Assessment Systems April 1995 tests show that 60% of students are not proficient in reading, 50% of students show confused, superficial, or illogical thinking in their writing, and 42% of 10th grade students show little or no mathematical reason and understanding. (Tests given to statewide California 4th, 8th, and 10th graders.)
Private education services are a multimillion dollar booming industry.
Junk bond kind Michael Milken and Wall Street analysts call education the investment of the 90s.
larger evolving national trend- for public schools to form partnerships and more collaborative arrangements w/private businesses and community-based talents or expertise.
public schools scaling back in their tutoring programs
parents willing to pay extra for academics (like buying sports equipment)

COMPETITORS: - Sylvan Learning Centers (600 centers, 40 in Texas)
- Kumon
- FutureKids (computer based technology)
- the Fourth R (computer based technology)
- Kids Are First (includes day care with learning center)
- Huntington Learning Centers
(most opened 1992-1995 except Sylvan which is12 years old)

GENERAL PRICING:

range from $15/hour to $35/hour depending on company
Sylvan (as of Feb. 15, 1995):
$35 registration fee
$125 testing fee
$290/month with payment plans at 12.9% interest
Kumon
$65/month with 2 sessions/week, 30 min./session

SYLVAN:

Douglas Becker, chief operating officer of Sylvan projects annual growth of 30-40%
Becker wants to turn the franchisor with about $100 million in system wide revenue into a $1 billion company in five years
Sylvan earned $56.6 million in revenue in 9 months, a growth of 66% over the same period the year before
enrollment doubled or tripled in Austin

Sylvan has contracts in Maryland, Washington D.C., Texas, and Minnesota inside public schools

Sylvan has 4,000 Baltimore students in 25 schools (mostly middle school) and plans passed school board for $9 million expansion

Sylvan's cooperative venture with World Book -> info finder, up to date, comprehensive reference resource

Sylvan entured into a half-dozen joint ventures including Marvel Comics in 1995.

Sylvan & IBM: first cooperative venture between IBM and for-profit educational company (list of software available, but long)
Gwynn

Publicity

Advertising

Geography

Market Segmentation

Financial Strategy