With one class left in the day, some students get a start on homework in advisories or in the hall. Some do puzzles, listen to music, or talk to their friends. Others meet to work on a group project, and still others meet with teachers. Tutorial offers a time for students to do what they need to, whether it be meeting with teachers or working independently or in groups.

Built into the day as a way to make sure everyone is able to meet with a teacher or work with another student, tutorial has been a key addition to this year’s schedule. However, convenience and ability don’t make up for the stigma our community has unintentionally built around seeking help.

Going to a teacher because you need help isn’t shameful; it’s the right and responsible thing to do. It doesn’t mean you aren’t as smart or able as others. Rather, it shows assertiveness and maturity.

Pursuing extended learning outside of class doesn’t contradict St. Paul Academy and Summit School ideals of committed and outstanding students. It exemplifies them.

Meeting with a teacher doesn’t necessarily mean being behind or lacking understanding; plenty of people seek extended learning to gain greater knowledge of a sub ject or continue a conversation begun in class.

Yet the structure of tutorial can promote shame, especially for students planning to visit teachers with freshman or sophomore advisees, who work in advisory during tutorial. Admitting what may seem like faults in front of eight to ten of your peers creates an atmosphere of public humiliation. While we may all know going to get help or simply continue a conversation outside of class isn’t a bad thing, something makes it seem that way. While many see tutorial as a time to meet with teachers, it must be kept in mind that it’s also a time to collaborate with peers, whether to work on a project together or get help from other students. It’s a time to mentor and support each other: both the peer tutors and the peer mentors programs meet during tutorial. The creation of the Peer Tutors in the library during this time promotes an increase in collaborative work between students, one of the original goals of the tutorial period.

As a community, we need to transform the way we view tutorial and seeking help in general. It’s natural that some people won’t completely understand something the first time around and need more time to understand it, and that’s entirely normal. As students, we are here to learn, and part of learning is making mistakes and trying new things. But accepting and seeking help as a normal and admirable action is only the first step.

Tutorial is new and filled with potential for increased learning experiences. We’ve been granted a time in our busy schedules that facilitates collaboration and extended learning; we should take full advantage of it.