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Academic Support

Socrates once said, “We are what we repeatedly do.  Excellence, then, is a habit.”  A key focus of the Academy is to provide support so that students may learn habits of excellence and develop to their fullest potential.  In addition to daily advising and a hands-on approach from faculty and staff, assistance is made available through these tools:

Tutorials are for students experiencing academic difficulty in a particular class.  At the interim of each quarter, faculty members identify students whose average is below a C. These students are then placed in “tutorials” – an after-school meeting with that teacher.  Teachers may also place students in tutorials who are simply not working to their potential, and parents may request their students be placed in tutorials.

8th period occurs after school daily.  Teachers remain in their classrooms and students may stop by for extra help.  Students may also be assigned to an 8th period meeting in order to complete missing homework, prepare for tests, or receive extra help from a teacher.

Planners or agenda books are issued to each student upon their arrival.  Students are expected use the planners to monitor homework assignments, upcoming projects, scheduled tests, and other important events.

Peer Tutoring is available to students who find themselves in need of additional tutorial assistance.  Peer Tutors are approved by the faculty and assigned through the Counseling Office.

Applied Learning Strategies is an elective course for credit that incorporates teacher-directed lessons addressing test-taking strategies, organization, and homework completion.

Quiet Time begins at 8:30 each school night in the residence halls.  Students are required to be in their rooms, or in a supervised study area if the student needs additional support.  The purpose is to provide a structured approach to studying.  Quiet Time is monitored by the Resident Life staff.

8th Period and Tutorials

8th period and tutorials are a hallmark of the after-school academic support offered here.  Relationships between students and teachers that begin in small classes grow stronger through individual extra help sessions.  Think of 8th period and tutorials each day as “office hours” for our teachers.  Oak Hill students become  accustomed to utilizing the resources available to them.

For me, seeing those little glimpses of growth, one student at a time, is promise enough, proof enough, that I’m doing something right. That’s what being a teacher at Oak Hill means to me.

Dean Julius

English Department, Oak Hill Academy