All Next Level instructors have relevant experience and proficiency teaching subjects in which they are deemed experts. And while each of them has an undergraduate degree, many also have graduate degrees or are currently matriculated in local graduate programs. All our instructors receive formal training and their work is continuously supervised by our directors to ensure continuity and effective implementation of our methods. Instructors only tutor subjects for which they are highly qualified.
On occasion we are asked if our instructors are “certified teachers,” which implies graduation from a teaching college or similar teaching certification program. While we do occasionally employ instructors who happen to be certified, certification isn’t a prerequisite for employment at Next Level Learning because the pedagogy for traditional teaching programs is designed for conventional classroom dynamics. To the contrary, teaching methods and strategies for classrooms that emphasize varying degrees of lecture generally don’t apply to one-on-one tutoring dynamics. As you can imagine, it’s not effective to lecture a student in the more intimate setting of one-on-one tutoring, which is why our instructors are trained in socratic teaching methods that inspire students to develop robust independent thinking skills. Further, traditional teachers tend to specialize in specific fields, while Next Level instructors are typically well qualified in multiple subjects.
One-on-one tutoring is a specific form of socratic scholarship that rewards instructors who possess outstanding interpersonal skills and the ability to relate to students of all ages and abilities within a dynamic give-and-take structure. Active listening, keen observation, and lively interaction are critical to our success and we recognize not everyone is cut out to truly hear and understand students. Our comprehensive training and development program for instructors focuses on teaching methods and strategies unique to one-on-one tutoring that have been proven over many years to be beneficial tools in our work with students. We start where the student is, as opposed to where we presume the student should be, which enables us to end up where the student actually wants to go.