What did you like best?
They actually care and show that they care for you personally and academically.
How patient and understanding they were with helping me get through math and helping me push through especially the times when I got annoyed and aggravated.
I enjoyed getting the help I needed getting through my exhausting last year of high school. My parents don't have the time to aid me every time so having other specialists assist me was a huge help.
I feel significantly more confident because I have learned more skills
I feel way more confident in approaching school with my new learned habits
Their team really was very encouraging and made working with them very fun because they had a cheerful attitude about approaching things as well they wanted me to do the best job possible.
Working with my team of specialists was very enjoyable. They had a positive attitude and wanted to see me succeed. They dedicated time to help me understand concepts and were patient.
I really enjoyed the support that my team gave. They really invested a lot of time to help me get through my school year and wanted me to do my best in everything.
What did you like best?
I liked that Komo provided the subject matter experts that he needed (math, chemistry, English essay/A.P. government). My son benefited by learning how to use Google calendar to track his assignments, learned to be more organized, following up with emails to teachers to clarify assignments and deadlines. He learned to self-advocate for himself more, but this is still a skill he is working on to improve.
I truly appreciated that each of the people that worked with my daughter took a personal interest in making sure she reached her goals and was successful. Each one was so positive and truly tried to motivate and encourage her.
I liked that the program gave her the subject matter experts she needed to help her understand the concepts and assignments. Komo provided expert for chemistry, math, English/history, and Spanish.
Their team went above and beyond to support our family and son. I can't think of anything they could've done to make the experience better.
Our son worked very well with his Specialist and had great rapport and trust with the Specialist. He went the extra mile to find a way to connect with our son in a specific area of math that he was struggling. I didn't see a need in working with the Specialist....he did a wonderful job.
Our Specialist gave our daughter support and encouragement. I liked that she would talk about how she was going to use skills later and helped her to see the end goal.
Their team was very positive and encouraging when they talked about and to our daughter. Also, when I did need to share some concerns they were very open and receptive.
Traditional tutoring assumes that if a student is struggling in a certain subject, they need to get help for THAT particular subject. Struggling with English? Get an English tutor. Hard time in Math? Get a Math tutor.
But guess what? You can’t solve a problem with the thinking that created it. School is subject-specific. Traditional tutoring is just more of the same. It might work in the short-term to pass the next test, but it doesn’t address the root of the issue.
Bringing a stranger into your home to tell kids what they need to know – someone who doesn’t know how your child thinks, who doesn’t get their unique strengths, values and interests – won’t get the best out of them.
Plus, the most qualified tutor on paper often isn’t a good fit in real life. It sucks to watch kids struggle through a tutoring session with someone they obviously don’t click with.
Most people get tutors when students are “struggling.” Now, this has a whole host of negative implications for mindset and sense of self, but perhaps most dangerous is that it teaches kids that they should only seek help when they’re doing poorly – rather than proactively building their strengths while bridging gaps.
Traditional tutoring is used as a bandaid or a cure, which at its core tells our kids it’s because they need to be fixed. This erodes kids’ motivation and engagement and almost always makes them feel stupid or inferior to their classmates.
Bringing a tutor in once in a while to help our kids study for a big test or write a certain essay reinforces the superficiality of getting a good grade on the next test. No consistency means no meaningful, sustainable skill-building or growth.
Overall this amounts to expending effort on short-term and short-sighted goals, without a strategy for long-term gains or growth. This is a monumental disservice to the student’s time, energy and potential.
We know that barriers to learning and achievement aren’t due to the subject matter of a particular class; they’re due to broader (and much more significant) gaps in the core skills needed to process, understand, manage and communicate information.
Students are not “good” or “bad” at certain subjects; they’re better at applying their core skills to certain subjects over others.
We build real, authentic rapport with our students. But we’re not tutors in a traditional sense. We’re a new breed of professional: a hybrid educator, mentor, coach and advocate, dedicated entirely to your child’s success in school. Families and schools gain a trusted ally, someone kids and parents can trust and respect.
We help learners introspect to really think about and connect with their strengths, values and interests. They start to understand and step into their best selves, normalizing healthier and more productive patterns.
We help students feel empowered to get ahead, instead of feeling bad for falling behind – they feel smart and learn how to perform to their potential, which improves self-confidence and well-being.
Students get to learn more and stress less, while the whole household can create positive, productive dynamics around school.
Students co-construct their very own learning and achievement plan for thriving in school holistically, with short and long-term goals that excite them. The wins they get from planning those goals and the process of achieving them is motivating and empowering.