MEP tutoring goes virtual

As schools closed in April due to COVID-19, the Migrant Education Program (MEP) also made the decision to stop in-person services and pivoted to remote video tutoring. Currently 40 students aged pre-K through high school are receiving two hours a week of individualized tutoring. 

Because the work is remote, we were able to hire tutors from across the country who connect with students via video from Maine to Florida. Many of these educators we have worked with in the past during the Blueberry Harvest School. One unexpected benefit of remote learning was the ability to pair bilingual educators to work with Spanish-speaking students and families. Through the remote tutoring program, some MEP students who before the pandemic did not have regular access to a Spanish speaking educator at school are now able to speak with an educator in their preferred language. 

Parents also have appreciated bilingual tutors and the remote tutoring program in general. For some parents, the schools their children attend have no bilingual staff and remote tutoring represents the first time that they have been able to connect directly with their child’s teacher without the aid of an interpreter. Parents have also been excited about the flexible scheduling that remote tutoring allows, which has allowed many working parents the opportunity to observe and participate in their child’s tutoring session for the first time. 

Tutors working with students emphasize social emotional support rather than exclusively focusing on homework help like a traditional tutor might. This support has proven crucial during particularly tumultuous weeks of this year-- for example, when schools shut down some students just needed space to process difficult emotions. Many of our students are experiencing school completely remotely this year and the tutor provides the valuable one-on-one consistency and connection with an educator that students would otherwise be missing out on. 

Although MEP programs have gone remote, tutors and students have continued to stress creativity and individualized instruction through special interest projects that also emphasize students’ cultures. Students have enjoyed these experiences with remote tutors, especially when tutors create group sessions so students are able to interact with their friends they aren’t able to see in person. During these group sessions students have read books together, focused on storytelling, or worked on art projects and had the opportunity to build friendships across distance. Parents reported that their children are excited for their tutoring sessions and that connecting with classmates motivates the students to do more homework and stay on task. 

Tutor Andrea Mercado submitted the following reflection of her experience tutoring remotely:

“When I think about my experience with virtual tutoring through Mano en Mano, my heart is filled with warmth and wonder. These emotions are attributed to the funny, curious, creative and endearing hearts of the children I have had the privilege to work with. At a time in history, where most things have been highly unpredictable, the constant contact between my students and myself have brought comfort and companionship in addition to opportunities for learning for both of us. I could tell the students were looking forward to meeting with me and tell me about their daily lives, practice reading, math and writing and most of all make contact with their peers. I offered a few group sessions during the week in the spring and the kids really appreciated being able to see other peers. I continued to have group sessions this fall and have witnessed students in Portland and students in Milbridge cultivate new friendships. 

 My students and their families have also given me so much more than I could ever offer them. By interacting with the children in their homes and corresponding with their parents has offered me an amazing sense of community that has been so fulfilling during a period of necessary selective isolation. 

 When our minds are consumed with uncertainty and despair, we need look no further than in the laughter of children. There lie the melodies of hope for the future.”

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