Synergy is the national peer-reviewed online journal of the Association for the Coaching & Tutoring Profession published annually in the fall and spring. The primary mission of the journal is to provide an avenue for scholarship and discussion, which furthers the knowledge of learning processes, tutoring practice, and the administration of tutoring services.
Teaching Inner Discipline to Students: An Interview with Barbara Coloroso
Cameron Filas

The purpose of this interview was to expand on Barbara Coloroso’s theory of inner discipline and ask relevant questions about implementing this in the classroom. We also discussed how instilling inner discipline in students can impact the larger community far beyond our education system.

Barbara Coloroso is a renowned expert in the field of education and parenting, with emphasis on special education and discipline theory. She holds both a bachelors and masters in special education from the University of Northern Colorado. She began teaching in 1970 and has since gone on to become a globally recognized lecturer and consultant on bullying, education, and her inner discipline theory. She is the author of several internationally bestselling books, including: kids are worth it! Giving Your Child the Gift of Inner Discipline; Parenting Through Crisis-Helping Kids in Times of Loss, Grief and Change; The Bully, the Bullied, and the Bystander-From Pre-School to High School, How Parents and Teachers Can Help Break the Cycle of Violence; and Just Because It’s Not Wrong Doesn’t Make It Right-From Toddlers to Teens, Teaching Kids to Think and Act Ethically.

In this session, Barbara Coloroso (personal communication, Aug 7, 2015) discusses her theory’s applicability in the teacher-student relationship; the challenges of teaching integrated classrooms; how rewards are punishments in disguise; how to increase the success of tutoring and one-on-one instruction; and how to lead a class assertively as a “backbone” teacher. Informed consent was given by all participants.
Tutor Training Procedures in Higher Education: Creating a Community of Lifelong Learners - Margaret M. Roidi

In an effort to showcase the value of helping a professional educational setting to transform to a learning organization, a solid instructional initiative must be developed. Tutors’ knowledge and skill base is strengthened through systematic and purposeful training procedures that are designed to enhance tutorial methodology and foster social interaction. The benefits of fostering ongoing peer-interaction among tutorial personnel significantly benefit the stakeholders of an academic assistance program in higher education. The development of learning communities through the incorporation of collaborative as well as self-paced strategies that are appropriate for the traditional face-to-face and the online setting foster a culture of learning agility in an academic support program in an institution of higher education.

The Role of Accountability Partners in the Tutoring Experience
Lou Ann Sears, Ph.D

Using the Association for the Coaching & Tutoring Profession’s Code of Ethics as a back-drop, this article knits together the worlds of reading education, English education, success literature, and tutoring to define tutors as “accountability partners” in the tutoring experience and to delineate their three jobs in that respect.