Parents and new students regularly have questions regarding Priddy Learning Academy’s services and programs. Check our collection of question listed below. If you don’t find what you’re looking for don’t hesitate to contact us!
Yes, it should be. But when you think about it, any class environment of twenty to thirty students can only do so much. At their best, such classroom situations can only fit a few individual learning styles. Teachers can’t jeopardize the interests of the larger whole. Typically, it is the “average” student to which the group process is calibrated.
By contrast, we are set up to bring the remedial or average student up to a good or excellent performance level in relation to others in the same grade at school. For the more advanced student for whom average expectations are pointless and uninspiring, Priddy opens up new vistas of opportunity and challenge.
Priddy supports public and private schools in the area. It seeks to provide those individualized services without which any group process, however well-managed by talented teachers and staff, is often incomplete. Many teachers and administrators know this and have worked with us in a cooperative team spirit on behalf of school children.
Tutors usually serve a very specific purpose. They’ll take the school-based instructional materials with which a child is having difficulty and “walk him through” the failed test or challenging assignment. This can work on a short term basis as a quick fix, but the underlying problems may often not be addressed.
This is where Priddy Learning Academy is a true and comprehensive solution. Its programs are designed to literally reconstruct a child’s math and/or reading mastery–beginning with what the child already knows, and then building on it, toward whatever heights of mastery he or she envisions. It is not the band-aid measure of hiring a tutor. It is a holistic process whereby acquired skills are matched by fresh self-confidence and a self-generating love of learning. The skills are no more important than the discipline, perseverance, and commitment that go into a developing child’s entire makeup. These character traits are key to ongoing success in school.
There are three qualities that distinguish learning at Priddy from traditional school learning:
First, we do not classify students according to age or grade level. By removing this learning classification, we effectively take the child back to a natural mindset when learning was fun and non-threatening. This leaves no one to compete with, except one’s own effort to try his or her best. This “autonomous learning state” of controlled supervision, in which each student works independently of other students in the classroom, creates an environment in which the student can concentrate fully on his or her work.
Second, we do not assign letter grades to assignments. Removing this common anxiety among students removes the pressure which can sometimes impede learning progress. The pressure of getting a good grade can be a distraction and undermine learning. Because students know they must achieve 100% on their assignments, they will ask to review an assignment if they think they need it. Contrary to popular belief, children are extremely honest and focus only on the learning objective when they know they are not going to be graded. The concept of failure does not exist.
Third, we do not set the learning pace. Each student sets his or her own pace. By removing the added pressure of keeping up with the class, the student can spend the time needed to master the topic before proceeding. Or for the academically advanced student, removing the boredom of waiting on the rest of the class enables him or her to take up the challenge of the next objective and work above grade level. This fundamental shift from a “teacher-driven pace” to a “student-driven pace” empowers the student with control over his or her learning destiny of which, after a short while in our program, the student becomes fully aware.
The Priddy method supplements all methods. If your child’s school’s math curriculum is focused on math concepts, we develop skills that support success in such a curriculum. If its reading program is phonics-based instead of language-based, or vice-versa–again, we design our programs to support whatever it takes for the individual student to succeed at school. Our educational philosophy is based on individualization, and a “both/and” (instead of “either/or”) approach to learning. Whatever the school’s particular focus, we presume that just the right supplement, whether by way of the same or different focus, will optimally serve the individual child.
Not at all. This is because Priddy Learning Academy makes a point of putting school first. It provides only those programs which integrate with the child’s mission of success in his or her school.
The end result of our integrated approach is that the student feels more connected with school; more able to meet its challenges. At the same time, where the school itself can’t help the remedial or more advanced student, Priddy can–and will.
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