Tutoring at Carroll: "Pure Juice" for Students

Living Our Mission in the Upper School

By Esther Long, Upper School Tutor

Esther Long joined Carroll’s Upper School this year as a tutor. Here are a few of her thoughts on teaching at Carroll.

Before I came to Carroll, I was tutoring as an independent contractor at another school. I was trying to support my students, but because of their structure of the tutoring schedule, I wasn’t able to give them the full support they needed.

At Carroll, Orton-Gillingham training is a priority, in the same way tutoring is built into the schedule for students, and the freedom I have to work with my students. I liken it to “juice boxes” that market to children but really are only 3-4% juice; here, we are offering pure juice. Tutoring is given the same priority in each student’s schedule as other academic classes.

Students come to Carroll with varied school experiences—connecting with them and establishing a rapport is critical to building trust. I spent a lot of time in the first part of my year building relationships. It takes time, yes, but it pays off in the long run.

My life experiences have prepared me for the students I work with here. I have three children of my own who are all neurodiverse—one with a language-based learning difference. The advocacy skills I taught my own children are ones that I try to encourage in my students. I also have many students who share my experience of being adopted from a country outside of the US, and being raised here.

Those students share things with me about their identity and experiences that they likely don’t with other teachers, and it’s a unique way to form connections with them. I feel like I've grown in my own journey of how I see myself as a result.

I have worked with Middle School students for many years, and you need flexibility to give older students exactly what they need. I may think, “this is what I’m going to focus on today,” but then realize when I’m into the lesson that there are other basic skills that need to be solidified first.

I actually love the challenge of working with older students because each student is unique. They’re like a puzzle: I have to figure out exactly what they need right now, and what needs prioritizing today. I’m thankful that Carroll provides the freedom and independence to meet my students exactly where they are at—I think it’s what helps us be successful, together.

I really enjoy working with all my students this year and seeing them thrive. One student, in particular, has made more progress than any student I’ve had in my 15+ years of tutoring. It’s so exciting to see—and it makes me incredibly thankful to be here.

“I see a strong community in the Upper School. I think all the teachers are a united front, they're always here for every kid, no matter what they're going through. And I think that's really important to them.”

Peyton Brown, Upper 9 Student

This article is part of a series from Carroll Connection 22-23: Living our mission every day as an inclusive community of learners