[HN Gopher] The life of a private tutor (2020)
___________________________________________________________________
The life of a private tutor (2020)
Author : sohkamyung
Score : 113 points
Date : 2021-07-08 12:25 UTC (1 days ago)
(HTM) web link (www.economist.com)
(TXT) w3m dump (www.economist.com)
| bagol wrote:
| Where is the full article?
| tyingq wrote:
| https://outline.com/PCcptc
| [deleted]
| tzury wrote:
| One would think that in the internet era, where so much
| information and knowledge are avaialble online for free, those
| would disappear.
|
| Apprently not.
| slumdev wrote:
| A guide is more important than ever. Information is properly
| assimilated through some mental schema. When teachers talk
| about teaching people "how to learn", they're talking about
| helping a student to form those schemata (as well as specific
| techniques, etc.)
| ip26 wrote:
| The bigger the deluge of information, the more valuable a guide
| becomes to navigate it.
| BitwiseFool wrote:
| There's no way to replicate the engagement that an actual
| teacher/tutor can provide. Some people can do just fine with
| self-directed study but I image most people aren't autodidacts.
| lumost wrote:
| Self-learning also comes with the pitfall that you may
| optimize for the wrong things.
|
| When it comes to standardized tests/certain career
| expectations you are expected to have a broad understanding
| of the orthodox views on the evaluated topics.
| jackson1442 wrote:
| I tutored for a short stint during my senior year of
| highschool (graduated in S2020, so this included the
| pandemic), through my Fall 2020 term at university.
|
| This is pretty much exactly what I experienced. I was a
| member of an online marketplace, so I wasn't necessarily an
| "elite" tutor by any means, but I found that most of my
| students just needed instruction that was more tailored to
| them. A lot of them were working towards AP exams (computer
| science), so working with someone who had taken that exam,
| knew what was on it, and intimately understood how it was
| graded proved rather valuable, at least from what the parents
| reported back to me.
| ChuckNorris89 wrote:
| You can't automate the human interaction out through tech.
|
| That's like expecting coffee vending machines to have made
| baristas obsolete.
|
| As an adult I can do self study just fine and since I work in
| tech that's expected of me, but as a kid I was way too thick to
| learn the school curriculum on my own.
| [deleted]
| im3w1l wrote:
| I think the main value of a tutor is having someone with a
| mental model of what you know and don't know. This has two
| important consequences. One: If you are missing a prerequisite
| piece of knowledge the tutor can easily notice that and fix it.
| If you were on your own it could be a long hunt for the missing
| piece. And if you _mis_ understood something, it can take even
| longer to fix as you don't know that you don't know. Two: The
| pace can be adjusted so that you practice until you get
| something, and no longer. Moving at a set pace is frustrating
| if the pace is too quick, and boring if it is too slow.
| MattGaiser wrote:
| Knowledge access is hardly the problem.
| burnethtards wrote:
| Yeah, many engineering and science fields are much more than
| just software, for example, so it's important to get access
| to and experience with various hardware equipment and even
| get to contribute on cutting edge work usually funded by
| various companies from industry.
| Bayart wrote:
| Mirror : https://archive.ph/nW0eS
| Cybotron5000 wrote:
| It's not really the subject of the article, but debating whether
| tutoring/teaching/education works, as a lot of posts here seem to
| be (without too much of a scooby what they're talking about, if I
| may say so...), is really as daft as debating whether eg.
| computer programming works... Teaching is a real skill and, to
| say the least, it isn't always easy, especially to pick up as a
| 'side-hustle'. It has its own learning curve. That goes for both
| private tuition and teaching in schools/universities. Different
| teachers/teaching/learning styles suit different pupils. Trying
| to teach a subject soon shows up whether you really know it well,
| but you can really know a subject and be terrible at teaching
| it... I thought what was interesting about the article is that it
| highlights what can be a problematic power dynamic between
| parents/tutors, especially if you are inexperienced/unsure of
| yourself as a tutor/teacher (or financially precarious, as all
| the tutors/teachers I've ever known are), that is, you can end up
| pandering to what the parents/pupils think they want (or what a
| certain curriculum/bureaucracy demands), rather than working in
| the best, long-term interests of the pupil... But most
| parents/kids are brilliant and this isn't a problem... Again, it
| really depends... A lot of practical/intuitive psychology/varied
| communication skills, patience and understanding are required to
| be a good teacher IMHO. and again, you get better in these
| respects over time... There are a heck of a lot of advantages to
| teaching one-on-one, especially with increasing class
| sizes/budget cuts in public institutions at least/vastly
| differing abilities/concentration levels of students... In an
| ideal world students would understand how lucky/privileged they
| were to get private tuition, though as you might imagine that's
| not always the case... Being a great teacher is sometimes
| unavoidably about 'teaching' more than just the subject you are
| teaching, if that makes any sense, as is maybe highlighted at the
| beginning of the article...
| cafard wrote:
| None of this is particularly new. Tutors and "crammers" make
| regular appearances in older British fiction. The writer Sidney
| Smith got his start as tutor to a nobleman's son, and facetiously
| or otherwise suggested that such work was a good step up to a
| bishopric (though Smith's clerical career not got past dean).
| trentnix wrote:
| I only got two paragraphs in before my _THIS IS FICTION_ alarm
| bells were too loud to ignore.
| cafard wrote:
| Just over ten years ago, the NY Times had an article about a
| disappointed parent suing a tutoring company. I forget what her
| beef was, but she had paid out $35 thousand in the course of a
| year.
| handrous wrote:
| That seems entirely plausible. That's in the same territory
| as boarding school prices for one kid (some are more
| expensive, of course, but it's _around_ the same price as
| that sort of thing), so clearly there exist people willing
| and able to pay that much for their kids ' education. Hell,
| with a couple kids you can break that much per year at a
| cheap-end-of-mid-priced day school.
| lbriner wrote:
| Why is it fiction? People who are rich enough to pay an entire
| yacht crew are not going to worry about $50K a year for a tutor
| to try and make their lazy waste-of-space child at least have
| half a chance of creating their own success when they are
| older.
| gumby wrote:
| I have seen this kind of thing directly. Kids in private school
| who take their homework to the "tutoring session" where the
| tutor basically does it for them. My own kid did tutoring for
| beer money while in school.
|
| I don't think the article is fundamentally fictional, though
| clearly some of the retelling has been dressed up a bit.
| fargus_dorsalby wrote:
| I've had very similar experiences, I don't think this felt
| exaggerated at all
| onetimeusename wrote:
| Every student's case mentioned made it seem like the goal of
| tutoring is for the student to acquire elite status and prestige
| by going to highly selective schools through the planning by
| their neurotic parents. The material learned was less relevant.
|
| _I want to teach my students how to follow their passions, how
| to strive for the life they want, rather than for hollow symbols
| of success._
|
| It seems like hollow symbols of success are what the parents and
| institutions have agreed to create though. The number of schools
| and slots for students has apparently not changed much but the
| number of students across the globe who are competing for slots
| in a few, elite western schools has gone up enormously. That
| drives the value of the degree up through scarcity which seems to
| be what people want for their children, is ways to be more elite
| than their peers.
|
| It's probably not surprising then that bribery happens. The
| schools aren't really selling an education anymore and the
| parents aren't really looking for one either.
| sandworm101 wrote:
| I attended an "elite" boys school back in the 1990s. It was a
| doctor and lawyer factory. Everyone went to university and most
| got advanced degrees. But I talked to a teacher there recently.
| The students are now so wealthy that they are hard to motivate.
| Doctors have to touch sick people. Lawyers have to go work in
| an office. The students at my old school today don't dream of
| success. They all pass, they all do well, but they aren't
| performing like they used to. They know they will all go work
| for daddy's real estate/banking firm. Why bother even trying?
|
| My old school is now no longer the top in the country, slipping
| to 4th last time I looked. The student body is smart, but
| simply doesn't try as hard at anything anymore. I don't blame
| them.
| naveen99 wrote:
| Doctors and lawyers aren't elite though. They are solidly
| middle class.
| mistrial9 wrote:
| although genuine, this analysis is sort of 2D cutout
| characterization, which feeds class stereotypes in another
| way.. "When I was in school, I had to walk 2 miles every day,
| uphill both ways! .. you people are less motivated" sort of
| applies
|
| Modern life has the number of human signals daily, increased
| to stratospheric levels.. this is new, very new. It is not
| clear how intelligent, social people are changing under this
| communications environment.
|
| other points omitted for the sake of brevity, but not the
| whole story here..
| sandworm101 wrote:
| The fact that an experience is stereotypical doesn't meant
| it is also inaccurate.
|
| Students today do not have it easier. They are working less
| hard at school because they need to work harder in other
| areas. Grades don't matter. Everyone gets strait-As so as
| long as you meat that standard there is little point in
| trying harder. Even Going to a good school matters less and
| less. The things kids have to do today are very different
| than I faced. For me, grades were enough. For today's kids
| grades are only the starting point. For instance, social
| media presence is now very important. I never had to deal
| with that when I was applying to universities.
| hytdstd wrote:
| > For today's kids grades are only the starting point.
| For instance, social media presence is now very
| important.
|
| Care to elaborate on this?
| sandworm101 wrote:
| "I was speechless when a school official asked me about
| all the clubbing and party pictures I posted on my
| Facebook Account. In hindsight, I think I got rejected
| from that school because they might have thought I will
| do the same once I join school."
|
| https://ischoolconnect.com/blog/effect-of-social-media-
| on-co...
|
| "According to a 2017 survey administered by the American
| Association of Collegiate Registrars and Admissions
| Officers, 11% of respondents said they "denied admission
| based on social media content" and another 7% rescinded
| offers for the same reason."
|
| https://www.usnews.com/education/best-
| colleges/articles/2019...
|
| "According to the 364 colleges across the United States
| we recently spoke with, 25 percent tell us that they have
| visited an applicant's social media page, such as
| Facebook, Instagram or Twitter to learn more about
| them*."
|
| https://www.kaptest.com/study/pre-college/college-
| admission-...
| lotsofpulp wrote:
| Perhaps bank accounts, transactions, credit reports,
| grades, should be public information, physical
| measurements, medical history, etc should be public
| information.
|
| That way we, we do not have to play these signaling games
| and can focus resources elsewhere.
| ryandrake wrote:
| Well, elite jobs typically go to people who can show these
| hollow symbols of success, so as long as that's true, there
| will be demand for "elite status" and "prestige". The elite
| jobs are not hiring for what material was learned--they're
| hiring based on your membership in the club and your pedigree.
| Fix the demand for hollow symbols and maybe they become less
| important. Good luck getting Goldman and McKinsey to stop
| looking for Harvard on resumes though.
| dataphyte wrote:
| Bloom's 2-Sigma Problem: students getting one-on-one instruction
| perform 2 standard deviations better than those learning from
| ordinary instruction methods.
| https://en.wikipedia.org/wiki/Bloom%27s_2_sigma_problem
| dweekly wrote:
| Yes! The thing that was missing in the original article was
| answering the most important question in all of this: Does
| Tutoring Work?
|
| The implication left for a reader of the original article is
| that tutoring is mostly about exam-prep or that it is under-
| regulated, ineffectual, and a folly of the rich. But the truth
| is that the over-regulation of conventional time-based
| classroom learning is deeply flawed based on our understanding
| of how people learn. Throwing thirty teenagers in a room at 8am
| and having a tenured adult speak at them for 45 minutes on a
| subject is not a recipe for success, nor is moving everyone
| along at the same pace and calling the material complete after
| a semester of education regardless of the depth of
| understanding conveyed. We need intensive and personalized
| schooling with mastery based learning - and to answer the
| question of "where are we going to get that many teachers?" we
| need people to teach as part of how they learn. For some odd
| reason society only starts to embrace this in graduate school.
| adverbly wrote:
| > we need people to teach as part of how they learn.
|
| I've got a principle I came up with called LTD: Learn, Teach,
| Do.
|
| The idea is to prioritize activities where I can be doing all
| three at the same time. An example would be pair programming
| with a junior on a new problem where I don't know how to
| solve every part of the problem. "Learn on the job together
| with a team, and share learnings as you go" is basically the
| kind of work that I mean. I've found LTD activities are
| awesome in so many ways. You build up the team around you,
| grow as an individual, and get shit done all at the same
| time.
|
| I'm increasingly against activities which focus strongly on
| only one of these(school being the main example).
| em-bee wrote:
| teaching is a very effective method of learning. in one
| community that i am part of it is emphasized that most of
| the benefits of teaching go to the teacher.
|
| as for a school model, montessori groups children in age-
| groups spanning 3 years, and older children there routinely
| teach the younger ones.
| bcrosby95 wrote:
| Montessori schools are so weird. I'm convinced they're
| mostly buzzwords to get rich parents to send their kids
| there - at least around here. I know a couple of teachers
| and all of them say that the Montessori schools around us
| don't actually follow most of the philosophies of
| Montessori.
|
| In our area they seem to be for over-achievers. Want your
| 4 year old to learn to read, write, and do math? Send
| them to a Montessori. At least, that's the reason all the
| parents I know send them there.
| em-bee wrote:
| the problem is that the name "montessori" is not
| protected, and schools take advantage of that.
|
| so you have to look closely if the teachers are actually
| trained and certified by one of the training schools that
| actually provide proper montessori training, and whether
| the classrooms have the proper environment.
| analog31 wrote:
| This is actually a principle of training medics: Learn one,
| do one, teach one.
| narrator wrote:
| The biggest problem with public instructions is bullying and
| everything being targeted at minimum competence. Some 12 year
| old prodigy graduated college and high school at the same
| time because the pandemic and remote learning letting him
| zoom ahead at a ridiculous pace.[1]
|
| [1]https://www.cnn.com/2021/04/27/us/12-year-old-graduating-
| hig...
| deregulateMed wrote:
| Bullying is bad, but I definitely knew my role wasn't to be
| strong but rather academic. That line "nerds will be their
| boss" was my incentive. (Although I don't personally want
| to be a manager)
|
| Sure it would be great to get rid of bullying, but I wonder
| if it's inherent in humans.
|
| I'd focus on things we can control like that minimum
| competence problem you described.
| p_j_w wrote:
| >Throwing thirty teenagers in a room at 8am and having a
| tenured adult speak at them for 45 minutes on a subject is
| not a recipe for success
|
| The problem here is that getting enough money to hire more
| teachers per student is like pulling teeth. The problem that
| we as a society are solving isn't "how can we achieve the
| best overall educational outcome?" It's "how can we avoid a
| disastrously uneducated population with a budget of $X?" I'm
| not entirely sure we're doing a good job on that one either,
| though.
| bryondowd wrote:
| I wonder if you could get some positive results by using
| students as tutors. Imagine if a certain number of hours
| per week, you paired up students in grade X with students
| in grade X-1, to have the older students help the younger
| ones to learn the material they leaned the previous year.
| This would also help cement that knowledge in the older
| group. Then you also have time where the students in grade
| X are tutored by students in grade X+1, through the same
| process. During this time, the teachers' jobs would be to
| provide support.
| dweekly wrote:
| Right - but part of the difficulty and expense in hiring
| teachers is that we've segmented it off as an expert
| population with high barriers to entry. If everyone who
| learned was also expected to teach, you scale the teaching
| population with the learner population. You can actually
| see the dynamics of this play out with flight training,
| since you get your CFI at ~300hrs total flight experience
| but nobody will hire you with less than ~1,000hrs, so you
| have this massive pool of certified teachers with 300 -
| 1,000hrs of experience available to teach as a consequence
| of the design of the system.
| inglor_cz wrote:
| This seems to be another element of the "overproduction of
| elites" theory by Peter Turchin that was discussed here a few
| days ago.
|
| In a world where the upper middle and upper class has grown to
| all time high numbers, there is ever more adepts for prestigious
| titles and prestigious jobs.
|
| But the Oxfords and Harvards of the world do not multiply
| themselves, and _they have no incentive to_. If the product that
| they sell grows in value and price, why should they do anything
| to reduce that value again?
|
| We often criticize greed of capitalists, but top class
| universities seem to be engaged in something very similar, while
| mostly escaping the negative attention.
| distrill wrote:
| Prestigious universities get a lot of negative attention for
| precisely this, at least in some circles. MBAs used to be a no
| brainer, but the return on their investment has plummeted and
| much of the value that is retained by the few that retain it is
| tied up in the exclusivity of the brand.
|
| I think (hope) we're also starting to see a reaction to this.
| For example google is offering free education and at least
| claiming to consider their graduates as equal to university
| graduates.
| knaik94 wrote:
| There was definitely a lot lost when the pandemic happened. The
| social cues, the personal interaction, the ability to get a
| student to focus was greatly diminished. I always think about how
| the number of people who want to work remotely is an interesting
| contrast to how many people want to learn one on one in person.
|
| I believe students have said okay to remote one to many
| educators, with things like online university. But especially in
| math and chemistry and physics, people want in person tutoring.
| gport wrote:
| The Economist starts writing daring pieces again. It seems that
| the mainstream media in Britain starts to realize the mess they
| have created in the last decade and throws around the rudder.
|
| Hopefully the continent will follow.
| pyuser583 wrote:
| It's not an Economist article, it's an 1843 article. 1843 is an
| Economist spinoff that focuses on "culture." It let's them take
| risks while preserving their core product.
| phantom_oracle wrote:
| I picked this up from my time watching those British period
| pieces, so this might be an assumption based on a fictional
| telling of the past, but hasn't this concept of being a private
| teacher/tutor been around for hundreds of years?
|
| As these shows always showed the aristocracy, the aspiring
| hero/heroin had their private teachers "guiding them to
| greatness".
|
| I also found it cynical that instead of aspiring to get a PhD to
| earn a mediocre salary(in comparison) at FANNG, one could
| navigate the field of being the private tutor to the already-rich
| and probably earn more.
|
| _Random person: "What do you do for a living that has made you
| so wealthy?"_
|
| _Elite Hong Kong tutor: "I tutor 12 year olds privately on
| mathematics."_
| tsss wrote:
| Earn more than a FAANG PhD? In the article they wrote about
| salaries of around 70PS/h and that's not good at all. The
| average freelance programmer in Germany already makes 90EUR/h.
| Sure there are some tutors who make 250/h but those are people
| who are already in the upper echelons of society and have
| access to top clients.
| TchoBeer wrote:
| I appreciate how this comment respects the fact that your
| knowledge is spotty and possibly fictionalized. I'm always
| scared to ask questions or make assumptions based on things I
| half know from narratives and period pieces etc. Something I
| can learn from.
| romwell wrote:
| >instead of aspiring to get a PhD to earn a mediocre salary(in
| comparison) at FANNG
|
| As a PhD at FAANG[1], I mourn that the default aspiration for
| getting a PhD isn't staying in academia and advancing science.
|
| And if you call FAANG salaries mediocre, I don't even know what
| you'd call academia salaries :(
|
| -------
|
| [1] Formerly. Left for greener and less soul-draining pastures.
| pyuser583 wrote:
| Isn't there already overproduction of PhDs?
| queuebert wrote:
| Given that we still don't have a Mars base, haven't solved
| the climate problem, and aren't living sustainably on the
| planet, I would say no.
| pyuser583 wrote:
| Is that because of a shortage of PhDs? Isn't there a
| significant surplus of aeronautical engineers?
|
| I personally know several aeronautical engineers (with
| doctorates) struggling to find work in their industry.
|
| I know two folks with BAs in Environmental Science
| working as Product Managers (unrelated to environment
| sustainability).
|
| Having goals we have yet to achieve doesn't show a lack
| of specialists.
|
| If anything the gap is in lower-level education.
|
| Are our high schools emphasizing the urgency of the
| climate crisis? Are they emphasizing the need to live
| sustainably? Are they encouraging space exploration?
| jsjohnst wrote:
| > And if you call FAANG salaries mediocre (in comparison)
|
| The wording of the sentence wasn't ideal, but GP was implying
| you could potentially make a lot more as a private tutor than
| you would at a FAANG. I'd argue that is a bit of rose colored
| glasses as there are far more making 200k a year at a FAANG
| than there are million dollar a year making private tutors.
| TheTrotters wrote:
| > I mourn that the default aspiration for getting a PhD isn't
| staying in academia and advancing science.
|
| It almost certainly is for the vast majority of grad
| students. There are just way more newly-minted PhDs than
| tenure-track jobs, especially if you add some (reasonable)
| constraints like location, R1 university etc.
| kbenson wrote:
| The article quotes someone paying her PS70/hour for the
| tutoring. Given that's also contract rates, and there's no
| other perks from the company (such as bonus or healthcare, but
| admittedly healthcare may be less of an issue in the UK),
| that's not all that favorable to a FAANG employee's
| compensation, as I understand it.
| giarc wrote:
| Paywalled - access here https://outline.com/PCcptc
| j0e1 wrote:
| Probably because of British influence, private tutors are a
| commonplace in India. Being raised there, my parents though
| encouraged me to just work hard myself and not rely on external
| tutors. There were, however, a few years where I did get tutoring
| for a few subjects that I needed help with- and my experience has
| been great! Especially, for the 12th standard (high school)
| Physics where I got >90% in the board exam. The tutor knew his
| stuff and the pattern of the 'board exam' well.
|
| On the other hand, I have had peers who rely on private tutoring
| almost entirely and almost neglect what is being taught in
| schools. And I have known parents who see schools as a necessary
| evil.
|
| There is also, the world of preparing for 'entrance exams'
| (including IIT-JEE) which is where I have seen tutoring to the
| extreme. Students who 'drop-out' (still enrolled on paper but not
| attending in-person) of regular school starting as early as 8th
| standard (grade) and move to cities where there are mini-
| economies based on such preparatory institutes. They only go back
| to their home-towns to write the final exams which is usually
| subset of what they would learn at the institutes anyway. But the
| sacrifice they make to be away from family for most parts of the
| year and the hours they spend staring at a book is admirable.
|
| Note: Please don't take this as a generalization of what happens
| in India- just what I saw growing up in New Delhi.
| golergka wrote:
| One of the most important competitive advantages in modern world
| is motivation to do things on your own. And all this tutoring
| that kids are forced to be doing by adults is killing it.
| rjsw wrote:
| Not really sure that is a proven advantage. I have always been
| self-motivated and had teachers who just left me to get on with
| it and marked anything I handed in to them. You still have to
| send out the right signals to people who don't know you.
| lbriner wrote:
| So true but this youngster doesn't sound like someone who needs
| to win, he is already made. All he (or his parents) want is to
| look like they are successful by saying, "Little Johnny got 15
| GCSEs".
| lumost wrote:
| As a new parent I'm really torn on this topic. On the one
| hand building resiliency and self-motivation need to happen
| through self-directed activities. On the other hand, Sitting
| on a couch watching Netflix probably isn't the most efficient
| way to build these skills.
| MathYouF wrote:
| I found that heavy amounts of discussion of the "why" for
| any activity, and then instilling confidence in that person
| that they're capable of doing the thing that they've
| already agreed to the "why" for, is a necessary
| prerequisite for their self directed activities to be
| productive ones.
|
| The problem with most kids and adults I know is they either
| lack a depth of reasoning for why they ought to be doing
| something better, or lack the confidence that they'd be
| able to accomplish it if they put their mind to it.
|
| If you can't come up with a convincing "why" for them, then
| you should reflect on how sustainable forcing them to do
| that thing will be once they have independence.
|
| There were a lot of things my mom expected of me (similar
| to these kids with tutors). Some of them I agreed with,
| some of them I didn't.
|
| When I finally got my independence at 18, guess which ones
| stuck, and which ones (where a lot of time and effort was
| put into cultivating them) evaporated?
|
| Talk to your children deeply about the why, and, as the
| saying goes, they'll suffer almost any how.
| Johnny555 wrote:
| I think it goes beyond simple academic test results -- even
| successful parents take pride in their children's
| accomplishments, so they want to be able to say "Johnny grew
| up to be a successful lawyer and he's going to take over the
| family business". So they are doing what they can to set
| their children up for success.
|
| Unless they are uber-wealthy, then they'll just say "Johnny
| is sailing our yacht around the Mediterranean (and when we
| say "sailing", we mean there's an 8 person crew running the
| boat)"
| lordnacho wrote:
| If only it were so.
|
| What is being purchased is the right to feel that they worked
| hard enough to deserve what they are certain to get anyway.
| at_a_remove wrote:
| I was a private tutor for a long time. My market segment often
| leaned toward the "rather wealthy," although not anything like
| this. However, the struggle to motivate is very real. Each
| child or teen (or even young adult) comes with their own
| package of bad coping skills, strengths and deficits,
| motivations (or lack thereof), and so on. Each one has a
| _history_.
|
| In any case, to my actual point -- discovering those
| motivations is one of the things for which I was paid. Often,
| children do not understand education. It has been a flat "do
| this" chore for them with some nebulous payout that will
| supposedly happen twice their lifespan away, when all around
| them they see images of people who did not go the conventional
| route to success.
| Jochim wrote:
| The most important competitive advantage is having the money to
| buy someone who knows how to do things for you. The second most
| is knowing people who have already bought someone good at the
| job.
|
| It's why the rich don't manage their own money, make their own
| food, clean their own house, or care for/teach their own
| children. Instead they pay other people to do it for them.
| pjc50 wrote:
| > important competitive advantages in modern world is
| motivation to do things on your own
|
| .. but if you don't have that?
|
| Besides, tutoring can be a bootstrap to that, especially in
| young people. I've found myself that exercise is so much more
| likely to happen if it's _not_ on my own, such as a regular
| personal trainer appointment. The more it becomes a habit, the
| more I feel like doing some more on my own as well.
| em-bee wrote:
| related, in china it was just announced that private tutoring
| will be made illegal severely restricted.
|
| https://www.reuters.com/world/china/exclusive-china-unveil-t...
| babelfish wrote:
| The article linked is much more nuanced than just 'private
| tutoring will be made illegal'
| baybal2 wrote:
| I don't normally believe promises of "nuanced approach"
| coming from a communist party, well, any promises.
| chmod775 wrote:
| The least nuanced thing here may be your worldview.
| dang wrote:
| Please don't cross into personal attack, no matter how
| bad another comment is or you feel it is. It only makes
| things worse.
|
| https://news.ycombinator.com/newsguidelines.html
| chmod775 wrote:
| Right. I should've thought about that comment for a
| moment longer.
| dang wrote:
| Appreciated!
| em-bee wrote:
| you are right, i was quoting the headline of another source
| that was based on the reuters article.
| [deleted]
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