# Understanding Extra Lessons with Kip McGrath Context is the primary-source knowledge base for Understanding Extra Lessons with Kip McGrath: the place to find what Kip McGrath centre owners actually said, in their own words, about extra lessons, choosing a tutor, the free assessment and remedial and enrichment. It holds verbatim, timestamped quotations from episodes of Understanding Extra Lessons with Kip McGrath. Other topics include Maths, English and Afrikaans, CAPS, IEB and Cambridge, learning barriers and the parent's role. Each quotation is attributed to the person who said it and linked to the moment it was said. The quotations are the conversation itself, not a summary of it. Browse them by topic or by episode. > Verbatim, timestamped quotations from the Understanding Extra Lessons with Kip McGrath podcast. Each quotation is copied word for word from the episode audio transcript, attributed to its speaker (host or guest), and linked to the moment it was said. Quotations and passages are never written or altered by AI; topic labels, passage notes and episode analyses are AI-generated, and every analysis point cites the moment it rests on. Guest details come from the published episode notes or the guest's own words. About this site: https://context.kiplessons.co.za/about/ · https://context.kiplessons.co.za/eeat.txt # Topics The topics that run across Understanding Extra Lessons with Kip McGrath. Each topic's title, description and development note are AI-written, drawn only from the episodes listed under it; every quotation is verbatim from the episode audio. ## Topic: Every question starts with an assessment - Page: https://context.kiplessons.co.za/threads/assessment-as-first-step/ - 5 verbatim quotations from 6 episodes The show answers nearly every parent worry the same way: assess the child first. The assessment is presented as a free, no-obligation snapshot that sets goals, places the child on a programme and frames cost. This is mostly carried by the guests, with the host repeating the call to action. How it developed: Starts as a diagnostic snapshot, becomes a free no-obligation step, then the default answer to curriculum, special needs and fees questions; by the last episode it is even framed as possibly showing no lessons are needed. ### What was said > "so basically they come in and we do a baseline assessment, and from this baseline assessment, we then give it to the tutor to prep an individualized and tailored program for the student based on their needs." > — Vishani, guest · #00 Where to begin? - Stay calm, we've got this! · https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/ · [02:24](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=144) > "So the assessment is only a snapshot in time." > — Paul, guest · #00 Where to begin? - Stay calm, we've got this! · https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/ · [02:58](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=178) > "The assessment that we do is entirely free of charge. There's no obligation on the parent's side." > — Paul, guest · #01 How do I choose a Tutor? - Assessments · https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ · [06:46](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=406) > "So they would come in and do the exact same test that everyone else would do, the initial assessment. They would then use that to tailor an individualized program for them," > — Vishani, guest · #07 CAPS, IEB, NSC, Cambridge - What do they all actually mean? · https://context.kiplessons.co.za/episodes/007-caps-ieb-nsc-cambridge-what-do/ · [07:50](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=470) > "Your child may not even require extra lessons." > — Unidentified speaker, speaker, role not identified · #09 Fees - What will it cost to help my child? · https://context.kiplessons.co.za/episodes/009-fees-what-will-it-cost-to/ · [00:35](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=35) ### Episodes in this topic - [#00 Where to begin? - Stay calm, we've got this!](https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/) (2022-02-06) - [#01 How do I choose a Tutor? - Assessments](https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/) (2022-02-06) - [#05 Maths and English - Personalised tutoring](https://context.kiplessons.co.za/episodes/005-maths-and-english-personalised-tutoring/) (2022-02-06) - [#07 CAPS, IEB, NSC, Cambridge - What do they all actually mean?](https://context.kiplessons.co.za/episodes/007-caps-ieb-nsc-cambridge-what-do/) (2022-02-06) - [#08 Learning barriers - Special needs](https://context.kiplessons.co.za/episodes/008-learning-barriers-special-needs/) (2022-02-06) - [#09 Fees - What will it cost to help my child?](https://context.kiplessons.co.za/episodes/009-fees-what-will-it-cost-to/) (2022-02-06) ## Topic: No miracles: fix the past first - Page: https://context.kiplessons.co.za/threads/no-quick-fixes/ - 4 verbatim quotations from 4 episodes A recurring warning that tutoring is slow, steady work: going back to earlier grades to repair foundations, attending regularly, and the child doing the work. It is mainly voiced by the guests, with the host echoing it as a parent's reality check. How it developed: Moves from a blunt warning against expecting fast results to a reasoned plan balancing past gaps with current work, and finally to a cost argument where the child's effort matters more than money. ### What was said > "So one thing we don't do is we don't sell miracles." > — Paul, guest · #00 Where to begin? - Stay calm, we've got this! · https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/ · [03:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=230) > "So if they are currently in grade ten, sometimes we have to go and fix grade six or grade seven work, get the foundations right, and build up from that." > — Paul, guest · #00 Where to begin? - Stay calm, we've got this! · https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/ · [04:02](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=242) > "However, automatically when you go and fix the foundations, the current work will start improving." > — Paul, guest · #01 How do I choose a Tutor? - Assessments · https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ · [01:01](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=61) > "there is always a long-term goal and a short-term goal, and we're really working at the long-term remediation of the child so that he no longer needs to come back for extra lessons." > — Paul, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [04:34](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=274) ### Episodes in this topic - [#00 Where to begin? - Stay calm, we've got this!](https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/) (2022-02-06) - [#01 How do I choose a Tutor? - Assessments](https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/) (2022-02-06) - [#03 Focus on the Individual - Building confidence](https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/) (2022-02-06) - [#09 Fees - What will it cost to help my child?](https://context.kiplessons.co.za/episodes/009-fees-what-will-it-cost-to/) (2022-02-06) ## Topic: What parents should and should not do - Page: https://context.kiplessons.co.za/threads/parent-steps-back/ - 4 verbatim quotations from 6 episodes The show keeps returning to the parent's place: motivator, not teacher. Guests advise against spoon-feeding and parents teaching core concepts, suggest reading together, and later accept helping in the school's own method. The host voices the parent's urge to help and her own limits. How it developed: Begins as general advice not to rescue the child, narrows to concrete limits (reading together, level-one help), then softens slightly into helping as long as the school's method is followed. ### What was said > "you should leave the teacher's job to the teacher." > — Vishani, guest · #02 Role of the Parent - Supporting the academic journey · https://context.kiplessons.co.za/episodes/002-role-of-the-parent-supporting-the/ · [00:47](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=47) > "Let them do their own homework. Let them do their own projects. Support them in getting that project right, but don't pick up the pieces all the time, because they won't be able to do it in their matric year either." > — Paul, guest · #02 Role of the Parent - Supporting the academic journey · https://context.kiplessons.co.za/episodes/002-role-of-the-parent-supporting-the/ · [02:14](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=134) > "So I would suggest the best thing the parent can do is read with their child and let the core concepts of maths and English be taught by the professionals." > — Vishani, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [10:57](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=657) > "So the best is to figure out the methodology they're using and teach it the way they are learning it at school." > — Vishani, guest · #07 CAPS, IEB, NSC, Cambridge - What do they all actually mean? · https://context.kiplessons.co.za/episodes/007-caps-ieb-nsc-cambridge-what-do/ · [07:37](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=457) ### Episodes in this topic - [#00 Where to begin? - Stay calm, we've got this!](https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/) (2022-02-06) - [#02 Role of the Parent - Supporting the academic journey](https://context.kiplessons.co.za/episodes/002-role-of-the-parent-supporting-the/) (2022-02-06) - [#03 Focus on the Individual - Building confidence](https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/) (2022-02-06) - [#04 Not all information is equal - What are cognitive levels?](https://context.kiplessons.co.za/episodes/004-not-all-information-is-equal-what/) (2022-02-06) - [#05 Maths and English - Personalised tutoring](https://context.kiplessons.co.za/episodes/005-maths-and-english-personalised-tutoring/) (2022-02-06) - [#07 CAPS, IEB, NSC, Cambridge - What do they all actually mean?](https://context.kiplessons.co.za/episodes/007-caps-ieb-nsc-cambridge-what-do/) (2022-02-06) ## Topic: Parent guilt and the old stigma - Page: https://context.kiplessons.co.za/threads/parent-guilt-and-stigma/ - 1 verbatim quotation from 3 episodes Mostly carried by the host as a parent of twins: the dread, guilt and sense of failure when extra lessons come up, and the old idea that tutoring means something is wrong with the child. Guests reassure that this stigma has faded. How it developed: Moves from the host's personal emotional journey to direct reassurance, ending with a guest stating the stigma has largely gone. ### What was said > "stigma of coming to extra lessons is not really there anymore, probably like it used to be." > — Paul, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [10:02](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=602) ### Episodes in this topic - [#00 Where to begin? - Stay calm, we've got this!](https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/) (2022-02-06) - [#02 Role of the Parent - Supporting the academic journey](https://context.kiplessons.co.za/episodes/002-role-of-the-parent-supporting-the/) (2022-02-06) - [#03 Focus on the Individual - Building confidence](https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/) (2022-02-06) ## Topic: Confidence as the real outcome - Page: https://context.kiplessons.co.za/threads/confidence-before-marks/ - 5 verbatim quotations from 4 episodes Guests repeatedly treat confidence and emotional state as both the warning sign and the first result: small wins, positive reinforcement, and the belief that no child is stupid. This is carried almost entirely by the guests. How it developed: Starts as a teaching technique, becomes a diagnostic signal and an early measurable result, and later a factor in school placement for children with learning barriers. ### What was said > "Well, well done, we want to now get you to three out of ten," > — Paul, guest · #00 Where to begin? - Stay calm, we've got this! · https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/ · [03:32](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=212) > "So emotional, emotional background of it helps with the cognitive abilities as well." > — Vishani, guest · #00 Where to begin? - Stay calm, we've got this! · https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/ · [04:23](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=263) > "starting off with something simple and then moving on gradually really builds their confidence levels and then they feel, yeah, I can do this." > — Vishani, guest · #01 How do I choose a Tutor? - Assessments · https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ · [06:29](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=389) > "another red flag would be their personality. So you would start noticing a drop in their confidence levels, their motivation towards learning, their feelings towards school and their teachers and their subjects." > — Vishani, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [08:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=515) > "we firmly believe that there's no such thing as a child being stupid." > — Vishani, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [09:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=545) ### Episodes in this topic - [#00 Where to begin? - Stay calm, we've got this!](https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/) (2022-02-06) - [#01 How do I choose a Tutor? - Assessments](https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/) (2022-02-06) - [#03 Focus on the Individual - Building confidence](https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/) (2022-02-06) - [#08 Learning barriers - Special needs](https://context.kiplessons.co.za/episodes/008-learning-barriers-special-needs/) (2022-02-06) ## Topic: Small groups, each child on their own work - Page: https://context.kiplessons.co.za/threads/small-groups-own-pace/ - 5 verbatim quotations from 4 episodes A consistent description of how lessons run: up to six children, each on a different programme, no competition with peers, short varied activities and one-on-one time. Guests argue one-on-one alone breeds dependence. Carried by the guests and an unattributed speaker. How it developed: Moves from a class-size argument to a detailed session structure, then is reused as a reason the format suits children with learning barriers. ### What was said > "one-on-one becomes what I refer to as the oh-yeah method." > — Paul, guest · #01 How do I choose a Tutor? - Assessments · https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ · [05:26](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=326) > "And that particular child that could be sitting there at a grade ten level, operating at a grade eight maths or whatever it might be, is not competing against the child sitting right next to him, who's probably doing grade nine work, and they have no idea what each other's work is." > — Paul, guest · #01 How do I choose a Tutor? - Assessments · https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ · [04:43](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=283) > "Kip McGrath is believed to eliminate competition. So what we've done is we've put different grades, different personalities in a very small classroom where we tackle their personalized programs." > — Vishani, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [03:57](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=237) > "all six on different programs, all six doing something completely different." > — Vishani, guest · #05 Maths and English - Personalised tutoring · https://context.kiplessons.co.za/episodes/005-maths-and-english-personalised-tutoring/ · [03:06](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=186) > "they will not be doing the same thing for the full eighty minutes." > — Unidentified speaker, speaker, role not identified · #08 Learning barriers - Special needs · https://context.kiplessons.co.za/episodes/008-learning-barriers-special-needs/ · [03:07](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=187) ### Episodes in this topic - [#01 How do I choose a Tutor? - Assessments](https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/) (2022-02-06) - [#03 Focus on the Individual - Building confidence](https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/) (2022-02-06) - [#05 Maths and English - Personalised tutoring](https://context.kiplessons.co.za/episodes/005-maths-and-english-personalised-tutoring/) (2022-02-06) - [#08 Learning barriers - Special needs](https://context.kiplessons.co.za/episodes/008-learning-barriers-special-needs/) (2022-02-06) ## Topic: Reading sits under every subject - Page: https://context.kiplessons.co.za/threads/reading-underpins-everything/ - 3 verbatim quotations from 3 episodes Reading is treated as the base for all learning, including maths word problems. The guests describe reading-age tests, a ladder from school readiness to literature, and reading as ongoing maintenance and the best home support. The host states the idea directly. How it developed: Starts as a diagnostic insight linking reading to maths, becomes a maintenance habit and parent task, then a full structured programme. ### What was said > "we establish that they're not able to read the word problems, and we then put them on the reading program, and their maths improves." > — Paul, guest · #01 How do I choose a Tutor? - Assessments · https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ · [02:41](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=161) > "For example, with reading, you know, you may be twelve years old, and now you reach a reading age of twelve. That doesn't stop. You need to constantly expose yourself to more reading and maintain that mark or that goal." > — Vishani, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [06:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=395) **The English programme ladder from school readiness up** Vishani, guest: > So to go back a bit, we would do an initial assessment, and based on the student's reading capabilities, spelling capabilities, or comprehension capabilities, we would then decide which program we would put them on. To start at the very beginning, we start off with a school readiness program, and as it already says, it's how to get ready for school. So it's your little ones, your grade noughts, so they would come in, they're going to get a tutor now, and they're going to get used to the environment, and how do you even take on an instruction. So that's basically the school readiness program. Thereafter, we have a pre-early reading and early reading program. So this will basically cover your phonics, your introduction to sounds, your introduction to blends, whether it's consonants or vowels, and more the oral and visual learning, as well as fine and gross motor development. Development. So basically, like I said, with this assessment, it will depend which program they're going to be slotted into. After the pre and early reading programs, we have the final reading program, and this goes a little step higher and teaches sight words, spelling, and introduction to comprehension, as well as English skills, and this is for the more advanced readers now. And then once they've gone through all the reading programs and they read well, so reading is not an issue, we then have a program where it's English junior and English senior. And in these programs, based on what level they're on, we teach English skills, the language, the comprehension component, the vocabulary development, the spelling, the creative writing, transactional writing, essay writing, speech writing, and basically how to deliver a speech, and literature. Basically, the English junior and senior program caters for the students who are more accomplished with the reading and basic skills and want more. — #05 Maths and English - Personalised tutoring · https://context.kiplessons.co.za/episodes/005-maths-and-english-personalised-tutoring/ · [00:11](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=11) ### Episodes in this topic - [#01 How do I choose a Tutor? - Assessments](https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/) (2022-02-06) - [#03 Focus on the Individual - Building confidence](https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/) (2022-02-06) - [#05 Maths and English - Personalised tutoring](https://context.kiplessons.co.za/episodes/005-maths-and-english-personalised-tutoring/) (2022-02-06) ## Topic: Extra lessons add to school, not replace - Page: https://context.kiplessons.co.za/threads/supplement-not-syllabus/ - 5 verbatim quotations from 4 episodes The show positions tutoring as supplementary: school teaches the syllabus, extra lessons rebuild skills with a different strategy. This lets one approach serve children from any curriculum, including CAPS and IEB schools. Mainly guest-carried. How it developed: Moves from dividing roles, to explaining why a different teaching strategy helps, to a skills-based claim that one approach serves learners from any curriculum. ### What was said > "So the school and the teacher will then be the one who actually gives them the syllabus or the curriculum on a day-to-day basis, and then as an extra lessons provider, we supplement that." > — Vishani, guest · #02 Role of the Parent - Supporting the academic journey · https://context.kiplessons.co.za/episodes/002-role-of-the-parent-supporting-the/ · [00:59](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=59) > "And with extra lessons, a complete different strategy is utilized to try and make the student understand that concept area that they're struggling with." > — Vishani, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [02:53](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=173) > "But our class sizes are getting so big, and the CAPS curriculum is so full of material that the teachers need to cover, it's almost impossible to cover the entire year's syllabus in that required days." > — Paul, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [09:50](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=590) > "We're skills-based. We do not cover the syllabus, as we expect the child to cover the syllabus in their five-day school week, and when they come to us, we are supplementary." > — Vishani, guest · #07 CAPS, IEB, NSC, Cambridge - What do they all actually mean? · https://context.kiplessons.co.za/episodes/007-caps-ieb-nsc-cambridge-what-do/ · [03:09](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=189) > "a triangle is a triangle, no matter which school you're in." > — Vishani, guest · #07 CAPS, IEB, NSC, Cambridge - What do they all actually mean? · https://context.kiplessons.co.za/episodes/007-caps-ieb-nsc-cambridge-what-do/ · [03:44](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=224) ### Episodes in this topic - [#02 Role of the Parent - Supporting the academic journey](https://context.kiplessons.co.za/episodes/002-role-of-the-parent-supporting-the/) (2022-02-06) - [#03 Focus on the Individual - Building confidence](https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/) (2022-02-06) - [#05 Maths and English - Personalised tutoring](https://context.kiplessons.co.za/episodes/005-maths-and-english-personalised-tutoring/) (2022-02-06) - [#07 CAPS, IEB, NSC, Cambridge - What do they all actually mean?](https://context.kiplessons.co.za/episodes/007-caps-ieb-nsc-cambridge-what-do/) (2022-02-06) ## Topic: What to look for in a tutor - Page: https://context.kiplessons.co.za/threads/choosing-a-provider/ - 4 verbatim quotations from 3 episodes Practical criteria for comparing tutoring options recur: nearness and routine, class size, tutor training and personality fit, lesson length and frequency, and what you get rather than price. Carried by the guests and, on fees, an unattributed speaker. How it developed: Starts with convenience and routine, adds tutor quality and fit, and ends with a checklist that explicitly puts quality ahead of price. ### What was said > "routine is part of the practice here. You've got to go regularly to make it work." > — Paul, guest · #01 How do I choose a Tutor? - Assessments · https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ · [03:16](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=196) > "So the assessment is part of the decision-making process. However, at the end of the day, you need to make a informed decision about which center is going to work for you and how many hours you need." > — Paul, guest · #01 How do I choose a Tutor? - Assessments · https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ · [07:18](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=438) > "you need to try and match up the right type of student with the right type of tutor. In school, you don't get much of a choice with that," > — Paul, guest · #03 Focus on the Individual - Building confidence · https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ · [02:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=128) > "It's not about the prices. It's about what are you getting from the extra lesson providers. What's the duration of the lessons? How often is the lessons? What does the lessons entail? Are the tutors qualified? Are they using good solid programs for them? And you should compare those things as opposed to the price." > — Unidentified speaker, speaker, role not identified · #09 Fees - What will it cost to help my child? · https://context.kiplessons.co.za/episodes/009-fees-what-will-it-cost-to/ · [00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44) ### Episodes in this topic - [#01 How do I choose a Tutor? - Assessments](https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/) (2022-02-06) - [#03 Focus on the Individual - Building confidence](https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/) (2022-02-06) - [#09 Fees - What will it cost to help my child?](https://context.kiplessons.co.za/episodes/009-fees-what-will-it-cost-to/) (2022-02-06) # Episodes ## #09 Fees - What will it cost to help my child? - Page: https://context.kiplessons.co.za/episodes/009-fees-what-will-it-cost-to/ - Date: 2022-02-06 (as at 2022-02-06) - Themes: Cost of extra lessons, Comparing tutoring providers, Free assessment first, Learner effort and progress - Episode: https://iono.fm/e/1152836 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3 ### Episode analysis (AI, drawn only from this episode; each point cites its moment) This short episode answers the parent's question of how much extra lessons will cost. The presenter asks the questions as a parent. Two experts, both Kip McGrath centre owners at the time of recording, answer them. They argue that the cost cannot be quoted before a child is assessed. They say parents should compare what providers deliver rather than headline prices. They also point out that a child's own effort and ability affect what is spent. The episode closes with the advice to take the child for an assessment. **Key ideas** - S1 compares the question to asking what a car costs: it depends on what you are buying, such as hours or lessons, and the quality of teaching. ([00:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=14) [00:19](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=19) [00:21](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=21)) - S2 argues that parents should compare providers on lesson duration, frequency, content, tutor qualifications and programmes rather than on price. ([00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44) [00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44)) - S2 says the way forward cannot be known before the child is assessed, and the child may not need extra lessons at all. ([00:29](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=29) [00:35](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=35)) - The host likens it to two children needing braces: the cost is unknown until each child is assessed. ([01:01](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=61)) - S1 says the child's eagerness and ability to learn, and their willingness to do the work, also define how much a parent will pay. ([01:25](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=85) [01:41](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=101)) **Lessons** - S2 advises that when phoning around, parents should ask about lesson duration, frequency, content and tutor qualifications instead of only asking for prices. ([00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44)) - According to S2, an assessment comes before any quote, because the child may not need extra lessons. ([00:29](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=29) [01:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=74)) - S1 argues that spending money alone does not fix the problem: the child still has to sit down and do the work. ([01:25](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=85) [01:41](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=101)) - The host gives the first step as taking the child for an assessment. Parents can book a free assessment at one of the ten Kip McGrath centres featured on kiplessons.co.za. ([01:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=74) [01:45](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=105)) **Who it's for:** Parents in South Africa who are considering extra lessons for their child and are phoning around to compare costs between tutoring providers. **Facts stated in the episode** - S2 states that the assessment is free and non-obligatory, followed by a discussion on the way forward. ([01:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=74)) ### Questions this episode answers **Q: How much do extra lessons cost?** A: The speakers say it depends, like asking what a car costs. The cost depends on what is being bought and on the child's needs, which are only known after an assessment. ([00:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=14) [00:19](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=19) [01:01](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=61)) **Q: Should I choose a tutoring centre based on price?** A: S2 says it is not about the prices but about what you get from the provider. Compare those things as opposed to the price. ([00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44) [00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44)) **Q: What should I compare between extra lesson providers?** A: S1 suggests checking whether you are buying hours or lessons and the quality of teaching. S2 adds lesson duration, how often lessons happen, what they entail, whether the tutors are qualified and whether the programmes are solid. ([00:19](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=19) [00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44)) **Q: Is the Kip McGrath assessment free and do I have to sign up afterwards?** A: S2 says the assessment is free and non-obligatory. Afterwards there is a discussion on the way forward. ([01:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=74)) **Q: Does my child definitely need extra lessons?** A: Not necessarily. S2 says the child may not even require extra lessons, which is why they assess first. ([00:29](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=29) [00:35](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=35)) **Q: Will paying more get my child better results faster?** A: S1 says money might not be the issue. The child still has to do the work and exercises, and their eagerness and ability to learn define how much you pay. ([01:25](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=85) [01:41](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=101)) **Q: What is the first step if I'm thinking about extra lessons?** A: The host says the first thing to do is take your child in for an assessment. ([01:45](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=105)) ### Passage: Why price alone cannot answer the cost question [00:00–00:58, 199 words] Note (AI): Sets out the experts' argument that parents should compare what they get from an extra lessons provider, such as lesson length, frequency, content and tutor qualifications, rather than the price. Presenter, host [00:00](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=0): > They say that you can't put a price on education. Well, if you're one of these parents who are looking at having extra lessons, I'm sure that you can, and I'm sure one of the most often asked questions would be, how much is this going to cost me? Unidentified speaker, speaker, role not identified [00:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=14): > I'm going to ask you a question. How much does a car cost? Presenter, host [00:17](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=17): > Depends on the car, I would imagine. Unidentified speaker, speaker, role not identified [00:19](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=19): > The same thing applies to extra lessons. It's important to compare what you're buying. Are you buying hours or lessons? What's the quality of teaching you're going to get from it? Unidentified speaker, speaker, role not identified [00:29](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=29): > And Melanie, honestly, we did not even assess your child yet, so how do we know how to move forward? Your child may not even require extra lessons. Presenter, host [00:38](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=38): > I'm a parent. I'm now phoning around to all the different centers to try and get an idea of how much this is going to cost me. Unidentified speaker, speaker, role not identified [00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44): > It's not about the prices. It's about what are you getting from the extra lesson providers. What's the duration of the lessons? How often is the lessons? What does the lessons entail? Are the tutors qualified? Are they using good solid programs for them? ### Passage: Assessment and effort decide what lessons cost [01:01–01:50, 174 words] Note (AI): Explains that cost depends on the child's assessed needs and effort, that the assessment is free and non-obligatory, and gives parents a clear first step. Presenter, host [01:01](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=61): > So it's like having two children, and they both need braces, but one doesn't need as much work as the other one. I have no idea how much it's going to cost until I actually go in and have my child assessed, and then they can give you a program for the future. Unidentified speaker, speaker, role not identified [01:13](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=73): > Exactly that. So you come in for the free assessment, and the assessment is non-obligatory, and you just take it from there, and you have a discussion on the way forward. Unidentified speaker, speaker, role not identified [01:23](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=83): > And another important thing, Melanie, is money might not be the issue. Your child still needs to go. Through the program, they still need to sit, do the work, do the all the exercises, depending on how eager they are to learn and how able they are to learn, that will also define how much you're going to pay. Presenter, host [01:41](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=101): > Just throwing money at the problem will not necessarily solve it. Unidentified speaker, speaker, role not identified [01:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=104): > Absolutely not. Presenter, host [01:45](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=105): > So number one on the list of things to do, parents, take your child in for an assessment. ### Quotes > "They say that you can't put a price on education." > — Presenter, host · [00:00](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=0) > "I'm going to ask you a question. How much does a car cost?" > — Unidentified speaker, speaker, role not identified · [00:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=14) > "It's important to compare what you're buying. Are you buying hours or lessons?" > — Unidentified speaker, speaker, role not identified · [00:21](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=21) > "Your child may not even require extra lessons." > — Unidentified speaker, speaker, role not identified · [00:35](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=35) > "It's not about the prices. It's about what are you getting from the extra lesson providers." > — Unidentified speaker, speaker, role not identified · [00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44) > "Just throwing money at the problem will not necessarily solve it." > — Presenter, host · [01:41](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=101) ### Claims > "The same thing applies to extra lessons. It's important to compare what you're buying. Are you buying hours or lessons? What's the quality of teaching you're going to get from it?" > — Unidentified speaker, speaker, role not identified · topic: Comparing tutoring providers · [00:19](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=19) > "And Melanie, honestly, we did not even assess your child yet, so how do we know how to move forward? Your child may not even require extra lessons." > — Unidentified speaker, speaker, role not identified · topic: Free assessment first · [00:29](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=29) > "It's not about the prices. It's about what are you getting from the extra lesson providers. What's the duration of the lessons? How often is the lessons? What does the lessons entail? Are the tutors qualified? Are they using good solid programs for them? And you should compare those things as opposed to the price." > — Unidentified speaker, speaker, role not identified · topic: Comparing tutoring providers · [00:44](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=44) > "So it's like having two children, and they both need braces, but one doesn't need as much work as the other one. I have no idea how much it's going to cost until I actually go in and have my child assessed," > — Presenter, host · topic: Cost of extra lessons · [01:01](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=61) > "So you come in for the free assessment, and the assessment is non-obligatory, and you just take it from there, and you have a discussion on the way forward." > — Unidentified speaker, speaker, role not identified · topic: Free assessment first · [01:14](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=74) > "money might not be the issue. Your child still needs to go. Through the program, they still need to sit, do the work, do the all the exercises, depending on how eager they are to learn and how able they are to learn, that will also define how much you're going to pay." > — Unidentified speaker, speaker, role not identified · topic: Learner effort and progress · [01:25](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=85) > "So number one on the list of things to do, parents, take your child in for an assessment." > — Presenter, host · topic: Free assessment first · [01:45](https://dl.iono.fm/epi/prov_1036/epi_1152836_high.mp3#t=105) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ Educating their children is the best investment a parent can make. Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment. Book your FREE assessment now · Book your FREE assessment now ## #08 Learning barriers - Special needs - Page: https://context.kiplessons.co.za/episodes/008-learning-barriers-special-needs/ - Date: 2022-02-06 (as at 2022-02-06) - Themes: Defining special needs, Choosing the right school, Mainstreaming and remedial schooling, Concentration in extra lessons, Multi-sensory learning tools, Exam concessions - Episode: https://iono.fm/e/1152835 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3 ### Episode analysis (AI, drawn only from this episode; each point cites its moment) In this short episode, the presenter asks two Kip McGrath experts, Vishani and Paul (each a Kip McGrath centre owner at the time of recording), how extra lessons work for children with special needs. The expert speaking as S1 says the centres cope with ADHD, autism and hearing or physical disabilities but not braille. He also covers how an educational psychologist defines special needs, choosing a school that can cope, and when mainstreaming may not suit a child. The expert speaking as S2 describes eighty-minute sessions split into short activities and audio, visual and kinesthetic tools. The episode ends on exam concessions such as readers, scribes and extra time. **Key ideas** - The expert speaking as S1 says extra lessons can cope with ADHD, autism, disability and hearing loss, but there are limits: braille is not offered. ([00:13](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=13) [00:18](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=18) [00:21](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=21)) - According to S1, ADHD is not defined as a special need; an educational psychologist gives the definition, and teaching is adapted to the child, for example for Asperger's. ([00:46](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=46) [00:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=57) [01:07](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=67)) - S1 argues parents should accept a school's own judgement about whether it can serve their child's needs, and not force it. ([01:39](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=99) [01:56](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=116) [01:56](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=116) [02:08](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=128)) - S1 says the child's emotional wellbeing comes first, and some children may need to stay in a remedial school rather than be mainstreamed. ([02:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=142) [02:27](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=147)) - S2 explains that eighty-minute sessions are broken into about six activities, and the centre layout limits distractions, to support concentration. ([02:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=177) [03:07](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=187) [03:10](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=190) [03:20](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=200)) - S2 describes audio, visual and kinesthetic tools, such as kinesthetic books that let a child feel the shape of a letter. ([03:36](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=216) [03:46](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=226) [03:49](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=229)) - S1 explains that exam concessions are legislated in South Africa and must be formally applied for, with an educational psychologist defining what the child gets. ([03:54](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=234) [04:09](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=249) [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=262) [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=262) [04:53](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=293)) **Lessons** - S1 advises that if a school cannot cope with a child's special need, parents should respect that and look for a better-suited school. ([01:50](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=110) [01:56](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=116) [01:56](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=116)) - S1 suggests weighing the child's emotional wellbeing when deciding whether to mainstream, since a remedial environment may suit some children better. ([02:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=142)) - S1 says concessions such as a reader, scribe or extra time need a formal application and proof of need in each phase. ([03:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=237) [04:53](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=293)) - S2 says suitability is judged case by case, so the next step for a parent is a free assessment at one of the Kip McGrath centres featured on kiplessons.co.za. ([02:45](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=165) [05:23](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=323) [05:28](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=328)) **Who it's for:** Parents of children with ADHD, Asperger's, autism, visual or hearing impairment or other learning barriers who are weighing extra lessons, school choice, mainstreaming or exam concessions in South Africa. **Facts stated in the episode** - S1 says braille is not offered in their extra lessons. ([00:13](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=13) [00:18](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=18)) - S2 says extra lessons run in eighty-minute sessions, for example split into six activities. ([02:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=177) [03:10](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=190)) - S1 states that concessions are legislated within South Africa for all learners. ([04:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=262) [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=262)) - S1 names reader, scribe, both together (heard as 'amnesis'), and extra time as concessions. ([04:39](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=279) [04:53](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=293)) ### Questions this episode answers **Q: Can tutoring centres help children with special needs like ADHD or autism?** A: The expert speaking as S1 says yes: ADHD, autistic, disabled and hard-of-hearing children are helped regularly. There are limits, and braille is not offered. S2 adds that each child is reviewed case by case. ([00:13](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=13) [00:21](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=21) [02:45](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=165)) **Q: Is ADHD considered a special need?** A: S1 says ADHD is not defined as a special need. An educational psychologist gives the definition, and Asperger's, for example, is one. ([00:46](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=46)) **Q: How do I know if a school is right for my child with special needs?** A: S1 says the school will tell you whether it can provide a full-service education. If it cannot cope with the need, it is probably not the right school, and parents should respect that. ([01:39](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=99) [01:50](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=110) [01:56](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=116)) **Q: What if my child is mainstreamed from a special needs school and doesn't cope?** A: S1 says the school's entry assessment should usually establish this. The child's emotional wellbeing matters, and the parent may need to accept that the child should stay in a remedial school. ([02:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=142)) **Q: How do extra lessons help a child who struggles to concentrate?** A: S2 says each eighty-minute session is split into shorter parts, for example six activities. The child grasps one concept before moving on, and the centre's layout is designed to reduce distractions. ([02:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=177) [03:10](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=190) [03:20](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=200)) **Q: What learning tools are used with special needs children in extra lessons?** A: S2 lists audio tools, visual tools such as colourful books, songs and computer activities, and kinesthetic work, such as books that let a child feel what a letter feels like. ([03:36](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=216) [03:46](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=226)) **Q: What is a reader or a scribe in exams?** A: S1 explains these are legislated concessions in South Africa. A reader reads the paper to the learner, a scribe writes for them, and the term heard as 'amnesis' means getting both. ([04:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=262) [04:39](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=279)) **Q: How does my child get exam concessions such as extra time?** A: S1 says the parent must follow the formal concession process. The educational psychologist defines the concession, and proof of need is required in each phase. The tutoring centre can support the review with what it has seen academically. ([03:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=237) [04:09](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=249) [04:53](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=293)) ### Passage: What counts as special needs and choosing a school [00:36–02:10, 313 words] Note (AI): Explains that an educational psychologist defines special needs, how teaching adapts for Asperger's or visual impairment, and why parents should accept a school's view of what it can handle. Presenter, host [00:36](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=36): > What would be classified these days by schools? I mean, would they say this child needs extra lessons because they've got ADHD? I never thought of ADHD as being a special need. Unidentified speaker, speaker, role not identified [00:46](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=46): > It's definitely not defined as a special need. I think most importantly, an educational psychologist will give you a definition, so Asperger's is a form of special need. The child won't make eye contact. You Need to take that into consideration when you're doing a speech. That child is not going to look at the audience, they're going to look down. Then you adapt your teaching style and your learning style for that child. The other one is they struggle to do the spelling or visually impaired, then they have tunnel vision. They can still be in a mainstream school, but they need assistance on the whiteboard or on a piece of paper. Presenter, host [01:25](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=85): > How do you tell when a child is actually able to be mainstreamed? I know that there's a lot of schools where they'll take the kids and put them into the smaller classes where you have one teacher working with a lot fewer children, and then they will mainstream them back into the main school again. Unidentified speaker, speaker, role not identified [01:39](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=99): > I think if you're in a private school, then the concessions for that child is dependent on the school's capability of handling it. And I'm going to use a very straightforward example for you. If you're going to end up in high school and you've got subject choice, and they don't offer science, that might not be the high school for you. If the school can't cope with your special need, Then it's probably not the right school for your child. They will tell you if they can do a full service education for your child or they can't, and respect that. Don't force something on them which they can't cope with. ### Passage: Mainstreaming, eighty-minute sessions and learning tools [02:11–03:53, 323 words] Note (AI): Covers when mainstreaming may not suit a child, how a session is split into short activities for concentration, and the audio, visual and kinesthetic tools used. Presenter, host [02:11](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=131): > But now if you've had a child that's been into a special needs school and is now being mainstreamed again, what happens with that child when they suddenly realize that they're not actually coping? Unidentified speaker, speaker, role not identified [02:21](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=141): > So the, the assessment here right at the beginning when the school takes them in will probably establish that. But the emotional wellbeing of the child is important, and the parent needs to then realize we can't mainstream this child. We'll have to stay in a remedial school environment. Presenter, host [02:37](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=157): > Have you had a case where you've had parents who have come in and said, look, you know, okay, we're mainstreaming the child, but just to give the, a bit of a boost? Unidentified speaker, speaker, role not identified [02:44](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=164): > Yes, definitely. So our programs are geared to help with learning barriers, but we really review it on a case by case. So it really depends on how special the needs are. In terms of concentration, the way in which our extra lessons are conducted is in an eighty-minute session, but then that eighty-minute session is further split into smaller durations, and they will not be doing the same thing for the full eighty minutes. So in that eighty minutes, we do, for example, six activities to ensure that the child is concentrating and understanding that particular concept before moving on to another concept and so on. So that sort of helps with the concentration, as well as the way in which our center is laid out. So the decor is at Are their distractions, so we really, really work on concentration spectrum of the child. Presenter, host [03:32](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=212): > What kind of learning tools do you use with these children? Unidentified speaker, speaker, role not identified [03:36](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=216): > Audio tools, so they need to listen to things. We use visual tools such as colorful books and songs and computer activities, as well as kinesthetic work. For example, if they come in for English, then they would use kinesthetic books to sort of feel what an A feels like. ### Passage: How exam concessions like readers and scribes work [03:54–05:15, 252 words] Note (AI): Sets out the concession process in South Africa: readers, scribes, extra time, the role of the educational psychologist, and the need to apply formally with proof. Presenter, host [03:54](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=234): > So how exactly do you deal with special needs children? Unidentified speaker, speaker, role not identified [03:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=237): > It is up to the parent. We can certainly advise and guide the parent. They would need that, concession process to be followed, so the child gets a reader or a scribe. During the exams or during class tests, and that is very specifically defined by the educational psychologist, we will support the educational psychologist's review in terms of what we've seen academically to child performing. Presenter, host [04:21](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=261): > What is a reader or a scribe? Unidentified speaker, speaker, role not identified [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=262): > Concessions is something that's legislated within South Africa for all learners, and you get qualified to get a specific concession. So, for example, if you're blind, you'll get a concession that you have a reader, somebody reading the paper to you. The same thing will apply in a normal school. If you're struggling to read or have any other visual impairment, for example, Asperger's, you might get a concession for a reader and a scribe. The other term that's used is amnesis. That means you're getting both, a reader and a scribe. Another concession that gets referred to often is extra time. That is also a concession, but again, you have to apply formally through that process and get the actual proof that you need it in each phase. Presenter, host [05:04](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=304): > So, for instance, if you have a child that's got cerebral palsy and has affected their hands and they Right, would you have somebody then writing for that child? Unidentified speaker, speaker, role not identified [05:11](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=311): > Correct. And that, again, the concession would dictate what you get. ### Quotes > "We don't do braille. There are different schools for that." > — Unidentified speaker, speaker, role not identified · [00:18](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=18) > "Then you adapt your teaching style and your learning style for that child." > — Unidentified speaker, speaker, role not identified · [01:07](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=67) > "If the school can't cope with your special need, Then it's probably not the right school for your child." > — Unidentified speaker, speaker, role not identified · [01:56](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=116) > "Don't force something on them which they can't cope with." > — Unidentified speaker, speaker, role not identified · [02:08](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=128) > "But the emotional wellbeing of the child is important," > — Unidentified speaker, speaker, role not identified · [02:27](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=147) > "they will not be doing the same thing for the full eighty minutes." > — Unidentified speaker, speaker, role not identified · [03:07](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=187) > "they would use kinesthetic books to sort of feel what an A feels like." > — Unidentified speaker, speaker, role not identified · [03:49](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=229) > "Concessions is something that's legislated within South Africa for all learners," > — Unidentified speaker, speaker, role not identified · [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=262) > "bring your child in for an assessment, and then we can see if we can align and be the most suitable environment for their needs." > — Unidentified speaker, speaker, role not identified · [05:28](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=328) ### Claims > "In extra lessons, we can definitely cope with special needs, but obviously there are limitations. We don't do braille. There are different schools for that." > — Unidentified speaker, speaker, role not identified · topic: Defining special needs · [00:13](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=13) > "The special needs that you're probably thinking of is ADHD, the autistic children, maybe disabled or hard of hearing, and those type of children we definitely cope with on a regular and a daily basis, so you can bring them along to our centers." > — Unidentified speaker, speaker, role not identified · topic: Defining special needs · [00:21](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=21) > "It's definitely not defined as a special need. I think most importantly, an educational psychologist will give you a definition, so Asperger's is a form of special need." > — Unidentified speaker, speaker, role not identified · topic: Defining special needs · [00:46](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=46) > "The child won't make eye contact. You Need to take that into consideration when you're doing a speech. That child is not going to look at the audience, they're going to look down. Then you adapt your teaching style and your learning style for that child." > — Unidentified speaker, speaker, role not identified · topic: Defining special needs · [00:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=57) > "The other one is they struggle to do the spelling or visually impaired, then they have tunnel vision. They can still be in a mainstream school, but they need assistance on the whiteboard or on a piece of paper." > — Unidentified speaker, speaker, role not identified · topic: Mainstreaming and remedial schooling · [01:11](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=71) > "I know that there's a lot of schools where they'll take the kids and put them into the smaller classes where you have one teacher working with a lot fewer children, and then they will mainstream them back into the main school again." > — Presenter, host · topic: Mainstreaming and remedial schooling · [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=88) > "I think if you're in a private school, then the concessions for that child is dependent on the school's capability of handling it." > — Unidentified speaker, speaker, role not identified · topic: Choosing the right school · [01:39](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=99) > "If you're going to end up in high school and you've got subject choice, and they don't offer science, that might not be the high school for you." > — Unidentified speaker, speaker, role not identified · topic: Choosing the right school · [01:50](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=110) > "If the school can't cope with your special need, Then it's probably not the right school for your child. They will tell you if they can do a full service education for your child or they can't, and respect that. Don't force something on them which they can't cope with." > — Unidentified speaker, speaker, role not identified · topic: Choosing the right school · [01:56](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=116) > "the assessment here right at the beginning when the school takes them in will probably establish that. But the emotional wellbeing of the child is important, and the parent needs to then realize we can't mainstream this child. We'll have to stay in a remedial school environment." > — Unidentified speaker, speaker, role not identified · topic: Mainstreaming and remedial schooling · [02:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=142) > "So our programs are geared to help with learning barriers, but we really review it on a case by case. So it really depends on how special the needs are." > — Unidentified speaker, speaker, role not identified · topic: Concentration in extra lessons · [02:45](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=165) > "the way in which our extra lessons are conducted is in an eighty-minute session, but then that eighty-minute session is further split into smaller durations, and they will not be doing the same thing for the full eighty minutes." > — Unidentified speaker, speaker, role not identified · topic: Concentration in extra lessons · [02:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=177) > "So in that eighty minutes, we do, for example, six activities to ensure that the child is concentrating and understanding that particular concept before moving on to another concept and so on." > — Unidentified speaker, speaker, role not identified · topic: Concentration in extra lessons · [03:10](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=190) > "So that sort of helps with the concentration, as well as the way in which our center is laid out. So the decor is at Are their distractions, so we really, really work on concentration spectrum of the child." > — Unidentified speaker, speaker, role not identified · topic: Concentration in extra lessons · [03:20](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=200) > "Audio tools, so they need to listen to things. We use visual tools such as colorful books and songs and computer activities, as well as kinesthetic work." > — Unidentified speaker, speaker, role not identified · topic: Multi-sensory learning tools · [03:36](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=216) > "For example, if they come in for English, then they would use kinesthetic books to sort of feel what an A feels like." > — Unidentified speaker, speaker, role not identified · topic: Multi-sensory learning tools · [03:46](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=226) > "It is up to the parent. We can certainly advise and guide the parent. They would need that, concession process to be followed, so the child gets a reader or a scribe." > — Unidentified speaker, speaker, role not identified · topic: Exam concessions · [03:57](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=237) > "During the exams or during class tests, and that is very specifically defined by the educational psychologist, we will support the educational psychologist's review in terms of what we've seen academically to child performing." > — Unidentified speaker, speaker, role not identified · topic: Exam concessions · [04:09](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=249) > "Concessions is something that's legislated within South Africa for all learners, and you get qualified to get a specific concession. So, for example, if you're blind, you'll get a concession that you have a reader, somebody reading the paper to you." > — Unidentified speaker, speaker, role not identified · topic: Exam concessions · [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=262) > "If you're struggling to read or have any other visual impairment, for example, Asperger's, you might get a concession for a reader and a scribe. The other term that's used is amnesis. That means you're getting both, a reader and a scribe." > — Unidentified speaker, speaker, role not identified · topic: Exam concessions · [04:39](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=279) > "Another concession that gets referred to often is extra time. That is also a concession, but again, you have to apply formally through that process and get the actual proof that you need it in each phase." > — Unidentified speaker, speaker, role not identified · topic: Exam concessions · [04:53](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=293) > "So there are special needs, and there are special needs. Some of them you can handle, and some of them need to go to a different kind of remediation." > — Presenter, host · topic: Mainstreaming and remedial schooling · [05:15](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=315) > "We are geared to help with most of the special needs. It is a case-by-case system, but bring your child in for an assessment, and then we can see if we can align and be the most suitable environment for their needs." > — Unidentified speaker, speaker, role not identified · topic: Defining special needs · [05:23](https://dl.iono.fm/epi/prov_1036/epi_1152835_high.mp3#t=323) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. Are extra lessons available for children with disabilities and special needs? Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment. Book your FREE assessment now · Book your FREE assessment now ## #07 CAPS, IEB, NSC, Cambridge - What do they all actually mean? - Page: https://context.kiplessons.co.za/episodes/007-caps-ieb-nsc-cambridge-what-do/ - Date: 2022-02-06 (as at 2022-02-06) - Guest: Paul, Vishani - Themes: CAPS versus IEB, Cambridge and homeschooling, Value of the matric certificate, Skills-based extra lessons, Maths teaching methodologies, Advice for parents - Episode: https://iono.fm/e/1152834 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3 ### About the guest: Vishani (Guest details come from the published episode notes or the guest's own words.) ### About the guest: Paul (Guest details come from the published episode notes or the guest's own words.) ### Episode analysis (AI, drawn only from this episode; each point cites its moment) The presenter, a parent, asks two experts, Paul and Vishani (each a Kip McGrath centre owner at the time of recording), to untangle South African education acronyms. They explain that IEB schools still follow CAPS, that Cambridge is an international curriculum leading to O, AS and A levels, and that IEB and DBE matric certificates hold the same weight. They argue that skills-based supplementary lessons can help children from any curriculum. They also discuss differing maths teaching methods and advise parents to teach the way the child learns at school. **Key ideas** - Paul states that IEB schools still follow CAPS, the curriculum legislated for all South African schools, government or private. ([00:51](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=51) [01:06](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=66) [08:04](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=484)) - Paul says private schools may approach CAPS content in any order over a three-year phase, so Vishani advises against switching schools mid-phase. ([00:40](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=40) [01:18](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=78) [02:07](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=127)) - Paul explains Cambridge is an international curriculum leading to O, AS or A levels rather than a traditional matric, not monitored by a South African body. ([02:32](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=152) [02:42](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=162) [02:54](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=174)) - Paul argues the matric certificate from IEB or DBE holds the same weight; private schools mainly offer smaller classes and extra attention. ([04:27](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=267) [04:37](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=277) [04:48](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=288)) - Vishani says their lessons are skills-based and supplementary, adding to concepts the child did not understand rather than covering the syllabus. ([03:09](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=189) [03:20](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=200) [03:36](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=216)) - Paul and Vishani say maths methodologies differ between schools, such as Brombach and Singapore maths, but the maths itself is the same. ([05:15](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=315) [05:47](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=347) [05:59](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=359) [06:08](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=368)) - Paul suggests different children prefer different methods, such as the soldier method or expanded notation, and the method that works best should be used. ([06:36](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=396) [06:55](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=415)) **Lessons** - Vishani advises keeping a child at one school for a whole phase, since schools order CAPS content differently and changes can cause confusion. ([02:07](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=127)) - Vishani advises parents not to teach the methods they used, but to find out the school's methodology and teach it that way. ([07:18](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=438) [07:37](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=457)) - Paul says choosing the right homeschool provider determines whether a child gets an international or a South African CAPS-recognised qualification. ([03:49](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=229) [04:04](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=244)) - According to Paul, a struggle with a subject is a skills problem that follows the child to any school, which is where skills-based help comes in. ([04:52](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=292) [05:03](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=303)) **Who it's for:** South African parents confused by CAPS, IEB, NSC, DBE and Cambridge, those considering a school change or homeschooling, and parents struggling to help with maths homework. The next step for a parent is to book a free assessment at one of the ten Kip McGrath centres on kiplessons.co.za. **Facts stated in the episode** - Paul states CAPS is legislated for all South African schools, government or private. ([00:51](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=51)) - Paul says private schools may order CAPS content over a three-year phase cycle. ([01:18](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=78)) - Cambridge leads to O level, AS level or A level, with A level the highest, according to Paul. ([02:42](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=162)) - Paul names the Brombach methodology, used by the Kira group of schools, and Singapore maths. ([05:59](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=359)) - Paul says homeschool providers such as Impact follow the CAPS curriculum. ([03:49](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=229)) ### Questions this episode answers **Q: What is the difference between CAPS and IEB?** A: Paul explains that CAPS is the curriculum legislated for all South African schools, and IEB is an independent examination board for private schools that still follows CAPS, though private schools may order the content differently over a three-year phase. ([00:51](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=51) [01:06](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=66) [01:18](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=78)) **Q: Is it a bad idea to move my child from a CAPS government school to an IEB school in Grade 10?** A: Vishani says keeping the child at one school is advisable, because each school decides the order of CAPS content and big changes mid-term or mid-year may cause confusion. ([02:07](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=127)) **Q: Does the Cambridge curriculum give my child a South African matric?** A: Paul says no: Cambridge is international and leads to an O level, AS level or A level, not a traditional matric certificate, and is not monitored by a South African oversight body. ([02:32](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=152) [02:42](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=162) [02:54](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=174)) **Q: Is an IEB matric worth more than a government DBE matric?** A: Paul says matric written through the IEB or the DBE holds the same weight; private schools may offer smaller classes and extra attention, but the certificate's value is identical. ([04:27](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=267) [04:37](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=277)) **Q: Can extra lessons help if my child is at an IEB school, homeschooled or doing Cambridge?** A: Vishani and Paul say yes: the approach is skills-based and supplementary, every child does the same initial assessment, and an individualised programme is tailored from it. ([00:40](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=40) [03:09](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=189) [03:36](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=216) [07:50](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=470)) **Q: Why do schools teach long division differently from how I learned it?** A: Paul says private school groups use different methodologies, such as Brombach and Singapore maths, and children have different learning styles, but the maths is the same. ([05:47](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=347) [05:59](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=359) [06:08](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=368) [06:36](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=396)) **Q: How should I help my child with maths homework if the method is different?** A: Vishani advises not confusing the child with the methods you used, and instead figuring out the school's methodology and teaching it that way. ([07:18](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=438) [07:37](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=457)) **Q: Do homeschooling providers follow CAPS?** A: Paul says providers such as Impact and others follow CAPS, and only Cambridge homeschool curricula follow Cambridge. ([03:49](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=229)) ### Passage: CAPS versus IEB and changing schools mid-phase [00:40–02:21, 311 words] Note (AI): Explains that IEB follows CAPS, how private schools may reorder content over a three-year phase, and why switching schools mid-phase can cause confusion. Paul, guest [00:40](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=40): > Absolutely, we are able to help all types of student because the educational center is a skills-based system. There's very, very important correction I need to make here for you, is the IEB still follows the CAPS curriculum. The CAPS curriculum is what is legislated by South Africa for all South African schools to follow, be it a government school or a private school. Presenter, host [01:03](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=63): > So what is the difference between CAPS and IEB then? Paul, guest [01:06](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=66): > IEB is a independent examination board. Which looks after the private schools and makes sure that they do the private school CAPS education. They can choose any order that they approach that CAPS curriculum in over a three-year phase cycle. Government school will only do what is required in grade four in that same year. You're going to be either at a private school doing CAPS or you're at a government school doing CAPS. Presenter, host [01:34](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=94): > So, Vishani, then the thing is that if I've got a child who's in grade ten and I'm taking them out of the school which is following the CAPS system, okay, and then I want to go and put them into a private school or another school which is doing IEB, it might actually be problematic because the new school doing the IEB may be actually doing something that they did the year before, and then they're going to miss out on a whole bunch of stuff. So does it follow that it's better to keep the kids At one school doing one system for the whole three years, say from grade ten to grade twelve. Vishani, guest [02:07](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=127): > That is advisable, because CAPS is given to the school, but the order in which they do it is really up to them. So making those big changes in a particular term or a particular year might not be the best thing and might cause some confusion. ### Passage: Cambridge, homeschooling and how skills-based help fits [02:22–04:14, 344 words] Note (AI): Sets out what a Cambridge qualification is, which homeschool providers follow CAPS, and why supplementary skills-based lessons work across curricula. Presenter, host [02:22](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=142): > What is the difference between IEB, CAPS, Cambridge? I mean, I, I know that a lot of the homeschooling systems are using Cambridge. It's not something that's usually in the schools in South Africa, is it? Paul, guest [02:32](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=152): > Correct. So Cambridge is not a South African curriculum. It's an international curriculum. It's used in a lot of countries across the world. However, it is, at the end of the day, you're not going to walk out with a traditional matric certificate. You're walking out with what they call an O-level, an AS level, or even an A level, which the A level being the highest of them all. It's not the CAPS curriculum. It's not South African. It's not being monitored by a South African Oversight body. Presenter, host [03:02](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=182): > So if somebody turns around and says to you, well, which system do you use and why is it better than the others? I mean, what, what, what would the answer be to that? Vishani, guest [03:09](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=189): > We're skills-based. We do not cover the syllabus, as we expect the child to cover the syllabus in their five-day school week, and when they come to us, we are supplementary. So we're more adding to the skills and the concepts that they did not understand or the areas that they are struggling with. So we still fall under the umbrella, whether it is CAPS, whether they're following the IEB or the GDE or homeschooling, we still fall under one umbrella, and that is how we are able to tackle what different kids from different schools, whether they're following different curricula, because we're skills-based, and a triangle is a triangle, no matter which school you're in. Paul, guest [03:48](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=228): > You mentioned the word homeschooling. One of the biggest providers is Impact, Rainline, there's a few homeschool providers. Those all follow the CAPS curriculum. It's only Cambridge homeschool curriculum, which follows the Cambridge curriculum. And there again, there would probably be multiple providers in that space as well. So picking the right provider will still give you either an internationally recognized qualification or a South African CAPS recognized qualification. ### Passage: Matric certificate value and skills across schools [04:15–05:36, 275 words] Note (AI): States that IEB and DBE matric carry the same weight, and describes teaching the child's school methodology one-on-one to avoid confusion. Presenter, host [04:15](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=255): > Regardless of whether your child is at a government school or a private school, they're still going to be doing the same work, just maybe not in the same order at the particular year. Paul, guest [04:25](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=265): > In that particular phase. So yes, you're dead right. At the end of the day, the metric written by the Independent Examination Board or written by DBE, Department of Education, will hold the same weight. The benefit, obviously, of having a private school, you've got smaller classes during your schooling career and during the schooling process, and they might do some enhanced work there or some extra attention, but at the end of the day, the value of that certificate is identical. Presenter, host [04:52](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=292): > So they all have to get through the same work, regardless of what school they go to, and if they're having a problem with it, they'd be having a problem at another school as well, which is where you guys come in. Paul, guest [05:01](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=301): > As we highlighted, skills-based, at the end of the day, math still becomes maths, doesn't matter which school you're going to. English is still English, doesn't matter which school you're going to. You're going to have to learn how to do that skill properly so that you can pass the year. Vishani, guest [05:15](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=315): > In terms of maths, there's thousands of different methodologies, but we need to work one-on-one with that specific child on the methodology that they are using at their school and ensure that we are teaching that particular methodology as to not confuse them. So that is how we work around all the differences, but fundamentally, a skill is a skill and a concept is a concept. ### Passage: Different maths methodologies and how parents should help [05:36–07:43, 420 words] Note (AI): Covers Brombach and Singapore maths, why methods change, and practical advice for parents not to confuse children with older methods. Presenter, host [05:36](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=336): > So now I believe that within the IEB, there are different teaching methodologies as well, especially when it comes to maths. Can you expand upon that a little bit? Paul, guest [05:47](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=347): > One of the things that some of the private school groups have done is they've applied different teaching methodologies which have been either well-researched over the years or recently developed for new age teaching. One of the more popular ones is the Brombach methodology, which the Kira group of schools is using, and Singapore maths is another one that's been used. The maths is still the same. It's the teaching methodologies, how the child approaches the problem-solving technique or the long division technique or the short division technique, it's still maths. Presenter, host [06:20](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=380): > This is an interesting thing because my children would come to me and say, no, but mom, you're doing it wrong when it comes to long division. And I'm like, well, it always worked perfectly for me when I was younger. Why do these things change so much? Surely if something works, they shouldn't change it. Paul, guest [06:34](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=394): > There are different learning styles for every student. A typical boy will enjoy what we refer to as the soldier method, where they put the numbers on top of each other and then they add up the place values, where girls, and I'm generalizing here, will enjoy the expanded notation methodology. You just particularly want to use one, but your child might not. So we've got to make sure we know both of them, and the teaching methodology is exactly that. Whatever works best for your child is the one that you need to use. Presenter, host [07:03](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=423): > Well, it has made it a little bit more difficult for me trying to actually get children through school when they've changed everything so much, and I can't help them. They're talking about factorization, and as you said, expanded what. So those are all the things that come into it that I think you need to train the parents, let alone just the children. Vishani, guest [07:18](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=438): > The best as a parent is to not confuse them with the methodologies that you used to use, because it then causes some sort of frustration, and I mean, just as much as English, you know, parents try to teach phonics, and they teach it the way they know it, and the way the child is learning it is a completely different one. So the best is to figure out the methodology they're using and teach it the way they are learning it at school. ### Quotes > "it's a minefield of letters and wonderment for parents who are trying to find out what schools are doing what curriculum" > — Presenter, host · [00:15](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=15) > "a triangle is a triangle, no matter which school you're in." > — Vishani, guest · [03:44](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=224) > "at the end of the day, the value of that certificate is identical." > — Paul, guest · [04:48](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=288) > "math still becomes maths, doesn't matter which school you're going to." > — Paul, guest · [05:03](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=303) > "fundamentally, a skill is a skill and a concept is a concept." > — Vishani, guest · [05:32](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=332) > "The maths is still the same. It's the teaching methodologies, how the child approaches the problem-solving technique or the long division technique or the short division technique, it's still maths." > — Paul, guest · [06:08](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=368) > "Whatever works best for your child is the one that you need to use." > — Paul, guest · [07:00](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=420) > "So a spade is a spade, or in this case, maths is maths." > — Presenter, host · [08:16](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=496) ### Claims > "Absolutely, we are able to help all types of student because the educational center is a skills-based system." > — Paul, guest · topic: Skills-based extra lessons · [00:40](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=40) > "is the IEB still follows the CAPS curriculum. The CAPS curriculum is what is legislated by South Africa for all South African schools to follow, be it a government school or a private school." > — Paul, guest · topic: CAPS versus IEB · [00:51](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=51) > "IEB is a independent examination board. Which looks after the private schools and makes sure that they do the private school CAPS education." > — Paul, guest · topic: CAPS versus IEB · [01:06](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=66) > "They can choose any order that they approach that CAPS curriculum in over a three-year phase cycle. Government school will only do what is required in grade four in that same year." > — Paul, guest · topic: CAPS versus IEB · [01:18](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=78) > "That is advisable, because CAPS is given to the school, but the order in which they do it is really up to them. So making those big changes in a particular term or a particular year might not be the best thing and might cause some confusion." > — Vishani, guest · topic: Advice for parents · [02:07](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=127) > "So Cambridge is not a South African curriculum. It's an international curriculum. It's used in a lot of countries across the world." > — Paul, guest · topic: Cambridge and homeschooling · [02:32](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=152) > "you're not going to walk out with a traditional matric certificate. You're walking out with what they call an O-level, an AS level, or even an A level, which the A level being the highest of them all." > — Paul, guest · topic: Cambridge and homeschooling · [02:42](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=162) > "It's not the CAPS curriculum. It's not South African. It's not being monitored by a South African Oversight body." > — Paul, guest · topic: Cambridge and homeschooling · [02:54](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=174) > "We're skills-based. We do not cover the syllabus, as we expect the child to cover the syllabus in their five-day school week, and when they come to us, we are supplementary." > — Vishani, guest · topic: Skills-based extra lessons · [03:09](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=189) > "So we're more adding to the skills and the concepts that they did not understand or the areas that they are struggling with." > — Vishani, guest · topic: Skills-based extra lessons · [03:20](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=200) > "that is how we are able to tackle what different kids from different schools, whether they're following different curricula, because we're skills-based, and a triangle is a triangle, no matter which school you're in." > — Vishani, guest · topic: Skills-based extra lessons · [03:36](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=216) > "One of the biggest providers is Impact, Rainline, there's a few homeschool providers. Those all follow the CAPS curriculum. It's only Cambridge homeschool curriculum, which follows the Cambridge curriculum." > — Paul, guest · topic: Cambridge and homeschooling · [03:49](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=229) > "So picking the right provider will still give you either an internationally recognized qualification or a South African CAPS recognized qualification." > — Paul, guest · topic: Cambridge and homeschooling · [04:04](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=244) > "At the end of the day, the metric written by the Independent Examination Board or written by DBE, Department of Education, will hold the same weight." > — Paul, guest · topic: Value of the matric certificate · [04:27](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=267) > "The benefit, obviously, of having a private school, you've got smaller classes during your schooling career and during the schooling process, and they might do some enhanced work there or some extra attention, but at the end of the day, the value of that certificate is identical." > — Paul, guest · topic: Value of the matric certificate · [04:37](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=277) > "So they all have to get through the same work, regardless of what school they go to, and if they're having a problem with it, they'd be having a problem at another school as well," > — Presenter, host · topic: Skills-based extra lessons · [04:52](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=292) > "math still becomes maths, doesn't matter which school you're going to. English is still English, doesn't matter which school you're going to. You're going to have to learn how to do that skill properly so that you can pass the year." > — Paul, guest · topic: Skills-based extra lessons · [05:03](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=303) > "In terms of maths, there's thousands of different methodologies, but we need to work one-on-one with that specific child on the methodology that they are using at their school and ensure that we are teaching that particular methodology as to not confuse them." > — Vishani, guest · topic: Maths teaching methodologies · [05:15](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=315) > "One of the things that some of the private school groups have done is they've applied different teaching methodologies which have been either well-researched over the years or recently developed for new age teaching." > — Paul, guest · topic: Maths teaching methodologies · [05:47](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=347) > "One of the more popular ones is the Brombach methodology, which the Kira group of schools is using, and Singapore maths is another one that's been used." > — Paul, guest · topic: Maths teaching methodologies · [05:59](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=359) > "my children would come to me and say, no, but mom, you're doing it wrong when it comes to long division. And I'm like, well, it always worked perfectly for me when I was younger." > — Presenter, host · topic: Maths teaching methodologies · [06:21](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=381) > "A typical boy will enjoy what we refer to as the soldier method, where they put the numbers on top of each other and then they add up the place values, where girls, and I'm generalizing here, will enjoy the expanded notation methodology." > — Paul, guest · topic: Maths teaching methodologies · [06:36](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=396) > "So we've got to make sure we know both of them, and the teaching methodology is exactly that. Whatever works best for your child is the one that you need to use." > — Paul, guest · topic: Maths teaching methodologies · [06:55](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=415) > "The best as a parent is to not confuse them with the methodologies that you used to use, because it then causes some sort of frustration," > — Vishani, guest · topic: Advice for parents · [07:18](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=438) > "So the best is to figure out the methodology they're using and teach it the way they are learning it at school." > — Vishani, guest · topic: Advice for parents · [07:37](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=457) > "So they would come in and do the exact same test that everyone else would do, the initial assessment. They would then use that to tailor an individualized program for them," > — Vishani, guest · topic: Skills-based extra lessons · [07:50](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=470) > "If you are at a South African educational institute, you are following CAPS. So whether it's IB, GDE, or homeschooling, or impact, you are following the CAPS system." > — Vishani, guest · topic: CAPS versus IEB · [08:04](https://dl.iono.fm/epi/prov_1036/epi_1152834_high.mp3#t=484) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. IEB, CAPS, NSC, DBE, home schooling.... Help! What do these all mean? Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment. Book your FREE assessment now · Book your FREE assessment now ## #06 Afrikaans - Why are they STILL learning this? - Page: https://context.kiplessons.co.za/episodes/006-afrikaans-why-are-they-still-learning/ - Date: 2022-02-06 (as at 2022-02-06) - Themes: Why learn Afrikaans, Second language and brain development, Afrikaans versus Zulu resources, Extra Afrikaans lessons, Immigrant Afrikaans rules - Episode: https://iono.fm/e/1152833 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3 ### Episode analysis (AI, drawn only from this episode; each point cites its moment) The presenter asks as a parent why South African children still learn Afrikaans. Two experts answer. One says learning a second language matters for brain development. The other says Afrikaans is used because teachers and academic material are widely available, while both are scarce for Zulu. The experts describe extra Afrikaans lessons that start from the basics. They also explain the five-year window and 'immigrant Afrikaans' for children who arrive from other countries. **Key ideas** - One expert argues that learning a second language matters for brain development and for other skills that come with it. ([00:12](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=12) [00:12](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=12)) - Another expert says any language could serve. Afrikaans is used because teachers and academic material are widely available, while both are scarce for Zulu. ([00:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=28) [00:41](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=41)) - The host suggests Afrikaans is one of the easier second languages. An expert agrees, calling it well-established and easy for a child to learn. ([00:43](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=43) [00:47](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=47) [00:48](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=48)) - An expert says children who have never done Afrikaans start from the basics and move gradually through the grades. ([01:08](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=68)) - An expert explains that immigrants get a five-year window and a lower standard called immigrant Afrikaans. After that, mainstream Afrikaans second language is required. ([01:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=88) [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=88) [01:38](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=98)) **Lessons** - According to one expert, the choice of Afrikaans over Zulu comes down to how many teachers and how much material are available, not to the language itself. ([00:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=28)) - An expert says children with no Afrikaans background can still catch up by starting from the basics and progressing grade by grade. ([01:08](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=68)) - Parents of immigrant children should know that, according to an expert, immigrant Afrikaans lasts only five years before mainstream Afrikaans second language is required. ([01:38](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=98)) **Who it's for:** Parents in South Africa who wonder why their children must learn Afrikaans, including parents of children who have never done Afrikaans or who arrived from another country. The next step for a parent is to book a free assessment at one of the ten Kip McGrath centres on kiplessons.co.za. **Facts stated in the episode** - An expert says immigrants have a five-year window to learn a second language in the South African school system. ([01:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=88)) - A lower standard called immigrant Afrikaans exists; after five years, mainstream Afrikaans second language is required, according to an expert. ([01:38](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=98)) ### Questions this episode answers **Q: Why do South African kids have to learn a second language at all?** A: One expert says learning a second language is important for brain development and for many other skills that come with it. ([00:12](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=12)) **Q: Why do schools teach Afrikaans instead of Zulu?** A: An expert says it could be any language. Afrikaans simply has more teachers and widely available academic material, while teachers and material for Zulu are scarce. ([00:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=28)) **Q: Is Afrikaans hard to learn as a second language?** A: The host thinks it is one of the easier languages. An expert agrees, saying it is well-established and very easy for a child to learn as a second language. ([00:43](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=43) [00:47](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=47)) **Q: Can a child who has never spoken Afrikaans get extra lessons?** A: Yes, according to an expert. Such children start from the basics and move gradually through the grades. ([01:08](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=68)) **Q: What happens if my child moved to South Africa and has never learned Afrikaans or Zulu?** A: An expert explains there is a five-year window and a lower standard called immigrant Afrikaans. After five years, the child must do mainstream Afrikaans second language. ([00:56](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=56) [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=88) [01:38](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=98)) ### Passage: Why schools still teach Afrikaans rather than Zulu [00:00–00:53, 159 words] Note (AI): Covers the parent's core question and the experts' reasons: brain development, plentiful teachers and materials, and Afrikaans being an easier second language. Presenter, host [00:00](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=0): > One of the questions I found myself asking during my children's school career, and I'm sure that many other parents have been asking the same question too, is why are our children still learning Afrikaans? Unidentified speaker, guest [00:12](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=12): > It is important to learn how to learn a second language for brain development and for numerous amount of other skills that come with learning a second language. Presenter, host [00:22](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=22): > But why Afrikaans specifically? I would have thought that, you know, bringing something like Zulu in would have been a better idea. Unidentified speaker, guest [00:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=28): > It could be any other language. There are just more resources available for Afrikaans. There are lots of teachers. The material, the academic material is widely available, where in Zulu, your teachers are scarce and the material is scarce. Presenter, host [00:43](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=43): > I think that Afrikaans is one of the easier languages to learn as a second language. Unidentified speaker, guest [00:47](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=47): > Absolutely. It is a well-established language and becomes very easy for a child to learn as a second language. ### Passage: Extra Afrikaans lessons and the immigrant five-year window [00:56–01:49, 176 words] Note (AI): Explains support for children who are new to Afrikaans, including children from other countries, and the five-year rule before mainstream Afrikaans second language applies. Presenter, host [00:56](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=56): > I know that you do extra English and extra maths lessons. Do you do extra Afrikaans as well? Unidentified speaker, guest [01:01](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=61): > We do provide extra Afrikaans. Presenter, host [01:03](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=63): > All the way up to grade twelve, right from the beginning, for kids who have never spoken Afrikaans before in their lives? Unidentified speaker, guest [01:08](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=68): > We have kids who come in, they've never done Afrikaans at all before, and we have to start from the basics and then move gradually through the grades. Presenter, host [01:17](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=77): > Okay, so what happens if you have a child that has come from another country who's now going to high school and hasn't done any other language that's available here in South Africa, for instance, either Zulu or Afrikaans? Unidentified speaker, guest [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=88): > There's a five-year window for an immigrant to learn a second language in the South African school system. Obviously, schools providing Afrikaans will then require Afrikaans as their second language, but there is a lower standard, which is referred to as immigrant Afrikaans, which we can also provide, but after five years, that child is required then to do the mainstream Afrikaans second language. ### Quotes > "It is important to learn how to learn a second language for brain development" > — Unidentified speaker, guest · [00:12](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=12) > "your teachers are scarce and the material is scarce." > — Unidentified speaker, guest · [00:41](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=41) > "It is a well-established language and becomes very easy for a child to learn as a second language." > — Unidentified speaker, guest · [00:48](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=48) > "There's a five-year window for an immigrant to learn a second language in the South African school system." > — Unidentified speaker, guest · [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=88) > "learning a language is the best way of getting your brain Working," > — Presenter, host · [01:54](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=114) ### Claims > "It is important to learn how to learn a second language for brain development and for numerous amount of other skills that come with learning a second language." > — Unidentified speaker, guest · topic: Second language and brain development · [00:12](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=12) > "I would have thought that, you know, bringing something like Zulu in would have been a better idea." > — Presenter, host · topic: Afrikaans versus Zulu resources · [00:23](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=23) > "It could be any other language. There are just more resources available for Afrikaans. There are lots of teachers. The material, the academic material is widely available, where in Zulu, your teachers are scarce and the material is scarce." > — Unidentified speaker, guest · topic: Afrikaans versus Zulu resources · [00:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=28) > "I think that Afrikaans is one of the easier languages to learn as a second language." > — Presenter, host · topic: Why learn Afrikaans · [00:43](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=43) > "Absolutely. It is a well-established language and becomes very easy for a child to learn as a second language." > — Unidentified speaker, guest · topic: Why learn Afrikaans · [00:47](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=47) > "We have kids who come in, they've never done Afrikaans at all before, and we have to start from the basics and then move gradually through the grades." > — Unidentified speaker, guest · topic: Extra Afrikaans lessons · [01:08](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=68) > "There's a five-year window for an immigrant to learn a second language in the South African school system." > — Unidentified speaker, guest · topic: Immigrant Afrikaans rules · [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=88) > "but there is a lower standard, which is referred to as immigrant Afrikaans, which we can also provide, but after five years, that child is required then to do the mainstream Afrikaans second language." > — Unidentified speaker, guest · topic: Immigrant Afrikaans rules · [01:38](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=98) > "If your child needs some help with another language, and trust me, learning a language is the best way of getting your brain Working, get them in for an assessment." > — Presenter, host · topic: Second language and brain development · [01:50](https://dl.iono.fm/epi/prov_1036/epi_1152833_high.mp3#t=110) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. The importance of learning a second language and why we STILL do Afrikaans. Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment. Book your FREE assessment now · Book your FREE assessment now ## #05 Maths and English - Personalised tutoring - Page: https://context.kiplessons.co.za/episodes/005-maths-and-english-personalised-tutoring/ - Date: 2022-02-06 (as at 2022-02-06) - Guest: Vishani, Paul - Themes: English reading programmes, Maths mastery approach, Personalised small classes, Computers as learning aid, Written work and structure, Homework purpose - Episode: https://iono.fm/e/1152832 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3 ### About the guest: Vishani - Kip McGrath In their own words: > "Kip McGrath has been doing this for forty years to put a child in a non-competitive environment where they're not doing the same thing as their peers, and they're on their own personalized, specialized program. It drives them to focus on what they're working on." [05:50](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=350) (Guest details come from the published episode notes or the guest's own words.) ### About the guest: Paul (Guest details come from the published episode notes or the guest's own words.) ### Episode analysis (AI, drawn only from this episode; each point cites its moment) The presenter asks what happens after a child is dropped off for extra lessons. Vishani, a Kip McGrath centre owner at the time of recording, describes the English programmes: school readiness, reading and English junior and senior. She also explains how an 80-minute class of up to six children is split into computer work, written work and one-on-one 'me time'. Paul, also a Kip McGrath centre owner at the time of recording, explains that maths classes have the same structure and use a mastery threshold. Both experts discuss using computers as an aid rather than a replacement for the tutor, why written structure matters, and how short homework reinforces skills already taught. **Key ideas** - Vishani explains that an initial assessment of reading, spelling and comprehension decides which programme each child is placed on. ([00:11](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=11) [00:11](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=11)) - Vishani describes a sequence of English programmes: school readiness, pre-early and early reading, final reading, then English junior and senior. ([00:11](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=11) [00:24](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=24) [00:43](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=43) [01:06](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=66) [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=88)) - According to Vishani, a class has at most six children, each on a different personalised programme. The 80-minute session mixes computer work, written work and one-on-one me time. ([01:54](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=114) [02:00](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=120) [02:51](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=171) [03:04](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=184) [03:12](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=192)) - Paul says maths uses a mastery approach: children practise foundations and only move to the next skill set after reaching about a 75 percent average. ([03:21](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=201) [04:10](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=250) [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=262) [04:30](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=270)) - Paul and Vishani both present computers as an aid that does not replace the tutor. Vishani adds that tutors stay hands-on during computer activities. ([05:19](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=319) [06:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=382) [06:36](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=396) [06:39](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=399) [06:49](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=409)) - Vishani argues that written work is the most critical part of the programme, because children are assessed on paper and both subjects depend on structure. ([02:34](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=154) [07:04](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=424) [07:17](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=437) [07:21](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=441)) - Both experts describe homework as short reinforcement of a skill already taught, not punishment and not a way of teaching new skills. ([07:24](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=444) [07:32](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=452) [07:32](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=452) [08:03](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=483) [08:28](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=508) [08:31](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=511)) **Structure of an 80-minute extra lesson** ([00:11](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=11) [01:54](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=114) [02:00](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=120) [02:13](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=133) [02:34](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=154) [02:51](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=171) [07:32](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=452)) 1. An initial assessment determines which programme the child is placed on. 2. Computer work reassesses the child and provides stimulating practice. 3. Written work on paper focuses on format, structure and presentation. 4. Me time gives one-on-one time with the tutor on what the child struggles with. 5. Short homework checks independent ability; it is marked and corrected at the next lesson. **Lessons** - Vishani says placement follows an assessment, so a child starts at a level matched to their reading, spelling and comprehension. ([00:11](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=11)) - Paul argues that skills should be mastered before moving on, with practice of the foundations and reteaching when answers are wrong. ([04:10](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=250) [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=262) [05:08](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=308)) - Paul advises that homework should be work the child can already do, so that it motivates rather than demotivates. ([08:28](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=508) [08:37](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=517)) - Vishani stresses that how answers are set out on paper matters, because that is how children are assessed. ([02:34](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=154) [07:04](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=424)) - Paul presents technology as useful when it supports the teacher, not when it replaces them. ([06:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=382) [06:36](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=396)) **Who it's for:** Parents deciding on extra lessons in Maths or English who want to know what happens in a session, how personalised it is, and what homework to expect. The next step for a parent is to book a free assessment at one of the ten Kip McGrath centres featured on kiplessons.co.za. **Facts stated in the episode** - Vishani says the maximum class size is six children. ([02:00](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=120)) - Vishani says a session is eighty minutes, split into roughly six activities. ([02:00](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=120)) - Paul says children must reach about a seventy-five percent average before moving to the next skill set. ([04:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=262)) - Vishani states that Kip McGrath has been doing this for forty years. ([05:50](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=350) [05:50](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=350)) ### Questions this episode answers **Q: What English programmes do Kip McGrath extra lessons offer?** A: Vishani lists school readiness for grade noughts, pre-early and early reading (phonics, sounds, blends, motor development), and final reading (sight words, spelling, comprehension). English junior and senior then cover language, comprehension, vocabulary, spelling, several kinds of writing, speech delivery and literature. ([00:24](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=24) [00:43](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=43) [01:06](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=66) [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=88)) **Q: How many children are in an extra lessons class and how long is it?** A: Vishani says the maximum is six children in an eighty-minute session, broken into roughly six activities. ([02:00](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=120)) **Q: What happens during an extra lessons session?** A: According to Vishani, children do computer work, written work and 'me time', which is one-on-one time with the tutor. Each of the six children is on a different personalised programme. ([01:54](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=114) [02:00](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=120) [02:51](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=171) [03:04](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=184)) **Q: How do maths extra lessons work?** A: Paul says the class is structured almost the same as English: arithmetic and problem-solving, with lots of practice. Children only move on once they reach about a 75 percent average on a skill set. ([03:37](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=217) [04:10](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=250) [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=262)) **Q: Can my child get individual attention in a small group lesson?** A: Paul explains that the tutor teaches a child for a minute or two, then the child practises independently while the tutor moves to the next child. The tutor reteaches if answers are wrong. ([04:50](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=290) [05:08](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=308)) **Q: Will my child just sit on a computer the whole lesson?** A: No. Vishani says tutors are very hands-on and engage with the child even during computer activities. Paul says computers assist learning but do not replace the teacher. ([06:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=382) [06:36](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=396) [06:49](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=409)) **Q: What if my child has concentration problems?** A: Vishani says this is rare because the environment is different from school, motivating and non-competitive. Each child works on their own personalised programme. ([05:30](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=330) [05:50](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=350)) **Q: Do kids get homework from extra lessons, and do parents have to help?** A: Vishani says homework is short and manageable, is marked and corrected at the next lesson, and parents do not need to mark it or help with it. ([07:32](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=452) [08:03](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=483)) **Q: What is the point of homework?** A: Paul says homework should not teach a new skill but reinforce one learned in class. It should be work the child can do, so it motivates them. ([08:28](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=508) [08:37](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=517)) ### Passage: The English programme ladder from school readiness up [00:11–01:54, 312 words] Note (AI): Vishani sets out each English programme in order and explains that the initial assessment decides where a child starts. Vishani, guest [00:11](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=11): > So to go back a bit, we would do an initial assessment, and based on the student's reading capabilities, spelling capabilities, or comprehension capabilities, we would then decide which program we would put them on. To start at the very beginning, we start off with a school readiness program, and as it already says, it's how to get ready for school. So it's your little ones, your grade noughts, so they would come in, they're going to get a tutor now, and they're going to get used to the environment, and how do you even take on an instruction. So that's basically the school readiness program. Thereafter, we have a pre-early reading and early reading program. So this will basically cover your phonics, your introduction to sounds, your introduction to blends, whether it's consonants or vowels, and more the oral and visual learning, as well as fine and gross motor development. Development. So basically, like I said, with this assessment, it will depend which program they're going to be slotted into. After the pre and early reading programs, we have the final reading program, and this goes a little step higher and teaches sight words, spelling, and introduction to comprehension, as well as English skills, and this is for the more advanced readers now. And then once they've gone through all the reading programs and they read well, so reading is not an issue, we then have a program where it's English junior and English senior. And in these programs, based on what level they're on, we teach English skills, the language, the comprehension component, the vocabulary development, the spelling, the creative writing, transactional writing, essay writing, speech writing, and basically how to deliver a speech, and literature. Basically, the English junior and senior program caters for the students who are more accomplished with the reading and basic skills and want more. ### Passage: How an 80-minute session is structured [01:54–03:21, 282 words] Note (AI): Explains the class size, the split between computer work, written work and one-on-one time, and why each part is there. Presenter, host [01:54](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=114): > So you've got a 80-minute long class. How is that broken up, and how many children are there in a class? Vishani, guest [02:00](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=120): > We work in very small numbers. The maximum in a class would be six. Of the eighty-minute session, we break it up into six activities, plus minus. We do computer work and written work and me time. The computer work is essentially there to reassess the child and to do a lot of work on the computer because nothing falls through the cracks with technology, as well as that it's stimulating and motivating because we are dealing with the selfie generation. And then the written work is there so that it breaks the monotony of the computer work, and it is really your black and white paper. What is put down in an organized pattern, whether it's maths or English, what is put down on the paper, are you skipping lines, what's the format, are you starting with a capital letter, are you ending in a full stop, so all the nitty gritty things that goes on paper, because that is essentially how they will be assessed. Then we have me time, where it's one-on-one time with the tutor, where they really get to know and understand what they're really struggling with. So we, that's basically how an ideal class would be. Obviously, with anomalies, if we're doing exam strategies, but basically in a class, there's six students, all six on different programs, all six doing something completely different. Presenter, host [03:10](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=190): > They have their own personalized program. Vishani, guest [03:12](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=192): > Yes, so they're working at their own pace, on their own personalized program, on their own grade, with their own personality and their own learning styles. ### Passage: Maths classes, mastery and individual attention [03:21–05:18, 357 words] Note (AI): Describes the 75 percent mastery threshold and how one tutor works with six children through short teaching and independent practice. Presenter, host [03:21](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=201): > English is a lot more easy, I suppose, when it comes to having flights of fantasy, but with There are specific rules that come into it. They are formulae. You have to follow the rules when it comes to maths. So how does that class differ to, say, an English class? Paul, guest [03:37](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=217): > The class is actually structured almost identical, especially in the primary school phase. The maths is really straightforward arithmetics and then problem-solving techniques. So problem-solving is exactly what it says it is. You've got to go and look at the scenario and see what best method to use to solve this mathematical problem, be it a complex equation or a straightforward addition or subtraction sum. The problem-solving technique could come in a form of a word sum or in just a numeric fashion, which most kids are familiar with. The whole process is you've got to practice, practice, practice those foundations. So again, six kids in the class working at a skill set that they are comfortable and capable of doing. Moving forward in that skill set as they pass through that skill set to a reasonable seventy-five percent average. So in other words, we do not move forward until they've mastered it, and then we move on to the next skill set. Presenter, host [04:35](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=275): > How do each of those six children manage to get individual attention from the teacher? Paul, guest [04:41](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=281): > It becomes a self-motivating process. Normally, you're going to do work that they can do, and they are learning the next skill set. So you're going to teach them for one or two minutes, and they will move forward into that and say, all right, I've now done one or two with the teacher. Now I'm going to do the next ten by myself. Then the next student comes along and says, okay, we're going to learn the next skill set, and the next twenty questions they'll do by themselves. And the drill learning that goes with that also plays an important part of the role. And if they then get it wrong, the teacher can intervene and say, let's reteach this so we get the skill mastered. ### Passage: Concentration, computers and hands-on tutors [05:19–06:59, 307 words] Note (AI): Answers parents' worries about distraction and screen time. The experts explain that computers support the tutor rather than replace them. Presenter, host [05:19](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=319): > Imagine that you have a child with concentration problems in the class, and even though it's a very small class, it can still be a real distraction for the other children in the class. Vishani, guest [05:30](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=330): > Not really, because it's a completely different environment. It's very motivating. It breaks the monotony of what school is. It's not school. It's not a teacher sitting in the front, so it really breaks the monotony of school. And the way the program is structured and the way the computer activities are facilitated, it's very rare that that happens. Kip McGrath has been doing this for forty years to put a child in a non-competitive environment where they're not doing the same thing as their peers, and they're on their own personalized, specialized program. It drives them to focus on what they're working on. Presenter, host [06:05](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=365): > This generation of children are so plugged in, and I use the word advisedly, to their smartphones and their iPads. You can hardly get them off. Is there a problem with using computers with kids that are so computer savvy already as a teaching methodology? Paul, guest [06:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=382): > We use computers to assist the learning process. It's not the ultimate teaching tool. It's very important to realize the child can use the computer with the earphones on and actually focus on the activity at hand. And that's not a bad thing. So we're using the technology to our advantage. It's there as an additional aid. It's not going to replace the teacher. Presenter, host [06:43](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=403): > So it's not a case of me dropping off my child and they get plugged into a computer and that's it for the next 80 minutes. Vishani, guest [06:49](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=409): > Not at all. The teachers are very hands-on, and even if they are on a computer activity, there's still a lot of engagement happening between the tutor and the child throughout the computer activity. ### Passage: Why homework is given and how it works [07:24–08:51, 291 words] Note (AI): Explains that the homework is short, that parents do not mark it, and that it is used to close the loop on each concept. Presenter, host [07:24](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=444): > Do you give children who are doing extra lessons homework as well? Vishani, guest [07:28](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=448): > It is part of the practice of our extra lessons institution. The homework we give is not punishment. It's just for the tutor to gauge that what he or she taught the student in class, the child's able to do it independently at home, and then when they come back for their next lesson, that particular piece of homework is marked, and whatever is incorrect needs to be corrected before it transcends into the next lesson. So that is basically closing the loop of that concept area. However, we do understand that students are getting tons of homework from school, and they have extra mural activities, and they have a life. So the homework we give is very manageable. It's very short, and the good news is parents do not need to mark that homework, or they do not need to help the child with the homework as well. Instructions are clearly given before they leave the lesson, and whatever is not understood is then dealt with at the next lesson. So yes, we do give homework, but we give a fair amount of homework. Presenter, host [08:23](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=503): > Very glad to hear that homework is a good thing then. Paul, guest [08:26](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=506): > Homework definitely has a very important role. From a schooling perspective, it's very important that homework is not there to teach a new skill. It's there to reinforce the skill that they've learned in class. Unfortunately, what does happen in this day and age is the child misses school, and now he's got to teach himself this skill, and that becomes demotivating for the child. If you're giving homework, give homework that they can do. They can use it as a motivation tool. ### Quotes > "because nothing falls through the cracks with technology," > — Vishani, guest · [02:19](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=139) > "all six on different programs, all six doing something completely different." > — Vishani, guest · [03:06](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=186) > "we do not move forward until they've mastered it, and then we move on to the next skill set." > — Paul, guest · [04:30](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=270) > "It's not school. It's not a teacher sitting in the front, so it really breaks the monotony of school." > — Vishani, guest · [05:38](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=338) > "Kip McGrath has been doing this for forty years" > — Vishani, guest · [05:50](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=350) > "We use computers to assist the learning process. It's not the ultimate teaching tool." > — Paul, guest · [06:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=382) > "It's there as an additional aid. It's not going to replace the teacher." > — Paul, guest · [06:39](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=399) > "It's how they're putting the answers, whether it's problem solving or paragraph, on paper. That is why the written work is the most critical. Part of the program." > — Vishani, guest · [07:06](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=426) > "because mathematics and English is all about structure." > — Vishani, guest · [07:21](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=441) > "The homework we give is not punishment." > — Vishani, guest · [07:32](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=452) > "homework is not there to teach a new skill. It's there to reinforce the skill that they've learned in class." > — Paul, guest · [08:31](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=511) ### Claims > "So to go back a bit, we would do an initial assessment, and based on the student's reading capabilities, spelling capabilities, or comprehension capabilities, we would then decide which program we would put them on." > — Vishani, guest · topic: English reading programmes · [00:11](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=11) > "To start at the very beginning, we start off with a school readiness program, and as it already says, it's how to get ready for school. So it's your little ones, your grade noughts, so they would come in, they're going to get a tutor now, and they're going to get used to the environment, and how do you even take on an instruction." > — Vishani, guest · topic: English reading programmes · [00:24](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=24) > "Thereafter, we have a pre-early reading and early reading program. So this will basically cover your phonics, your introduction to sounds, your introduction to blends, whether it's consonants or vowels, and more the oral and visual learning, as well as fine and gross motor development." > — Vishani, guest · topic: English reading programmes · [00:43](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=43) > "After the pre and early reading programs, we have the final reading program, and this goes a little step higher and teaches sight words, spelling, and introduction to comprehension, as well as English skills, and this is for the more advanced readers now." > — Vishani, guest · topic: English reading programmes · [01:06](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=66) > "And in these programs, based on what level they're on, we teach English skills, the language, the comprehension component, the vocabulary development, the spelling, the creative writing, transactional writing, essay writing, speech writing, and basically how to deliver a speech, and literature." > — Vishani, guest · topic: English reading programmes · [01:28](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=88) > "We work in very small numbers. The maximum in a class would be six. Of the eighty-minute session, we break it up into six activities, plus minus. We do computer work and written work and me time." > — Vishani, guest · topic: Personalised small classes · [02:00](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=120) > "The computer work is essentially there to reassess the child and to do a lot of work on the computer because nothing falls through the cracks with technology, as well as that it's stimulating and motivating because we are dealing with the selfie generation." > — Vishani, guest · topic: Computers as learning aid · [02:13](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=133) > "What is put down in an organized pattern, whether it's maths or English, what is put down on the paper, are you skipping lines, what's the format, are you starting with a capital letter, are you ending in a full stop, so all the nitty gritty things that goes on paper, because that is essentially how they will be assessed." > — Vishani, guest · topic: Written work and structure · [02:34](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=154) > "Then we have me time, where it's one-on-one time with the tutor, where they really get to know and understand what they're really struggling with." > — Vishani, guest · topic: Personalised small classes · [02:51](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=171) > "basically in a class, there's six students, all six on different programs, all six doing something completely different." > — Vishani, guest · topic: Personalised small classes · [03:04](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=184) > "Yes, so they're working at their own pace, on their own personalized program, on their own grade, with their own personality and their own learning styles." > — Vishani, guest · topic: Personalised small classes · [03:12](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=192) > "The class is actually structured almost identical, especially in the primary school phase. The maths is really straightforward arithmetics and then problem-solving techniques." > — Paul, guest · topic: Maths mastery approach · [03:37](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=217) > "The whole process is you've got to practice, practice, practice those foundations. So again, six kids in the class working at a skill set that they are comfortable and capable of doing." > — Paul, guest · topic: Maths mastery approach · [04:10](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=250) > "Moving forward in that skill set as they pass through that skill set to a reasonable seventy-five percent average. So in other words, we do not move forward until they've mastered it, and then we move on to the next skill set." > — Paul, guest · topic: Maths mastery approach · [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=262) > "So you're going to teach them for one or two minutes, and they will move forward into that and say, all right, I've now done one or two with the teacher. Now I'm going to do the next ten by myself." > — Paul, guest · topic: Personalised small classes · [04:50](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=290) > "And the drill learning that goes with that also plays an important part of the role. And if they then get it wrong, the teacher can intervene and say, let's reteach this so we get the skill mastered." > — Paul, guest · topic: Maths mastery approach · [05:08](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=308) > "Not really, because it's a completely different environment. It's very motivating. It breaks the monotony of what school is. It's not school. It's not a teacher sitting in the front, so it really breaks the monotony of school." > — Vishani, guest · topic: Personalised small classes · [05:30](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=330) > "Kip McGrath has been doing this for forty years to put a child in a non-competitive environment where they're not doing the same thing as their peers, and they're on their own personalized, specialized program. It drives them to focus on what they're working on." > — Vishani, guest · topic: Personalised small classes · [05:50](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=350) > "We use computers to assist the learning process. It's not the ultimate teaching tool. It's very important to realize the child can use the computer with the earphones on and actually focus on the activity at hand." > — Paul, guest · topic: Computers as learning aid · [06:22](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=382) > "So we're using the technology to our advantage. It's there as an additional aid. It's not going to replace the teacher." > — Paul, guest · topic: Computers as learning aid · [06:36](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=396) > "Not at all. The teachers are very hands-on, and even if they are on a computer activity, there's still a lot of engagement happening between the tutor and the child throughout the computer activity." > — Vishani, guest · topic: Computers as learning aid · [06:49](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=409) > "It's fundamental to the program. It's how they're putting the answers, whether it's problem solving or paragraph, on paper. That is why the written work is the most critical." > — Vishani, guest · topic: Written work and structure · [07:04](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=424) > "Writing their headings or the data, they're skipping a line, just the structure, because mathematics and English is all about structure." > — Vishani, guest · topic: Written work and structure · [07:17](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=437) > "The homework we give is not punishment. It's just for the tutor to gauge that what he or she taught the student in class, the child's able to do it independently at home, and then when they come back for their next lesson, that particular piece of homework is marked, and whatever is incorrect needs to be corrected before it transcends into the next lesson." > — Vishani, guest · topic: Homework purpose · [07:32](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=452) > "So the homework we give is very manageable. It's very short, and the good news is parents do not need to mark that homework, or they do not need to help the child with the homework as well." > — Vishani, guest · topic: Homework purpose · [08:03](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=483) > "From a schooling perspective, it's very important that homework is not there to teach a new skill. It's there to reinforce the skill that they've learned in class." > — Paul, guest · topic: Homework purpose · [08:28](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=508) > "Unfortunately, what does happen in this day and age is the child misses school, and now he's got to teach himself this skill, and that becomes demotivating for the child. If you're giving homework, give homework that they can do. They can use it as a motivation tool." > — Paul, guest · topic: Homework purpose · [08:37](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=517) > "So repetition actually does help. So it's going over the work, recapping what you did during the course of the day, and putting it into practice in your own head as well." > — Presenter, host · topic: Homework purpose · [08:52](https://dl.iono.fm/epi/prov_1036/epi_1152832_high.mp3#t=532) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. What's covered in the English programme? What about Maths? Personalised lessons and what about homework? Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment. Book your FREE assessment now · Book your FREE assessment now ## #04 Not all information is equal - What are cognitive levels? - Page: https://context.kiplessons.co.za/episodes/004-not-all-information-is-equal-what/ - Date: 2022-02-06 (as at 2022-02-06) - Themes: Cognitive levels in exams, Exam preparation, Parent support at home, Reading past papers - Episode: https://iono.fm/e/1152831 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3 ### Episode analysis (AI, drawn only from this episode; each point cites its moment) In a short episode, the presenter asks, as a parent, what 'cognitive levels' means. The experts explain three levels. Level one is parrot-fashion recall. Level two is applying a known rule to an unfamiliar-looking example. Level three is out-of-the-box or higher-order thinking such as creative writing and comprehension. They argue that a child who meets unseen questions in an exam has prepared only at level one. They add that level one is ideally about a third of a paper, and that a question's mark value hints at its level. **Key ideas** - The expert (S1) describes three cognitive levels teachers use to set a good exam paper: recall, application, and out-of-the-box or higher-order thinking. ([00:08](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=8) [00:08](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=8) [00:22](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=22) [00:39](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=39)) - S1 argues that children who meet exam material they 'have never seen before' have prepared only at cognitive level one. ([00:54](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=54) [00:56](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=56) [01:00](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=60) [01:00](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=60)) - S1 says that, ideally, level one questions cover about a third of the paper, so being ready for level one is not being fully ready. ([01:48](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=108) [01:54](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=114)) - The host suggests parents can mainly help at level one, possibly two. S1 agrees that drill work and examples can support level two application. ([01:16](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=76) [01:16](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=76) [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=84)) - S2 says a one-mark question in a past paper is probably level one, and questions worth more marks move towards levels two and three. ([01:58](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=118) [02:02](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=122) [02:06](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=126)) **Lessons** - According to S1, preparing only by memorising leaves a child unready for the application and higher-order questions that make up the rest of the paper. ([01:00](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=60) [01:10](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=70) [01:48](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=108)) - S1 suggests parents can support level two through drill work and examples that build understanding of how a rule is applied. ([01:24](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=84)) - S2 suggests using past papers and their mark allocations to see which questions go beyond simple recall. ([01:58](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=118) [02:06](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=126)) **Who it's for:** Parents of school-going children who are puzzled by the term 'cognitive levels' or by children saying exam questions were unfamiliar. A parent who wants to know which levels their child is struggling with can book a free assessment at one of the Kip McGrath centres featured on kiplessons.co.za. **Facts stated in the episode** - S1 describes three cognitive levels that a teacher has to use when setting a good exam paper. ([00:39](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=39)) - S1 says level one questions would ideally cover thirty-three point three percent, or a third, of the paper. ([01:48](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=108)) - S2 says a question worth one mark is probably a level one question. ([01:58](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=118) [02:02](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=122)) ### Questions this episode answers **Q: What are cognitive levels in school exams?** A: S1 explains they are the levels at which a child can be tested. Level one is parrot-fashion recall. Level two is applying a known rule to a different-looking example. Level three is out-of-the-box thinking, creative writing, comprehension or higher-order thinking. ([00:08](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=8) [00:22](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=22) [00:39](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=39)) **Q: Why does my child say the exam had questions they had never seen before?** A: S1 says this simply means the student prepared only at cognitive level one. They need to prepare at all three levels, because the paper is balanced across them. ([00:54](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=54) [01:00](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=60) [01:10](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=70)) **Q: Is memorising times tables or capitals enough to pass an exam?** A: In S1's account, that is level one work, which ideally covers about a third of the paper, so being ready for level one is not being fully ready. ([00:08](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=8) [01:48](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=108) [01:54](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=114)) **Q: How can I help my child at home with higher cognitive levels?** A: The host suggests parents can mainly help at level one, possibly two. S1 agrees, adding that parents could work on level two through drill work, examples and understanding the application. ([01:16](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=76) [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=84)) **Q: How can I tell which cognitive level an exam question is testing?** A: S2 says to look at past papers. A one-mark question is probably level one, and a question worth more than one mark is probably moving towards levels two, three or higher. ([01:58](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=118) [02:06](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=126)) ### Passage: The three cognitive levels and unseen exam questions [00:08–01:16, 211 words] Note (AI): Defines all three cognitive levels and explains why children report exam questions they have never seen before. Unidentified speaker, speaker, role not identified [00:08](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=8): > Cognitive levels are basically the levels in which you can test a child. So cognitive level one is your parrot fashion learning. So what are the seven colors in the rainbow? Standard, what you see in the book, is what you have to write down. Then you get cognitive level two, which is application, and they've done thousands of examples in school, or they've done thousands of examples at home, and now they get to the exam, and the example looks a bit different, but They know the rule, so they can apply it, even in a tricky situation. And then cognitive level three is your more out-of-the-box thinking, your creative writing, your comprehension skills, or your higher order thinking. So that is essentially the three cognitive levels that a teacher has to use when setting a good exam paper. Presenter, host [00:54](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=54): > I have my children coming home, though, and going, but mom, they gave us stuff in the exam that we've never seen before. Unidentified speaker, speaker, role not identified [01:00](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=60): > That just simply means that the student only prepared on cognitive level one. They need to prepare on all three levels, as it is completely balanced in the exam paper. So they need to make sure that they understand cognitive level two and three in order to pass. ### Passage: What parents can help with and reading mark allocations [01:16–02:11, 171 words] Note (AI): Sets out where parents can help, what share of a paper level one covers, and how to use mark values to judge question level. Presenter, host [01:16](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=76): > So essentially a parent is only really able to help a child at cognitive level one, possibly two. Unidentified speaker, speaker, role not identified [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=84): > Correct. You could possibly work with them on cognitive level two by doing drill work and examples and understanding the application. Presenter, host [01:32](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=92): > So sitting and reciting all of your times tables or all the capitals of various countries, is that cognitive level one? Unidentified speaker, speaker, role not identified [01:39](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=99): > That's all cognitive level one questions and answers. Presenter, host [01:43](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=103): > So that's when you get a question on your paper, it's got one point, you know that that's just cognitive level one. Unidentified speaker, speaker, role not identified [01:48](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=108): > And ideally what would happen is that would cover thirty-three point three percent of the paper, so just a third of the paper. So being ready for cognitive level one is not being fully ready. Unidentified speaker, speaker, role not identified [01:58](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=118): > If you look in exam paper, past papers, you can look at the question, you see if it's worth one mark, that's probably a level one question. If it's for more than one mark, you'll probably see that it's moving towards two, three, and possibly higher. ### Quotes > "So cognitive level one is your parrot fashion learning." > — Unidentified speaker, speaker, role not identified · [00:13](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=13) > "They know the rule, so they can apply it, even in a tricky situation." > — Unidentified speaker, speaker, role not identified · [00:35](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=35) > "but mom, they gave us stuff in the exam that we've never seen before." > — Presenter, host · [00:56](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=56) > "That just simply means that the student only prepared on cognitive level one." > — Unidentified speaker, speaker, role not identified · [01:00](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=60) > "So being ready for cognitive level one is not being fully ready." > — Unidentified speaker, speaker, role not identified · [01:54](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=114) > "you see if it's worth one mark, that's probably a level one question." > — Unidentified speaker, speaker, role not identified · [02:02](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=122) ### Claims > "Cognitive levels are basically the levels in which you can test a child. So cognitive level one is your parrot fashion learning." > — Unidentified speaker, speaker, role not identified · topic: Cognitive levels in exams · [00:08](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=8) > "Then you get cognitive level two, which is application, and they've done thousands of examples in school, or they've done thousands of examples at home, and now they get to the exam, and the example looks a bit different, but They know the rule, so they can apply it, even in a tricky situation." > — Unidentified speaker, speaker, role not identified · topic: Cognitive levels in exams · [00:22](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=22) > "And then cognitive level three is your more out-of-the-box thinking, your creative writing, your comprehension skills, or your higher order thinking. So that is essentially the three cognitive levels that a teacher has to use when setting a good exam paper." > — Unidentified speaker, speaker, role not identified · topic: Cognitive levels in exams · [00:39](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=39) > "I have my children coming home, though, and going, but mom, they gave us stuff in the exam that we've never seen before." > — Presenter, host · topic: Exam preparation · [00:54](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=54) > "That just simply means that the student only prepared on cognitive level one. They need to prepare on all three levels, as it is completely balanced in the exam paper." > — Unidentified speaker, speaker, role not identified · topic: Exam preparation · [01:00](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=60) > "So they need to make sure that they understand cognitive level two and three in order to pass." > — Unidentified speaker, speaker, role not identified · topic: Exam preparation · [01:10](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=70) > "So essentially a parent is only really able to help a child at cognitive level one, possibly two." > — Presenter, host · topic: Parent support at home · [01:16](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=76) > "Correct. You could possibly work with them on cognitive level two by doing drill work and examples and understanding the application." > — Unidentified speaker, speaker, role not identified · topic: Parent support at home · [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=84) > "And ideally what would happen is that would cover thirty-three point three percent of the paper, so just a third of the paper. So being ready for cognitive level one is not being fully ready." > — Unidentified speaker, speaker, role not identified · topic: Cognitive levels in exams · [01:48](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=108) > "If you look in exam paper, past papers, you can look at the question, you see if it's worth one mark, that's probably a level one question." > — Unidentified speaker, speaker, role not identified · topic: Reading past papers · [01:58](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=118) > "If it's for more than one mark, you'll probably see that it's moving towards two, three, and possibly higher." > — Unidentified speaker, speaker, role not identified · topic: Reading past papers · [02:06](https://dl.iono.fm/epi/prov_1036/epi_1152831_high.mp3#t=126) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. We'll help you understand the difference between 1-mark questions, learning parrot fashion and answering questions your child has never seen before. Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment. Book your FREE assessment now · Book your FREE assessment now ## #03 Focus on the Individual - Building confidence - Page: https://context.kiplessons.co.za/episodes/003-focus-on-the-individual-building-confidence/ - Date: 2022-02-06 (as at 2022-02-06) - Guest: Paul, Vishani - Themes: Tutor quality and fit, Remedial versus enrichment, Closing learning gaps, Signs a child needs help, Confidence and motivation, Parents' role in learning, Extra lessons versus school - Episode: https://iono.fm/e/1152829 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3 ### About the guest: Paul - Says he employs teachers and takes his own children to one of them; describes a marking process where a child must reach seventy-five percent before moving to a harder skill set. (Guest details come from the published episode notes or the guest's own words.) ### About the guest: Vishani - Kip McGrath In their own words: > "the teachers that we employ go through a rigorous amount of training before they actually get into the classroom, and also we employ qualified tutors at our center." [01:03](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=63) (Guest details come from the published episode notes or the guest's own words.) ### Episode analysis (AI, drawn only from this episode; each point cites its moment) The presenter, asking as a parent, puts common questions about extra lessons to Paul and Vishani, each a Kip McGrath centre owner at the time of recording. They explain how tutors are trained, monitored and matched to children, why a different teaching strategy can help where school lessons do not, the difference between remedial and enrichment work, why learning gaps appear and how long closing them takes, warning signs a parent can watch for, and why parents are better off supporting rather than teaching. Confidence runs through the episode: both say the right tutor fit and progress build it. **Key ideas** - Paul says progress is tracked by a marking rule: a child must achieve a task at seventy-five percent or higher before moving to a harder skill set. ([00:22](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=22) [00:46](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=46)) - Paul argues that matching the right student to the right tutor personality builds confidence, a choice he says school does not offer. ([02:02](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=122) [02:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=128) [02:17](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=137)) - Vishani argues that when a concept is misunderstood, repeating the same teaching style does not help; extra lessons use a different strategy. ([02:40](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=160) [02:53](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=173)) - Paul distinguishes long-term remediation from short-term test help, saying test preparation may not address everything a child missed. ([04:34](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=274) [04:44](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=284)) - Paul says gaps usually come from disruption such as changing schools or teachers, or trauma at home, and catching up is hard while the curriculum moves on. ([05:14](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=314) [05:39](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=339)) - Vishani says maintenance matters even after goals are reached, because learning builds on earlier concepts. ([06:17](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=377) [06:27](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=387) [06:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=395)) - Vishani holds that no child is stupid; a child needs to be taught in the way they learn. ([09:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=545) [09:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=545) [09:13](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=553)) - Both argue parents should not try to be the teacher: Vishani suggests reading together, and Paul sends his own children to one of his teachers. ([10:39](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=639) [10:57](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=657) [11:12](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=672) [11:18](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=678)) **Lessons** - Paul suggests parents check class tests, report cards and whether the school book matches what is expected for the grade. ([08:07](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=487)) - Vishani says a drop in confidence, motivation or feelings towards school and teachers is another red flag. ([08:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=515)) - Paul advises not to hold back on bringing a child for an assessment if you know they need help. ([08:17](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=497)) - Vishani recommends parents read with their child and leave core maths and English concepts to professionals. ([10:57](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=657)) - Vishani says parent, tutor and school should all be involved in supporting the student. ([07:09](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=429)) **Who it's for:** Parents of children from Grade R to matric who are wondering whether their child needs extra lessons, what they involve and how long they take. A parent who sees these signs can book a free assessment at one of the Kip McGrath centres featured on kiplessons.co.za. **Facts stated in the episode** - Paul says a child must achieve a task at seventy-five percent or higher to move to the next skill set. ([00:22](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=22)) - Paul says lessons run from Grade R or Grade 1 to matric; Grades 10 to 12 are no longer remedial. ([03:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=185)) - Paul says personality changes can be seen two to three weeks into extra classes. ([10:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=608)) - Paul says the CAPS curriculum is so full it is almost impossible to cover the year's syllabus in the required days. ([09:50](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=590)) ### Questions this episode answers **Q: How do I know a tutoring centre's teachers are doing a good job for my child?** A: Paul says tutors are closely monitored and children must reach seventy-five percent on a task before moving to a harder skill. Vishani says tutors are qualified, trained before entering the classroom, and chosen for personality and a passion for teaching. ([00:22](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=22) [00:46](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=46) [01:03](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=63) [01:26](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=86)) **Q: Why would extra lessons help if my child's school already offers extra classes?** A: Vishani says school practice is fine, but if a concept is misunderstood, the same teacher and style may not fix it; extra lessons use a different strategy. ([02:40](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=160) [02:53](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=173)) **Q: What grades can get extra lessons?** A: Paul says from Grade R or Grade 1 through to matric, with Grades 1 to 9 being more remedial and Grades 10 to 12 no longer remedial. ([03:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=185)) **Q: Will my child be put in a separate class depending on their level?** A: Vishani says no: different grades and levels sit in one small classroom on personalised programmes, working on rotations, to eliminate competition. ([03:57](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=237) [04:16](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=256)) **Q: Can extra lessons help my child prepare for tests and exams?** A: Paul says yes, but the main aim is long-term remediation; test help builds some confidence but may not address everything the child missed. ([04:34](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=274) [04:44](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=284)) **Q: How long will my child need extra lessons?** A: Paul compares it to a piece of string: you balance remedial and current work while the curriculum moves forward. Vishani adds that maintenance matters even after goals are reached. ([05:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=308) [05:14](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=314) [06:17](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=377)) **Q: Why does my child have gaps in their learning?** A: Paul says it is often disruption: moving schools, changing teachers, a teacher on maternity leave, or a traumatic event at home. ([05:39](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=339)) **Q: What signs show my child needs extra help?** A: Paul points to tests, report cards and a half-empty school book; Vishani adds a drop in confidence, motivation and feelings towards school. ([08:07](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=487) [08:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=515)) **Q: Should I just teach my child myself?** A: Vishani says a parent acting as teacher can confuse the child with different methods; Paul says the parent-child bond gets in the way and sends his own children to his teachers. ([10:39](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=639) [11:12](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=672) [11:18](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=678)) **Q: Is there still a stigma around extra lessons?** A: Paul says the stigma is largely gone, linking demand to bigger classes and a full CAPS curriculum, and says personality changes can show within two or three weeks. ([09:50](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=590) [10:02](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=602) [10:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=608)) ### Passage: How tutors are monitored and matched to children [00:20–02:26, 443 words] Note (AI): Explains the 75% progression rule, tutor training and qualifications, and why matching a child to the right personality builds confidence. Paul, guest [00:20](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=20): > I think my first point to that answer is that we constantly assess our own tutors, what they're providing the child, and we've got a marking process in place where the child has to achieve a particular task at seventy-five percent or higher, and if they achieve that, then they can move on to the next harder skill set. And the idea is if they're constantly growing through the skills and they're doing more tasks, then the teacher's doing their job, the child feels confident, and then you're moving forward. So we monitor our teachers on a very, very close basis that they are constantly providing this child with the upgrade of the previous week's work. Presenter, host [00:56](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=56): > So how do you feel about it as well, I mean, from the supplementary point of view? Vishani, guest [01:00](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=60): > I think from a supplementary point of view, the teachers that we employ go through a rigorous amount of training before they actually get into the classroom, and also we employ qualified tutors at our center. So to ensure that besides just the qualifications, do they have a personality to engage with your child? Are they working one-on-one, getting to know who your child is? Because that's important, and that is a very important part to the academic journey. So they need to have good personalities and have a passion for teaching, and that is what we need to ensure. Presenter, host [01:31](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=91): > That's one thing I hear from my children all the time, is that they're not going to learn something from somebody because they just don't like the teacher. The teacher's not getting their information across properly. So that's, it's nice to know that you'll have somebody who's actually maybe a little bit more au fait and has more time with that child and gets to know the child better as well, and where they need to actually be pushed a little bit further. Would you find that that's one of the things that you're always looking for in people too? Paul, guest [01:55](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=115): > Yeah, I think there's a very important personality gap that has to be crossed with a remedial teacher. Not everybody gets along with everybody. That's the facts of life. And at the end of the day, you need to try and match up the right type of student with the right type of tutor. In school, you don't get much of a choice with that, but we're sitting in an advantage where we're saying, okay, I can choose the teacher that's going to do the best for you and is going to have the right personality fit, and then that builds confidence again, and that's one of our core principles. ### Passage: Why extra lessons differ from school, and mixed classes [02:27–04:22, 409 words] Note (AI): Covers the different-strategy argument, the grade range, remedial versus enrichment, and how different grades share one small rotating classroom. Presenter, host [02:27](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=147): > I know that at schools, they generally have extra lessons after school itself. Why is this different from what they're doing there? Vishani, guest [02:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=155): > Of course, what they're offering at school is not a problem at all because the more practice, the better. However, when there's a glitch in the understanding of the actual concept, when it is taught in the same manner, with the same styles, and in the same classroom, with the same teacher, it might be problematic as a different strategy is not being approached. And with extra lessons, a complete different strategy is utilized to try and make the student understand that concept area that they're struggling with. Presenter, host [03:02](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=182): > So what grades do you do this from and to? Paul, guest [03:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=185): > From grade one or even grade R, all the way through to matric, understand that in about grade ten, eleven, and twelve, it's no longer remedial. It's more of a instant satisfaction that needs to be approached. However, from a grade one to grade nine, it's very much a remedial or a focused set of goals that needs to be done. Presenter, host [03:23](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=203): > Is it not just a case of sometimes in the lower grades you have those very pushy parents who want to just make sure that their child is going to get the best marks in the class at all times, whereas the child might actually be okay in reading well and everything? Vishani, guest [03:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=215): > Well, there are cases for enrichment where they just actually want to achieve more than what they're getting and will be ahead of the game. And yes, you do get those parents and you do get those students who want to achieve more than what they're already achieving. And so we do provide enrichment in those cases. Presenter, host [03:49](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=229): > So then you'd have them in a, in a different class to the other kids who are therefore more remedial background? Vishani, guest [03:55](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=235): > No, not at all. I mean, in, in a class, Kip McGrath is believed to eliminate competition. So what we've done is we've put different grades, different personalities in a very small classroom where we tackle their personalized programs. So there could be Amber sitting on the one side in grade one working on sounds, and then there could be John sitting on the other side doing comprehension in grade ten. So it does not matter what level they're on or what program they're placed on, they can be placed in one class and it works on rotations. ### Passage: Tests, learning gaps and when to stop [04:31–06:49, 461 words] Note (AI): Sets out long-term versus short-term goals, why gaps appear, the catch-up challenge, and why maintenance matters after goals are reached. Paul, guest [04:31](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=271): > I'm glad you asked that, and it's important to realize there is always a long-term goal and a short-term goal, and we're really working at the long-term remediation of the child so that he no longer needs to come back for extra lessons. If there's a test, sure, we'll help. That'll address a few needs, a bit of self-confidence, but it might not address everything that child needs from the past. Presenter, host [04:52](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=292): > Okay, so you're not a miracle worker, in other words. They have to do the work themselves. Okay, and when will the child actually finish the supplementary education? Is there a point when you turn around and say, right, your child doesn't need to come anymore? Paul, guest [05:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=308): > It's an important question that, and how long is a piece of string? Because when your child comes to you for extra lessons, you need to decide how much remedial work you're going to do versus how much current work you're going to do. And remember, the school curriculum is going forward, and your child is now, say, a year behind, and you're now trying to catch up, yet the school is still moving forward. So you need to make sure that you're constantly striving to making that gap smaller and smaller. Presenter, host [05:33](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=333): > Okay, but when you talk about these gaps, I mean, why are the gaps there in the first place? Paul, guest [05:39](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=339): > The first experience that I have is that somebody didn't do their job in the past, and it can be anything from they've moved schools, they've changed teachers, teacher went on maternity leave. There's a traumatic event at home, and it hinders that learning process for the child. So what we now need to do is we need to go and fix it from that point forward. Presenter, host [05:59](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=359): > Okay, so if your, if my child, for instance, has been coming to you because they're having a problem with maths, but you now realize that they've caught up nicely and in fact have gone ahead of what they should be doing in their grade, would it be advisable to keep them coming, or is it one of these things where you can step out of the program at a specific stage? Vishani, guest [06:17](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=377): > I think maintenance is highly important. So, you know, even though you've reached your benchmark or your goals, you still need to maintain that. And as the years go on, learning never stops, and there's a build-on on those concepts that you've learned. So there's a definite need for maintaining that and moving forward. For example, with reading, you know, you may be twelve years old, and now you reach a reading age of twelve. That doesn't stop. You need to constantly expose yourself to more reading and maintain that mark or that goal. ### Passage: Warning signs that a child needs help [07:23–09:15, 412 words] Note (AI): Gives parents concrete signals to check: tests, report cards, school books, and drops in confidence and motivation. Presenter, host [07:23](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=443): > Okay. Now, how would I know if my child needs extra lessons? We're not just talking about they come back with a bad report card. They may actually have the work, but just didn't feel like doing it. Paul, guest [07:33](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=453): > There is always a case where, the boy's being lazy, the girl's being lazy. That, that happens all the time. However, in most cases, it's happened a few times. So when we get to see the child and the family, it's normally at the point where they've realized this child is no longer coping, and they want to intervene and help the best way forward. Presenter, host [07:52](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=472): > Okay. So what are some of the things that you should watch out for to see if your child is actually having a problem? Paul, guest [07:58](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=478): > The school assessment process and class tests and things like that are normally a very good sign for you already as a parent. And then the report card, and then obviously the school book itself. If you're looking at the school book and it's half empty and it's halfway through the year, does it match up with the other children? Does it match up with what you expect them to know at this grade? There is no reason for you to hold back on a decision to bring your child for an assessment if you know they need help. At the end of the day, if we come for an assessment and you're saying, okay, you're operating at the right age grade level, then we'll tell you that. Vishani, guest [08:32](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=512): > To follow on from what Paul said, I would also think that another red flag would be their personality. So you would start noticing a drop in their confidence levels, their motivation towards learning, their feelings towards school and their teachers and their subjects. You would notice that as well. Presenter, host [08:49](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=529): > So their confidence would go for a bit of a loop. And I mean, would a lot of that have something to do with maybe the parents saying, you're just lazy, you're not working hard enough at school, that's why your marks are dropping so low. I mean, these educational gaps does not mean that the child is stupid and or lazy, does it? Vishani, guest [09:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=545): > No, we firmly believe that there's no such thing as a child being stupid. It's just the way in which they're learning, the way it needs to be taught, and I mean, anybody can be taught if they're taught in the right way. ### Passage: Stigma, class sizes and parents as teachers [09:16–11:38, 512 words] Note (AI): Addresses parents' guilt and stigma, links demand to class sizes and a full CAPS curriculum, and explains why parents should not be the teacher. Presenter, host [09:16](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=556): > I remember when I was a child, we had this whole thing that if you had to go for extra lessons, it just meant that there was something wrong with you. People used to look at you and go, oh, you're just not actually keeping up with anybody. Look at you, supplementary education lessons. You are a little bit silly. And there was a stigma attached to it. Do you still feel that is happening, or has it actually become a bit of a place of pride for people to say, I'm sending my child to an extra lesson? In fact, I find that happening more and more often. Paul, guest [09:43](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=583): > Absolutely. I think in the past, the classes were small enough for a normal teacher to cope with, and they could do what they could. But our class sizes are getting so big, and the CAPS curriculum is so full of material that the teachers need to cover, it's almost impossible to cover the entire year's syllabus in that required days. So yes, stigma of coming to extra lessons is not really there anymore, probably like it used to be. However, at the end of the day, I think the child will walk out with the benefit, and two, three weeks down the extra classes line, you will see Result already in the personality changes. Presenter, host [10:19](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=619): > I'm sure there are parents who are out there saying, oh, I've failed as a parent. I haven't managed to help my child. Now, most of us can't get our kids to listen to us anyway, so trying to actually help them with their work is not going to go very far. Is this one of the reasons why a parent should actually be looking at supplementary lessons? Vishani, guest [10:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=635): > Yes, I think a parent should look at supplementary lessons because what happens is when a parent tries to take the role of a teacher, often becomes confusing for the child because there's different methodologies that you've taught, and that's why getting the experts to help might be the best option. As well as the way parents talk, it's a different mannerism, and there needs to be more positive encouragement from the parents. So I would suggest the best thing the parent can do is read with their child and let the core concepts of maths and English be taught by the professionals. Presenter, host [11:07](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=667): > That sounds like the way to do it. Paul, you have something to add here? Paul, guest [11:11](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=671): > So absolutely. I think the emotional bond between parent and child is very real, and you can't blur those lines. Even in my case with my own children, I take them to one of the teachers that I employ. They need to learn from someone else. As much as I know how to do it, it's irrelevant to them. They're going to learn it from someone that they have a different relationship with. That emotional bond just doesn't work. So your dad can be an engineer, but can he teach you the maths the way you need to know it for school? ### Quotes > "Not everybody gets along with everybody. That's the facts of life." > — Paul, guest · [02:02](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=122) > "Okay, so you're not a miracle worker, in other words. They have to do the work themselves." > — Presenter, host · [04:52](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=292) > "It's an important question that, and how long is a piece of string?" > — Paul, guest · [05:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=308) > "learning never stops, and there's a build-on on those concepts that you've learned." > — Vishani, guest · [06:27](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=387) > "I think all the relationships around the student needs to get involved. So parent to be the supportive structure, tutor or extra lessons provider to be supportive, and as well as the school. And once in a while, we do engage with the schools and try to hit the nail on its head by getting more feedback from them so that we can try and work together in a holistic approach to help the student." > — Vishani, guest · [06:58](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=418) > "we firmly believe that there's no such thing as a child being stupid." > — Vishani, guest · [09:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=545) > "anybody can be taught if they're taught in the right way." > — Vishani, guest · [09:13](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=553) > "stigma of coming to extra lessons is not really there anymore, probably like it used to be." > — Paul, guest · [10:02](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=602) > "I think the emotional bond between parent and child is very real, and you can't blur those lines." > — Paul, guest · [11:12](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=672) > "So your dad can be an engineer, but can he teach you the maths the way you need to know it for school?" > — Paul, guest · [11:33](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=693) ### Claims > "we constantly assess our own tutors, what they're providing the child, and we've got a marking process in place where the child has to achieve a particular task at seventy-five percent or higher, and if they achieve that, then they can move on to the next harder skill set." > — Paul, guest · topic: Tutor quality and fit · [00:22](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=22) > "So we monitor our teachers on a very, very close basis that they are constantly providing this child with the upgrade of the previous week's work." > — Paul, guest · topic: Tutor quality and fit · [00:46](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=46) > "the teachers that we employ go through a rigorous amount of training before they actually get into the classroom, and also we employ qualified tutors at our center." > — Vishani, guest · topic: Tutor quality and fit · [01:03](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=63) > "So they need to have good personalities and have a passion for teaching, and that is what we need to ensure." > — Vishani, guest · topic: Tutor quality and fit · [01:26](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=86) > "you need to try and match up the right type of student with the right type of tutor. In school, you don't get much of a choice with that," > — Paul, guest · topic: Tutor quality and fit · [02:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=128) > "I can choose the teacher that's going to do the best for you and is going to have the right personality fit, and then that builds confidence again, and that's one of our core principles." > — Paul, guest · topic: Confidence and motivation · [02:17](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=137) > "when there's a glitch in the understanding of the actual concept, when it is taught in the same manner, with the same styles, and in the same classroom, with the same teacher, it might be problematic as a different strategy is not being approached." > — Vishani, guest · topic: Extra lessons versus school · [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=160) > "And with extra lessons, a complete different strategy is utilized to try and make the student understand that concept area that they're struggling with." > — Vishani, guest · topic: Extra lessons versus school · [02:53](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=173) > "From grade one or even grade R, all the way through to matric, understand that in about grade ten, eleven, and twelve, it's no longer remedial. It's more of a instant satisfaction that needs to be approached." > — Paul, guest · topic: Remedial versus enrichment · [03:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=185) > "there are cases for enrichment where they just actually want to achieve more than what they're getting and will be ahead of the game." > — Vishani, guest · topic: Remedial versus enrichment · [03:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=215) > "Kip McGrath is believed to eliminate competition. So what we've done is we've put different grades, different personalities in a very small classroom where we tackle their personalized programs." > — Vishani, guest · topic: Remedial versus enrichment · [03:57](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=237) > "So it does not matter what level they're on or what program they're placed on, they can be placed in one class and it works on rotations." > — Vishani, guest · topic: Remedial versus enrichment · [04:16](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=256) > "there is always a long-term goal and a short-term goal, and we're really working at the long-term remediation of the child so that he no longer needs to come back for extra lessons." > — Paul, guest · topic: Closing learning gaps · [04:34](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=274) > "If there's a test, sure, we'll help. That'll address a few needs, a bit of self-confidence, but it might not address everything that child needs from the past." > — Paul, guest · topic: Closing learning gaps · [04:44](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=284) > "you need to decide how much remedial work you're going to do versus how much current work you're going to do. And remember, the school curriculum is going forward, and your child is now, say, a year behind," > — Paul, guest · topic: Closing learning gaps · [05:14](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=314) > "The first experience that I have is that somebody didn't do their job in the past, and it can be anything from they've moved schools, they've changed teachers, teacher went on maternity leave." > — Paul, guest · topic: Closing learning gaps · [05:39](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=339) > "I think maintenance is highly important. So, you know, even though you've reached your benchmark or your goals, you still need to maintain that." > — Vishani, guest · topic: Closing learning gaps · [06:17](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=377) > "For example, with reading, you know, you may be twelve years old, and now you reach a reading age of twelve. That doesn't stop. You need to constantly expose yourself to more reading and maintain that mark or that goal." > — Vishani, guest · topic: Closing learning gaps · [06:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=395) > "And once in a while, we do engage with the schools and try to hit the nail on its head by getting more feedback from them so that we can try and work together in a holistic approach to help the student." > — Vishani, guest · topic: Parents' role in learning · [07:09](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=429) > "when we get to see the child and the family, it's normally at the point where they've realized this child is no longer coping, and they want to intervene and help the best way forward." > — Paul, guest · topic: Signs a child needs help · [07:42](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=462) > "If you're looking at the school book and it's half empty and it's halfway through the year, does it match up with the other children? Does it match up with what you expect them to know at this grade?" > — Paul, guest · topic: Signs a child needs help · [08:07](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=487) > "There is no reason for you to hold back on a decision to bring your child for an assessment if you know they need help." > — Paul, guest · topic: Signs a child needs help · [08:17](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=497) > "another red flag would be their personality. So you would start noticing a drop in their confidence levels, their motivation towards learning, their feelings towards school and their teachers and their subjects." > — Vishani, guest · topic: Signs a child needs help · [08:35](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=515) > "we firmly believe that there's no such thing as a child being stupid. It's just the way in which they're learning, the way it needs to be taught," > — Vishani, guest · topic: Confidence and motivation · [09:05](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=545) > "I remember when I was a child, we had this whole thing that if you had to go for extra lessons, it just meant that there was something wrong with you." > — Presenter, host · topic: Confidence and motivation · [09:16](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=556) > "But our class sizes are getting so big, and the CAPS curriculum is so full of material that the teachers need to cover, it's almost impossible to cover the entire year's syllabus in that required days." > — Paul, guest · topic: Extra lessons versus school · [09:50](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=590) > "However, at the end of the day, I think the child will walk out with the benefit, and two, three weeks down the extra classes line, you will see Result already in the personality changes." > — Paul, guest · topic: Confidence and motivation · [10:08](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=608) > "when a parent tries to take the role of a teacher, often becomes confusing for the child because there's different methodologies that you've taught, and that's why getting the experts to help might be the best option." > — Vishani, guest · topic: Parents' role in learning · [10:39](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=639) > "So I would suggest the best thing the parent can do is read with their child and let the core concepts of maths and English be taught by the professionals." > — Vishani, guest · topic: Parents' role in learning · [10:57](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=657) > "Even in my case with my own children, I take them to one of the teachers that I employ. They need to learn from someone else." > — Paul, guest · topic: Parents' role in learning · [11:18](https://dl.iono.fm/epi/prov_1036/epi_1152829_high.mp3#t=678) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. How do I know if my child really needs extra lessons? How is this different from ordinary school lessons? How long do we need to go for extra lessons? What's the difference between remedial and enrichment? Let the experts do what they're trained for. Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment. Book your FREE assessment now · Book your FREE assessment now ## #02 Role of the Parent - Supporting the academic journey - Page: https://context.kiplessons.co.za/episodes/002-role-of-the-parent-supporting-the/ - Date: 2022-02-06 (as at 2022-02-06) - Guest: Vishani, Paul - Themes: Role of the parent, Stigma of extra lessons, Avoiding spoon-feeding, Independent learning, School and extra lessons partnership - Episode: https://iono.fm/e/1152828 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3 ### About the guest: Vishani - extra lessons provider (Guest details come from the published episode notes or the guest's own words.) ### About the guest: Paul (Guest details come from the published episode notes or the guest's own words.) ### Episode analysis (AI, drawn only from this episode; each point cites its moment) A short episode in which the presenter asks what a parent's role is in a child's education. The episode also covers parents' fear that needing extra lessons means they are failing. Vishani and Paul, each a Kip McGrath centre owner at the time of recording, answer. Vishani separates the roles of parent, school and extra lessons provider. Paul and Vishani then explain how parents can support a struggling child without doing the work for them or spoon-feeding answers. **Key ideas** - The host argues that the stigma some parents attach to supplementary lessons is incorrect. ([00:03](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=3)) - Vishani says the parent's role is to motivate, encourage and shape character, while leaving the teaching to the teacher. ([00:38](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=38) [00:38](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=38) [00:47](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=47)) - Vishani describes the school as delivering the curriculum day to day. In her account, the extra lessons provider supplements it by addressing struggles or re-teaching concepts in a different style. ([00:59](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=59) [01:11](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=71)) - Vishani holds that all three roles are important, but each party needs to know what its role is. ([01:24](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=84) [01:25](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=85)) - Paul warns that parents end up picking up the pieces for their children. Children then learn to ask for outside support instead of doing the work themselves. ([01:52](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=112) [02:00](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=120)) - Vishani argues that spoon-feeding stops children from attempting to problem solve. ([02:40](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=160) [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=160)) **Lessons** - Paul advises letting children do their own homework and projects. Parents should support them in getting a project right without constantly picking up the pieces. ([02:14](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=134) [02:14](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=134) [02:21](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=141)) - Vishani suggests going back to the theory in the textbook and asking the child to explain it to you. ([02:48](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=168)) - Vishani advises against giving all the answers or rushing to Google it for them. She suggests working together so the child understands what they are doing. ([02:59](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=179)) - According to Vishani, parents should act as motivators rather than as teachers. ([00:38](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=38)) **Who it's for:** Parents of school-going children who feel they cannot help with schoolwork, who wonder whether extra lessons signal failure, or who tend to do homework and projects for their children. **Facts stated in the episode** - Vishani names three roles in a child's education: the parent, the school and teacher, and the extra lessons provider. ([00:38](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=38) [00:59](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=59) [01:11](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=71) [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=84)) ### Questions this episode answers **Q: Is there something wrong with sending my child to extra lessons?** A: The host says the belief that there is a stigma attached to supplementary lessons is completely incorrect. ([00:03](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=3)) **Q: What is a parent's role in their child's education?** A: Vishani says to be the motivator: encourage the child, shape their character, and leave the teacher's job to the teacher. ([00:38](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=38) [00:47](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=47)) **Q: What does an extra lessons provider do compared with the school?** A: Vishani says the school gives the curriculum day to day. The extra lessons provider supplements it by helping with what the child struggles with, teaching in a different style, or re-strategising how to teach a concept. ([00:59](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=59) [01:11](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=71)) **Q: Should I help my child with their homework and projects?** A: Paul says there is a support role, but parents should let children do their own homework and projects. If parents keep picking up the pieces, children won't cope in their matric year. ([01:52](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=112) [02:14](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=134)) **Q: How can I help my struggling child without just giving them the answers?** A: Vishani suggests going back to the theory in the textbook and having the child explain it to you. She recommends working together towards the answer so they understand it, rather than doing it for them or Googling it. ([02:48](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=168) [02:59](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=179)) **Q: Why is spoon-feeding my child a problem?** A: Vishani says a spoon-fed child won't attempt to problem solve and find the answers themselves. ([02:40](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=160)) **Q: Am I failing as a parent if I can't help my child with schoolwork?** A: The host acknowledges that parents feel this way. The experts frame the parent's role as support and motivation, with the teaching left to the school and extra lessons provider. ([01:11](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=71) [01:35](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=95)) ### Passage: Parent, teacher and extra lessons: who does what [00:03–01:34, 271 words] Note (AI): Sets out the stigma parents may feel, then Vishani's division of roles between parent, school and extra lessons provider. Presenter, host [00:03](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=3): > Many parents may believe there's a bit of a stigma attached to sending children to a supplementary educational lesson, but I'm glad to say, actually, that's completely incorrect. Even if you may be thinking, well, surely the mainstream education system should be sufficient, and I can't help my child, therefore am I failing as a parent? Well, that's one kind of stigma, but you're not alone, and to help us through this little minefield about who should be doing what, Vishani and Paul are going to be answering your questions. Vishani, what is my role as a parent when it comes to education? Vishani, guest [00:38](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=38): > Be the motivator. You should be encouraging your child in their journey of academics. Basically, you are shaping their character, but you should leave the teacher's job to the teacher. It is really crucial for you to help them and inspire them and support them, but when it comes to the teaching, leave it to the school and the teacher. So the school and the teacher will then be the one who actually gives them the syllabus or the curriculum on a day-to-day basis, and then as an extra lessons provider, we supplement that. So our role would then be to help them with what they're struggling with or what they don't understand or teach in a different teaching style or re-strategize how to teach that concept, and that would be the role of the extra lessons provider. So as you can see, all three roles are very important, but they just need to know what their roles are. And help facilitate the child with their academic journey. ### Passage: Supporting a struggling child without doing the work [01:35–03:12, 325 words] Note (AI): Both experts give practical guidance on supporting homework and projects without picking up the pieces or giving answers. Presenter, host [01:35](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=95): > It's very difficult for parents to take a step back, or if they have to, and because they can't help their child, they are going to feel like they are failing as a parent, let alone a teacher. What is the role of the parent then? How do you turn around and say to your child, Paul, guest [01:51](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=111): > Not at all. There is a support role, which is definitely there, and I think what people lead to is they end up picking up all their pieces for their children. So you've got a typical primary school child who wants to do all the work, but realizes if he just asks once, he's going to get the support from an external source, and they constantly do that. Let them do their own homework. Let them do their own projects. Support them in getting that project right, but don't pick up the pieces all the time, because they won't be able to do it in their matric year either. Presenter, host [02:26](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=146): > So essentially you're saying don't be a helicopter parent. Your children will come to you and say, you don't want to help me, you're not helping me. How do parents get past that if they know that their child is battling and they can't help? Vishani, guest [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=160): > I think if you're going to spoon feed the child, then they're not going to make an attempt to problem solve and actually find the answers. I think what you can help them do is maybe go back to the theory in the textbook and ask them to explain it to you. And maybe you can work together in that sort of environment to work together, but do not give them all the answers or, you know, do not go in a frantic buzz of, okay, I will do this for you, I will Google it. No, work together, perhaps, and try to get to the answer, but get them to understand what they're doing. ### Quotes > "Be the motivator. You should be encouraging your child in their journey of academics." > — Vishani, guest · [00:38](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=38) > "you should leave the teacher's job to the teacher." > — Vishani, guest · [00:47](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=47) > "all three roles are very important, but they just need to know what their roles are." > — Vishani, guest · [01:25](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=85) > "Let them do their own homework. Let them do their own projects." > — Paul, guest · [02:14](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=134) > "don't pick up the pieces all the time, because they won't be able to do it in their matric year either." > — Paul, guest · [02:21](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=141) > "So essentially you're saying don't be a helicopter parent." > — Presenter, host · [02:26](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=146) > "if you're going to spoon feed the child, then they're not going to make an attempt to problem solve and actually find the answers." > — Vishani, guest · [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=160) ### Claims > "Many parents may believe there's a bit of a stigma attached to sending children to a supplementary educational lesson, but I'm glad to say, actually, that's completely incorrect." > — Presenter, host · topic: Stigma of extra lessons · [00:03](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=3) > "Be the motivator. You should be encouraging your child in their journey of academics. Basically, you are shaping their character, but you should leave the teacher's job to the teacher." > — Vishani, guest · topic: Role of the parent · [00:38](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=38) > "So the school and the teacher will then be the one who actually gives them the syllabus or the curriculum on a day-to-day basis, and then as an extra lessons provider, we supplement that." > — Vishani, guest · topic: School and extra lessons partnership · [00:59](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=59) > "So our role would then be to help them with what they're struggling with or what they don't understand or teach in a different teaching style or re-strategize how to teach that concept, and that would be the role of the extra lessons provider." > — Vishani, guest · topic: School and extra lessons partnership · [01:11](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=71) > "So as you can see, all three roles are very important, but they just need to know what their roles are." > — Vishani, guest · topic: School and extra lessons partnership · [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=84) > "It's very difficult for parents to take a step back, or if they have to, and because they can't help their child, they are going to feel like they are failing as a parent, let alone a teacher." > — Presenter, host · topic: Role of the parent · [01:35](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=95) > "There is a support role, which is definitely there, and I think what people lead to is they end up picking up all their pieces for their children." > — Paul, guest · topic: Role of the parent · [01:52](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=112) > "So you've got a typical primary school child who wants to do all the work, but realizes if he just asks once, he's going to get the support from an external source, and they constantly do that." > — Paul, guest · topic: Independent learning · [02:00](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=120) > "Let them do their own homework. Let them do their own projects. Support them in getting that project right, but don't pick up the pieces all the time, because they won't be able to do it in their matric year either." > — Paul, guest · topic: Independent learning · [02:14](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=134) > "So essentially you're saying don't be a helicopter parent. Your children will come to you and say, you don't want to help me, you're not helping me." > — Presenter, host · topic: Role of the parent · [02:26](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=146) > "I think if you're going to spoon feed the child, then they're not going to make an attempt to problem solve and actually find the answers." > — Vishani, guest · topic: Avoiding spoon-feeding · [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=160) > "I think what you can help them do is maybe go back to the theory in the textbook and ask them to explain it to you." > — Vishani, guest · topic: Avoiding spoon-feeding · [02:48](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=168) > "do not give them all the answers or, you know, do not go in a frantic buzz of, okay, I will do this for you, I will Google it. No, work together, perhaps, and try to get to the answer, but get them to understand what they're doing." > — Vishani, guest · topic: Avoiding spoon-feeding · [02:59](https://dl.iono.fm/epi/prov_1036/epi_1152828_high.mp3#t=179) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. Working together in a partnership of Parent, Child, School and Extra Lessons Centre. What are our expectations of each party? Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment Book your FREE assessment now · Book your FREE assessment now ## #01 How do I choose a Tutor? - Assessments - Page: https://context.kiplessons.co.za/episodes/001-how-do-i-choose-a-tutor/ - Date: 2022-02-06 (as at 2022-02-06) - Guest: Paul, Vishani - Themes: Free assessments, Reading and literacy, Individualised learning, Class sizes, Choosing a tutoring centre, Foundations and remediation - Episode: https://iono.fm/e/1152827 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3 ### About the guest: Paul - Kip McGrath (Guest details come from the published episode notes or the guest's own words.) ### About the guest: Vishani - Kip McGrath (Guest details come from the published episode notes or the guest's own words.) ### Episode analysis (AI, drawn only from this episode; each point cites its moment) The presenter asks the questions a parent might have when choosing a tutor. Paul and Vishani, each a Kip McGrath centre owner at the time of recording, answer them. They cover what Kip McGrath offers and how reading is assessed, and explain why weak reading can hold back maths. They also describe individualised lessons, class sizes capped at six and the free, no-obligation assessment. For a parent, the practical next step is to book a free assessment at one of the ten Kip McGrath centres featured on kiplessons.co.za. **Key ideas** - Paul argues that fixing a child's foundations improves current schoolwork, even if the lessons are not covering current work. ([00:54](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=54) [01:01](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=61)) - Paul says many primary school children who struggle with maths actually cannot read the word problems. A reading program then improves their maths. ([01:45](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=105) [02:33](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=153) [02:41](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=161)) - Vishani describes a reading test that converts raw data into a reading age, compares it with the child's chronological age and places the child on a program. ([02:02](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=122) [02:16](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=136)) - Paul says each child works on their own level, so a Grade 10 child doing Grade 8 maths is not competing with the child next to them. ([03:42](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=222) [04:43](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=283) [05:00](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=300)) - Paul argues one-on-one tutoring becomes the 'oh-yeah method', where the teacher does the work. He recommends at least three or four children per class. ([05:20](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=320) [05:26](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=326) [05:37](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=337)) - Vishani stresses combining written work, which is how children are tested, with computer work that reassesses them so nothing falls through the gaps. ([03:52](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=232) [04:06](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=246) [04:12](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=252)) - Vishani names confidence building as Kip McGrath's biggest stand-out factor: starting simple and moving on gradually. ([06:23](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=383) [06:29](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=389)) - Paul and Vishani both say convenience and regular attendance matter most when picking a centre. ([03:11](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=191) [03:16](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=196) [03:21](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=201)) **Reading assessment and placement** ([02:02](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=122) [02:16](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=136)) 1. Do a reading test and look at the raw data. 2. Transfer the raw data into a reading age. 3. Compare the reading age to the child's chronological age. 4. Place the child on a program based on their reading capabilities, starting with phonics and blends. **Lessons** - Paul suggests that when a child struggles with maths, parents should check whether reading is the underlying problem. ([02:33](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=153) [02:41](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=161)) - Paul and Vishani advise choosing a centre close to home, because consistent, regular attendance is what makes extra lessons work. ([03:11](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=191) [03:21](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=201)) - Paul says very small or one-on-one classes can leave the teacher doing the work, so some peers in the class help. ([05:20](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=320) [05:37](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=337)) - Paul says parents should use the assessment to understand the commitment and hours needed before deciding. ([06:36](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=396) [06:46](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=406) [07:08](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=428) [07:18](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=438)) **Who it's for:** Parents of school-going children who have been told their child needs extra lessons and want to know how a tutoring centre works, from assessment to class size. The next step for them is to book a free assessment at a Kip McGrath centre featured on kiplessons.co.za. **Facts stated in the episode** - Vishani says Kip McGrath has been in existence for forty years. ([01:10](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=70)) - Paul and Vishani say Kip McGrath had about sixty branches in South Africa. ([03:05](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=185)) - Paul says classes are capped at six children, with an average of 4.2. ([05:00](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=300) [05:37](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=337)) - Paul says the assessment is free of charge, with no obligation. ([06:46](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=406)) - Vishani says tuition covers English, Afrikaans and maths. ([01:24](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=84)) ### Questions this episode answers **Q: Is the Kip McGrath assessment free, and do I have to sign up afterwards?** A: Paul says the assessment is entirely free of charge, with no obligation on the parent's side. Its goal is for parent and student to know what they are in for. ([06:46](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=406) [06:46](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=406)) **Q: How many children are in a Kip McGrath class?** A: Paul says classes are capped at six children, with an average of about four (4.2). He recommends at least three or four children so the class does not become the 'oh-yeah method'. ([05:00](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=300) [05:20](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=320) [05:37](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=337)) **Q: Why might my child's reading affect their maths?** A: Paul says many Grade 4 and 5 children struggling with maths turn out, after the baseline assessment, to be unable to read word problems. Once they are on the reading program, their maths improves. ([02:33](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=153)) **Q: How does a tutoring centre test my child's reading?** A: Vishani says they run a reading test, convert the raw data into a reading age, and compare it with the child's actual age. They then place the child on a program covering phonics, pronunciation and blends. ([02:02](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=122) [02:16](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=136)) **Q: Will my child work at the same pace as others in the class?** A: Paul says no. Lessons are individualised, so children at different grade levels sit side by side without competing. Vishani says programs let children progress at their own pace. ([04:43](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=283) [05:56](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=356)) **Q: What subjects does Kip McGrath tutor?** A: Vishani says they provide English, Afrikaans and maths tuition, focusing on reading, spelling and comprehension. They work on weak areas, through either remediation or enrichment. ([01:24](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=84)) **Q: What should I look for when choosing an extra lessons centre?** A: Paul says pick somewhere close, because routine and regular attendance make it work. He adds that you should make an informed decision about which centre suits you and how many hours you need. ([03:11](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=191) [07:18](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=438)) **Q: Does Kip McGrath use computers or written work?** A: Vishani says both. Written work matches how children are tested, while computer work reassesses them so nothing falls through the gaps, covering audio, visual and kinesthetic learning styles. ([03:52](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=232) [04:06](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=246)) ### Passage: What Kip McGrath is and what it teaches [00:25–01:45, 223 words] Note (AI): Paul and Vishani set out the approach: positive reinforcement, fixing foundations before current work, and the subjects offered for remediation or enrichment. Paul, guest [00:25](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=25): > So the Kip McGrath Education System is all about a positive reinforcement learning environment for the children, so that they are constantly achieving at the right capabilities at the right level. So they're growing themselves after each lesson, they should walk out saying, I have learned something new, and then you've achieved the true goals of what Kip McGrath stands for. Presenter, host [00:48](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=48): > Okay, so they aim to complement the work that's being done at school as well? Paul, guest [00:52](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=52): > Yes and no. The reason why I say yes is because if we go and fix the foundations for a child, we might not be doing current work. However, automatically when you go and fix the foundations, the current work will start improving. Presenter, host [01:06](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=66): > Okay, and for Shawnee, how long has Kip McGrath been in existence? Vishani, guest [01:10](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=70): > Kip McGrath has been in existence for forty years with an international reputation as the trusted and innovative education center for South Africa. Campogra is basically an extra lessons provider. What we specifically provide is English, Afrikaans, and maths tuition, and we really focus on the reading, the spelling, and the comprehension, and look where students are having their difficulty and work on their weak areas, and we look at whether they need remediation or enrichment. So some students come in just purely for enrichment purposes, and some students need the remediation. ### Passage: Reading tests and why reading lifts maths [01:45–02:47, 199 words] Note (AI): Explains how reading age is measured against actual age, and gives Paul's example of maths struggles traced back to reading problems. Presenter, host [01:45](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=105): > Have you found a lot of the time that children are coming in, they can't read properly, even at an advanced age? Because I know that that's always been one of the thing we see in the press that we hear a lot about from other people. Kids just can't read. Vishani, guest [01:59](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=119): > So yes, there are reading problems, and students come in, and then we do a reading test where we look at the raw data and then transfer that into an reading age, and we compare to their chronological actual age, and then place them on a program based on their reading capabilities. And part of the reading program is looking at the basics, the foundation, the phonics, the The pronunciation, the vowel blends, the consonant blends, and so on. Presenter, host [02:26](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=146): > Because reading, I mean, is the core for everything, for understanding, for even if it's maths. Paul, guest [02:32](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=152): > Correct. So we find a lot of primary school kids that come in, maybe grade four, grade five, are struggling with maths. But when we finish the baseline assessment, we establish that they're not able to read the word problems, and we then put them on the reading program, and their maths improves. ### Passage: Learning styles and each child's own pace [03:42–05:09, 273 words] Note (AI): Describes how lessons are individualised: reassessment, written plus computer work across learning styles, and children at different grade levels working side by side. Vishani, guest [03:42](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=222): > I think firstly, we really get to know the child one-on-one, and we discuss their concerns at the very go- very set, and thereafter, we then reassess constantly, and we use computers and written work to help their learning development in three different learning styles. So whether it's audio, visual, or kinesthetic, we make sure that we use written work, because that is exactly how they will be tested or assessed. And organization of maths and English on paper is critically important, and then we do computer work, because nothing falls through the gaps with technology, and computers just reassess, and we are dealing with the selfie generation, so we need to keep it motivating and stimulating at all times. Presenter, host [04:22](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=262): > So you have specialized programs? Vishani, guest [04:25](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=265): > Yes, we have specialized programs that have been adapted for South Africa. Presenter, host [04:29](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=269): > And children, I mean, do they all work at the same pace, or does each child work at their own pace, Paul? Paul, guest [04:34](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=274): > So not at all. There is a very strong feeling for kids having an individualized lesson, and that's something that's very important to the way we work. And that particular child that could be sitting there at a grade ten level, operating at a grade eight maths or whatever it might be, is not competing against the child sitting right next to him, who's probably doing grade nine work, and they have no idea what each other's work is. So they are absolutely working for themselves and able to cope with that work because they are achieving it all the time. And then more importantly, we don't make our classes bigger than six children. ### Passage: Ideal class size and what sets centres apart [05:10–06:36, 290 words] Note (AI): Paul argues against one-on-one tutoring and gives class-size figures. Vishani then describes drill work and confidence building. Presenter, host [05:10](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=310): > Well, what is the, the sort of upper level of how many kids there should actually be in a class? It's always been an interesting thing for me. Paul, guest [05:17](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=317): > So there are many, many ideas here with, obviously, if you're going to do remedial intervention, the fewer kids, the better, but not too small, because one-on-one becomes what I refer to as the oh-yeah method. The teacher eventually does all the work in the class, and you say, oh, yeah, I've got it, and they don't know how to work it for themselves. So I will just say you need to find three or four kids in the class at least. We cap it at six, but our average is about four, 4.2, in fact. Presenter, host [05:45](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=345): > Okay. Now, what actually differentiates Kip McGrath from other education centers specifically? I mean, if you could just say, these are the reasons why we are this good. Vishani, guest [05:56](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=356): > I think our programs are specialized and we enable children to progress at their own pace. So it's very, very tailored to the needs of the child and they don't just learn the theory, they actually do drill work, which is practice, practice, practice, whether it's on the computer or whether it's in their books. It's about practicing their drill work and making sure that they're in a safe, motivating and stimulating environment. So with all those three factors, you know, making sure their confidence is being built from one level to another. So I think one of the biggest stand out factors for me at Kip McGrath is building the students' confidence levels, starting off with something simple and then moving on gradually really builds their confidence levels and then they feel, yeah, I can do this. ### Passage: The free assessment and making an informed choice [06:36–07:28, 176 words] Note (AI): Answers a parent's practical questions about cost, obligation and commitment, and frames the assessment as part of choosing a centre and the hours needed. Presenter, host [06:36](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=396): > And, when the person comes in for an assessment, what are the ramifications of that? I mean, are you obliged to keep coming? How much does it cost? Paul, guest [06:46](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=406): > The assessment that we do is entirely free of charge. There's no obligation on the parent's side. Really, the, the core goal of the assessment is that the parent and the student both know what they're in for, the commitment that they need to make. As a tutor, we can definitely help that child at whichever level they're at, but the idea is you've got to help them that they'd want to come back because they've learned something new. So depending on how bad the remediation is, and bad is probably not the right word, but sometimes you need a few extra hours, and the parent needs to understand that. So the assessment is part of the decision-making process. However, at the end of the day, you need to make a informed decision about which center is going to work for you and how many hours you need. ### Quotes > "they should walk out saying, I have learned something new, and then you've achieved the true goals of what Kip McGrath stands for." > — Paul, guest · [00:41](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=41) > "However, automatically when you go and fix the foundations, the current work will start improving." > — Paul, guest · [01:01](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=61) > "we establish that they're not able to read the word problems, and we then put them on the reading program, and their maths improves." > — Paul, guest · [02:41](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=161) > "routine is part of the practice here. You've got to go regularly to make it work." > — Paul, guest · [03:16](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=196) > "because nothing falls through the gaps with technology, and computers just reassess," > — Vishani, guest · [04:12](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=252) > "we are dealing with the selfie generation, so we need to keep it motivating and stimulating at all times." > — Vishani, guest · [04:17](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=257) > "one-on-one becomes what I refer to as the oh-yeah method." > — Paul, guest · [05:26](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=326) > "they don't just learn the theory, they actually do drill work, which is practice, practice, practice," > — Vishani, guest · [06:04](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=364) > "starting off with something simple and then moving on gradually really builds their confidence levels and then they feel, yeah, I can do this." > — Vishani, guest · [06:29](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=389) > "The assessment that we do is entirely free of charge. There's no obligation on the parent's side." > — Paul, guest · [06:46](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=406) ### Claims > "So the Kip McGrath Education System is all about a positive reinforcement learning environment for the children, so that they are constantly achieving at the right capabilities at the right level." > — Paul, guest · topic: Individualised learning · [00:25](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=25) > "The reason why I say yes is because if we go and fix the foundations for a child, we might not be doing current work. However, automatically when you go and fix the foundations, the current work will start improving." > — Paul, guest · topic: Foundations and remediation · [00:54](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=54) > "Kip McGrath has been in existence for forty years with an international reputation as the trusted and innovative education center for South Africa." > — Vishani, guest · topic: Choosing a tutoring centre · [01:10](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=70) > "What we specifically provide is English, Afrikaans, and maths tuition, and we really focus on the reading, the spelling, and the comprehension, and look where students are having their difficulty and work on their weak areas, and we look at whether they need remediation or enrichment." > — Vishani, guest · topic: Foundations and remediation · [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=84) > "we do a reading test where we look at the raw data and then transfer that into an reading age, and we compare to their chronological actual age, and then place them on a program based on their reading capabilities." > — Vishani, guest · topic: Reading and literacy · [02:02](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=122) > "And part of the reading program is looking at the basics, the foundation, the phonics, the The pronunciation, the vowel blends, the consonant blends, and so on." > — Vishani, guest · topic: Reading and literacy · [02:16](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=136) > "Because reading, I mean, is the core for everything, for understanding, for even if it's maths." > — Presenter, host · topic: Reading and literacy · [02:26](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=146) > "So we find a lot of primary school kids that come in, maybe grade four, grade five, are struggling with maths. But when we finish the baseline assessment, we establish that they're not able to read the word problems, and we then put them on the reading program, and their maths improves." > — Paul, guest · topic: Reading and literacy · [02:33](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=153) > "Kip McGrath is an international company. In South Africa, we just over sixty branches, obviously in the major centers." > — Paul, guest · topic: Choosing a tutoring centre · [03:05](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=185) > "Pick somebody that's close to you, and that's the most important thing, because you've got to make it convenient and workable, because routine is part of the practice here. You've got to go regularly to make it work." > — Paul, guest · topic: Choosing a tutoring centre · [03:11](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=191) > "Part of extra lessons is about consistent and regular attendance, so whatever's convenient should be the answer." > — Vishani, guest · topic: Choosing a tutoring centre · [03:21](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=201) > "I think firstly, we really get to know the child one-on-one, and we discuss their concerns at the very go- very set, and thereafter, we then reassess constantly," > — Vishani, guest · topic: Individualised learning · [03:42](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=222) > "we use computers and written work to help their learning development in three different learning styles. So whether it's audio, visual, or kinesthetic, we make sure that we use written work, because that is exactly how they will be tested or assessed." > — Vishani, guest · topic: Individualised learning · [03:52](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=232) > "And organization of maths and English on paper is critically important, and then we do computer work, because nothing falls through the gaps with technology, and computers just reassess, and we are dealing with the selfie generation, so we need to keep it motivating and stimulating at all times." > — Vishani, guest · topic: Individualised learning · [04:06](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=246) > "Yes, we have specialized programs that have been adapted for South Africa." > — Vishani, guest · topic: Individualised learning · [04:25](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=265) > "And that particular child that could be sitting there at a grade ten level, operating at a grade eight maths or whatever it might be, is not competing against the child sitting right next to him, who's probably doing grade nine work, and they have no idea what each other's work is." > — Paul, guest · topic: Individualised learning · [04:43](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=283) > "So they are absolutely working for themselves and able to cope with that work because they are achieving it all the time. And then more importantly, we don't make our classes bigger than six children." > — Paul, guest · topic: Class sizes · [05:00](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=300) > "if you're going to do remedial intervention, the fewer kids, the better, but not too small, because one-on-one becomes what I refer to as the oh-yeah method. The teacher eventually does all the work in the class, and you say, oh, yeah, I've got it, and they don't know how to work it for themselves." > — Paul, guest · topic: Class sizes · [05:20](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=320) > "So I will just say you need to find three or four kids in the class at least. We cap it at six, but our average is about four, 4.2, in fact." > — Paul, guest · topic: Class sizes · [05:37](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=337) > "I think our programs are specialized and we enable children to progress at their own pace. So it's very, very tailored to the needs of the child and they don't just learn the theory, they actually do drill work, which is practice, practice, practice, whether it's on the computer or whether it's in their books." > — Vishani, guest · topic: Individualised learning · [05:56](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=356) > "So I think one of the biggest stand out factors for me at Kip McGrath is building the students' confidence levels, starting off with something simple and then moving on gradually really builds their confidence levels and then they feel, yeah, I can do this." > — Vishani, guest · topic: Individualised learning · [06:23](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=383) > "The assessment that we do is entirely free of charge. There's no obligation on the parent's side. Really, the, the core goal of the assessment is that the parent and the student both know what they're in for, the commitment that they need to make." > — Paul, guest · topic: Free assessments · [06:46](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=406) > "So depending on how bad the remediation is, and bad is probably not the right word, but sometimes you need a few extra hours, and the parent needs to understand that." > — Paul, guest · topic: Free assessments · [07:08](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=428) > "So the assessment is part of the decision-making process. However, at the end of the day, you need to make a informed decision about which center is going to work for you and how many hours you need." > — Paul, guest · topic: Choosing a tutoring centre · [07:18](https://dl.iono.fm/epi/prov_1036/epi_1152827_high.mp3#t=438) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. In this episode we'll find out more about how different Extra Lesson centres work, how many children are in a class, free assessments, how centres individualise their programs, and what makes a centre the right fit for your family. Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment Book your FREE assessment now · Book your FREE assessment now ## #00 Where to begin? - Stay calm, we've got this! - Page: https://context.kiplessons.co.za/episodes/000-where-to-begin-stay-calm-we/ - Date: 2022-02-06 (as at 2022-02-06) - Guest: Vishani, Paul - Themes: Coping with extra lessons, Baseline assessment process, Fixing learning gaps, Positive reinforcement, No quick fixes, Guests' backgrounds - Episode: https://iono.fm/e/1152825 - Audio: https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3 ### About the guest: Vishani - Was a microbiologist and geneticist; saw a lot of educational gaps in the field of education and moved into owning an extra lessons centre. In their own words: > "I was a microbiologist and geneticist by nature, and thereafter I decided, okay, there's a lot of educational gaps in the field of education," [01:31](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=91) (Guest details come from the published episode notes or the guest's own words.) ### About the guest: Paul - Got involved because his own kids were struggling at the early primary school stage; was a struggling student himself and decided to invest in the business. In their own words: > "I got involved because of my own kids. I saw they were struggling at the early primary school stage, and I decided to invest in this business." [01:16](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=76) (Guest details come from the published episode notes or the guest's own words.) ### Episode analysis (AI, drawn only from this episode; each point cites its moment) This opening episode is aimed at parents who have just heard that their child may need extra lessons. The presenter frames the experience as five stages of coping ending in acceptance. Vishani and Paul, each a Kip McGrath centre owner at the time of recording, explain what usually brings parents in, how the baseline assessment and tailored program work, how long the first visit takes, and why progress comes from fixing past gaps and positive reinforcement rather than quick fixes. **Key ideas** - The host describes parents moving through denial, anger, bargaining and depression before accepting that their child needs help. ([00:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=1) [00:33](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=33) [00:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=50) [00:58](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=58)) - Paul says parents usually come in because the child is no longer achieving the marks they expect, so the first task is identifying the child's working level. ([01:55](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=115) [02:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=121)) - Vishani explains that a baseline assessment is handed to the tutor, who prepares an individualized, tailored program for the child. ([02:13](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=133) [02:24](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=144)) - Paul argues the assessment is only a snapshot in time; after two or three lessons it becomes an ongoing assessment process. ([02:55](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=175) [02:58](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=178) [03:09](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=189)) - Paul says they do not sell miracles: an older learner may need earlier-grade work fixed first to get the foundations right. ([03:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=230) [03:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=230) [04:00](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=240) [04:02](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=242)) - Paul and Vishani stress positive reinforcement and confidence building, with Vishani linking the emotional side to cognitive abilities. ([03:23](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=203) [03:32](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=212) [04:10](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=250) [04:23](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=263)) **Starting extra lessons as described by Vishani and Paul** ([02:13](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=133) [02:24](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=144) [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=160) [03:09](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=189) [03:32](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=212) [04:02](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=242)) 1. Do a baseline assessment to identify what level the child is working at and set goals. 2. The tutor uses the assessment to prepare an individualized, tailored program. 3. Give feedback to the parent and discuss the way forward; budget about an hour. 4. Continue assessing as the child adapts over the first two or three lessons. 5. Fix the past: go back to earlier-grade work and build the foundations up. 6. Push positive reinforcement with small step-by-step improvements in marks. **Lessons** - The host suggests that feeling denial, anger or guilt is common, and that accepting the child needs help is the stage to reach. ([00:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=1) [00:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=50) [00:58](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=58)) - Paul warns that one assessment may not show the child's best, since a tired or reluctant child gives only a snapshot. ([02:55](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=175) [02:58](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=178)) - Both guests say parents should not expect a few lessons to produce immediate results; regular attendance and fixing gaps take time. ([03:44](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=224) [03:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=230) [04:10](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=250)) - Paul says progress is celebrated in small steps, such as moving from two out of ten to three out of ten. ([03:32](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=212) [03:32](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=212)) **Who it's for:** Parents who have just been told, or suspect, that their child needs extra lessons and want to know what to expect from a first visit. The next step the episode points to is booking a free assessment at a Kip McGrath centre featured on kiplessons.co.za. **Facts stated in the episode** - The host names five stages of coping: denial, anger, bargaining, depression and acceptance. ([00:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=1)) - Vishani says parents should budget about an hour for the assessment and feedback. ([02:40](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=160)) - Paul says that after two or three lessons the child is more adapted to the environment and tutor. ([03:09](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=189)) - Paul says a Grade 10 learner may need Grade 6 or Grade 7 work fixed first. ([04:02](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=242)) - Vishani was a microbiologist and geneticist before moving into extra lessons. ([01:31](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=91)) ### Questions this episode answers **Q: Is it normal to feel upset when my child's school says they need extra lessons?** A: The host describes five stages parents often go through — denial, anger, bargaining, depression and acceptance — and says she feels the same as a mother of school-going twins. ([00:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=1) [00:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=1) [00:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=50)) **Q: What happens when I first bring my child to an extra lessons centre?** A: Vishani says the child does a baseline assessment, which goes to the tutor to prepare an individualized, tailored program; the parent then gets feedback on the way forward. ([02:24](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=144) [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=160)) **Q: How long does the first assessment take?** A: Vishani says it depends on the child's competency and the assessment used, but parents should budget about an hour for the assessment and feedback. ([02:40](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=160)) **Q: What if my child performs badly on the assessment because they're tired?** A: Paul says the assessment is only a snapshot in time; after two or three lessons the child adapts and it becomes an ongoing assessment process. ([02:55](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=175) [03:09](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=189)) **Q: Will five extra lessons fix my child's marks?** A: Paul says they don't sell miracles and expect regular attendance; Vishani adds there are no quick fixes in education — it is a process of fixing gaps. ([03:44](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=224) [03:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=230) [04:10](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=250)) **Q: Why would my Grade 10 child be given Grade 6 work?** A: Paul explains that sometimes they have to fix grade six or grade seven work to get the foundations right and build up from there. ([04:00](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=240) [04:02](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=242)) **Q: How do tutors keep a struggling child motivated?** A: Paul says school can feel negative when a child gets two out of ten, so they praise progress and aim for three, then four out of ten, pushing positive reinforcement. ([03:23](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=203) [03:32](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=212)) **Q: Why did Paul and Vishani get into extra lessons?** A: Paul's own kids struggled in early primary school and he had been a struggling student; Vishani, a former microbiologist and geneticist, saw a lot of educational gaps. ([01:16](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=76) [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=84) [01:31](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=91)) ### Passage: The five stages of coping with extra lessons [00:01–01:05, 210 words] Note (AI): The host walks parents through denial, anger, bargaining, depression and acceptance, naming the feelings many parents have when extra lessons come up. Presenter, host [00:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=1): > You're more than likely listening to this because the dreaded words extra lessons have cropped up, and I feel your pain being the mother of school-going twins. Well, to help us navigate this minefield of uncertainty, I have Vishani and Paul to walk through the process and answer your questions. But before we go there, you're probably going through the five stages of coping. The first one, denial. There's nothing wrong with my child. How can you say that my child, that's not my child's fault? Then there's the anger. What are these teachers doing? Are they not teaching my child? What are they being paid for? Then there's the bargaining. Well, maybe I can give them lessons myself on a Saturday and help them through their algebra and help them through this maybe, if they will let me because I'm going to have to promise them ice creams afterwards. maybe that won't work and then you start thinking, hang on, now we're into the depression stage because I'm just the worst mother in the entire world. My children are not coping and I don't know how to help them. But eventually you do get to Acceptance, and this is when you accept the fact that you need the help. ### Passage: What parents say and how the assessment works [01:55–02:51, 204 words] Note (AI): Explains the usual starting concern, the baseline assessment, the tailored program and the roughly one-hour time commitment for the first visit. Paul, guest [01:55](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=115): > So the biggest problem that you experience is the child is no longer achieving the marks that the parent expects. But the idea is that we need to identify what level the child is working at. So the conversation really goes around where are we at, where are we going to, and I need to move forward with a base and a decision. And one of the things we do is we do an assessment with the child so that we can see exactly what goals are we going to set for each other. Presenter, host [02:20](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=140): > So these, some of the things that a parent can expect when they come in. Vishani, guest [02:24](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=144): > Yes, so basically they come in and we do a baseline assessment, and from this baseline assessment, we then give it to the tutor to prep an individualized and tailored program for the student based on their needs. Presenter, host [02:36](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=156): > And how long does this whole process usually take when people first come in to see you? Vishani, guest [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=160): > So it really depends on the competency levels of the child and which assessment they're going to do, but you should budget about an hour of, an assessment and then feedback to the parent where we discuss the way forward. ### Passage: Why results take time: snapshots, foundations, confidence [02:55–04:29, 330 words] Note (AI): Sets parent expectations: the assessment is a snapshot, past gaps get fixed first, and small positive steps build confidence rather than quick results. Paul, guest [02:55](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=175): > Well, each child is very, very unique. So the assessment is only a snapshot in time. The child could be very tired, it's an afternoon assessment, and you find that they were not really in the mood to be there, and they're still kind of being forced there by their parents. But what happens after a while, after two or three lessons, you find that the child is more adapted to the environment and also the tutor that's providing the classes, and it becomes an ongoing assessment process, but it's also a positive reinforcement environment that they require. So school is a very negative thing that they experience all the time because they're getting two out of ten, or ten out of fifty, and we're going to turn around and make that two out of ten. Well, well done, we want to now get you to three out of ten, and the next time we see you, we'll get you to four out of ten, and constantly push the positive reinforcement side. Presenter, host [03:41](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=221): > Oh, so you're not going to be getting immediate results. I'm sure most parents will come in and say, right, I'm only going to have five lessons, and then I want to see absolutely wonderful results. Paul, guest [03:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=230): > So one thing we don't do is we don't sell miracles. We expect the child to sit, we expect regular attendance, and the important cycle that the child has to go through there is we have to go and fix the past. So if they are currently in grade ten, sometimes we have to go and fix grade six or grade seven work, get the foundations right, and build up from that. Vishani, guest [04:10](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=250): > And like Paul said, there's no quick fixes in education. It is a process, and it is a process of fixing the gaps, providing tools and techniques, giving the student more skills, and it's a confidence builder. So emotional, emotional background of it helps with the cognitive abilities as well. ### Quotes > "the dreaded words extra lessons have cropped up, and I feel your pain being the mother of school-going twins." > — Presenter, host · [00:03](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=3) > "now we're into the depression stage because I'm just the worst mother in the entire world." > — Presenter, host · [00:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=50) > "and this is when you accept the fact that you need the help." > — Presenter, host · [01:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=61) > "I was a microbiologist and geneticist by nature, and thereafter I decided, okay, there's a lot of educational gaps in the field of education, and basically just wanted to tap into that and then moved on to owning a center in Bryanston for extra lessons." > — Vishani, guest · [01:31](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=91) > "So the assessment is only a snapshot in time." > — Paul, guest · [02:58](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=178) > "Well, well done, we want to now get you to three out of ten," > — Paul, guest · [03:32](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=212) > "So one thing we don't do is we don't sell miracles." > — Paul, guest · [03:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=230) > "we have to go and fix the past." > — Paul, guest · [04:00](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=240) > "there's no quick fixes in education." > — Vishani, guest · [04:11](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=251) ### Claims > "You're more than likely listening to this because the dreaded words extra lessons have cropped up, and I feel your pain being the mother of school-going twins." > — Presenter, host · topic: Coping with extra lessons · [00:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=1) > "Then there's the bargaining. Well, maybe I can give them lessons myself on a Saturday and help them through their algebra" > — Presenter, host · topic: Coping with extra lessons · [00:33](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=33) > "But eventually you do get to Acceptance, and this is when you accept the fact that you need the help." > — Presenter, host · topic: Coping with extra lessons · [00:58](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=58) > "I got involved because of my own kids. I saw they were struggling at the early primary school stage, and I decided to invest in this business." > — Paul, guest · topic: Guests' backgrounds · [01:16](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=76) > "Because I was a struggling student myself, I decided there's something more I can do for a lot of kids." > — Paul, guest · topic: Guests' backgrounds · [01:24](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=84) > "I was a microbiologist and geneticist by nature, and thereafter I decided, okay, there's a lot of educational gaps in the field of education," > — Vishani, guest · topic: Guests' backgrounds · [01:31](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=91) > "So the biggest problem that you experience is the child is no longer achieving the marks that the parent expects." > — Paul, guest · topic: Baseline assessment process · [01:55](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=115) > "But the idea is that we need to identify what level the child is working at. So the conversation really goes around where are we at, where are we going to, and I need to move forward with a base and a decision." > — Paul, guest · topic: Baseline assessment process · [02:01](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=121) > "And one of the things we do is we do an assessment with the child so that we can see exactly what goals are we going to set for each other." > — Paul, guest · topic: Baseline assessment process · [02:13](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=133) > "so basically they come in and we do a baseline assessment, and from this baseline assessment, we then give it to the tutor to prep an individualized and tailored program for the student based on their needs." > — Vishani, guest · topic: Baseline assessment process · [02:24](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=144) > "So it really depends on the competency levels of the child and which assessment they're going to do, but you should budget about an hour of, an assessment and then feedback to the parent where we discuss the way forward." > — Vishani, guest · topic: Baseline assessment process · [02:40](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=160) > "Well, each child is very, very unique. So the assessment is only a snapshot in time. The child could be very tired, it's an afternoon assessment, and you find that they were not really in the mood to be there," > — Paul, guest · topic: Baseline assessment process · [02:55](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=175) > "But what happens after a while, after two or three lessons, you find that the child is more adapted to the environment and also the tutor that's providing the classes, and it becomes an ongoing assessment process," > — Paul, guest · topic: Baseline assessment process · [03:09](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=189) > "So school is a very negative thing that they experience all the time because they're getting two out of ten, or ten out of fifty," > — Paul, guest · topic: Positive reinforcement · [03:23](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=203) > "Well, well done, we want to now get you to three out of ten, and the next time we see you, we'll get you to four out of ten, and constantly push the positive reinforcement side." > — Paul, guest · topic: Positive reinforcement · [03:32](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=212) > "I'm sure most parents will come in and say, right, I'm only going to have five lessons, and then I want to see absolutely wonderful results." > — Presenter, host · topic: No quick fixes · [03:44](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=224) > "So one thing we don't do is we don't sell miracles. We expect the child to sit, we expect regular attendance, and the important cycle that the child has to go through there is we have to go and fix the past." > — Paul, guest · topic: No quick fixes · [03:50](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=230) > "So if they are currently in grade ten, sometimes we have to go and fix grade six or grade seven work, get the foundations right, and build up from that." > — Paul, guest · topic: Fixing learning gaps · [04:02](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=242) > "And like Paul said, there's no quick fixes in education. It is a process, and it is a process of fixing the gaps, providing tools and techniques, giving the student more skills, and it's a confidence builder." > — Vishani, guest · topic: Fixing learning gaps · [04:10](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=250) > "So emotional, emotional background of it helps with the cognitive abilities as well." > — Vishani, guest · topic: Positive reinforcement · [04:23](https://dl.iono.fm/epi/prov_1036/epi_1152825_high.mp3#t=263) ### Episode notes (as published with the podcast) Welcome to Kip McGrath Extra Lessons FAQ. Have the words 'EXTRA LESSONS' popped up in your family recently? If so, this podcast is just for you! Welcome to 'Understanding Extra Lessons', the podcast that helps answer all the questions that parents (and children) may have relating to Extra Lessons. In this episode you'll hear about the 5 stages of coping as well as assurance that you're not alone. Do you have a question not answered here? Then please contact us via our website KipLessons.co.za Visit KipLessons.co.za if you're ready to book your child's FREE Assessment Book your FREE assessment now · Book your FREE assessment now