By John Chartrand In addition to teaching grammar and sentence structure to young pupils an effective A good tutoring service must also tutor young students to construct sentences with the use of mental imagery.
Young students have trouble writing exactly what's on their mind at any given time as a result of their thinking being somewhat disorganized to effectively put their ideas in writing. If the thoughts are not clear, the writing will also be obscure. Children will often ramble on both verbally and in writing when they are describing a story they read. They lack the abilities to construct purposeful sentences in the proper sequence to express themselves.
Using Images And Visualization To Tutor Young Students In English
The best way to help pupils become organized in their thought process is to have them think in visual images rather than words. Thinking in terms of a complex mix of words, phrases, and sentences to describe a thought is much more complicated than thinking in terms of one image. Like the saying goes, "One image is worth a thousand words." Thinking in terms of language is also difficult for young people who are still learning the rules and structure of English language.
The idea is to tutor using simple mental pictures. For example, when a student is describing the physical appearance of one of the characters in a story, it's best to commence with a simple image of that personality as opposed to a complex one of many attributes. That attribute may simply be the sex of the character, for example. As such, the English tutor should help the student develop a simple image that reflects only the sex of the character. Then simply add features to the image as they become known to the pupil as he or she reads the story. Each time a new feature is made known, the feature is added to the image.
Once the image is complete and the student is able to clearly see that image in his or her mind, the next process for Tutoring English is to put the image of the story's character into words that cohere. To do this, the pupil must choose one or two qualities of the character and then write a sentence to describe those qualities. The following sentences of the character description are simply describing additional one or two attributes of the character until the description is complete. Once the description is complete, have the student compare his or her written description with that of the image produced in his or her mind.
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