Both small group and one-on-one tutoring have key benefits, and the choice between the two often comes down to the student’s specific learning style and needs. Primarily, the interaction that small group tutoring provides among peers may foster a heightened level of social intelligence for students – a skill that is applicable to the daily interaction both within and beyond the academic sphere. Social learning is an integral component in the educational process, and the interaction that occurs within a small group setting can initiate a collaborative learning environment. Students are able to ask questions, share ideas and communicate concepts to one another, solidifying their understanding in a teacher-student rhetoric. The social dynamic similarly encourages students to actively participate and engage with the content, fostering motivation and an enthusiasm for learning. Varyingly, one-on-one tutoring may not provide as many opportunities for this peer interaction. Such peer interaction, however, may not prove as important within the tutoring space when considering the role of one-on-one tutoring in establishing a sense of accountability and duty for the singular student to apply within their school-based learning. This is particularly pertinent when regarding homework and the focus the tutor provides to the sole student’s learning situation. If a student is struggling with a particular concept, the tutor can focus on helping that student and ensuring they are providing adequate time outside of school and the tutoring time to apply the strategies decided upon within the session.

Beyond academic learning, small group tutoring aids students in developing important collaborative skills. Working together in a group influences communication, problem-solving and teamwork abilities. These skills not only help the student in their academic growth, but are also highly transferable to real-world scenarios, both in a private and public manner. This may be compromised within a one-on-one scenario, where students are not able to work collaboratively on questions and ideas from multiple perspectives, as opposed to their tutors’ perspective.

Georgina Maxwell