Why is it difficult for one-to-one institutions to transform class institutions?

As the people of China become richer, education is paid more and more attention. Coupled with the strength of national policies, it has given people who offer training courses a broader stage, and various institutions have sprung up like mushrooms after rain. According to the demand of market development and the difference of children's grades, many training institutions have gradually changed from the initial one-on-one teaching form to the class teaching form.

However, many training institutions have encountered bottlenecks in the process of transformation, which is no small challenge to both the institutions themselves and their teachers. Why is institutional transformation difficult to succeed? With questions, we interviewed Shi Zhiguo, the founder of Xiaohe Technology, an educational information enterprise. Teacher Shi has been deeply involved in the education industry for many years and has a deep understanding and research on traditional teaching and training institutions and online education. Let's discuss why "one-on-one transfer class is difficult to succeed" and what is the main reason.

1. Why do many institutions start from 1 to 1?

For the training institutions that have just started, it is very important to recruit students quickly and arrange teachers to attend classes normally. Therefore, the teachers in the new institution are not necessarily experienced teachers, but they must be teachers who can take the course of 1 to 1. And in the initial stage of the organization's operation, 1 charges relatively high fees for 1 course, which can quickly bring considerable cash flow for the organization to continue its operation.

But in the long run, the operation mode of 1 to 1 will bring huge cost pressure to the organization. At this time, many institutions will choose to transform on the basis, such as the class model, but they have encountered bottlenecks at the beginning of the transformation.

Second, why is it difficult to succeed in the one-on-one reform class?

1, word-of-mouth corner:

Good students make good teachers. Generally speaking, choose one-on-one students at two extremes, students with poor grades or excellent students. Most students with good grades rarely choose one-on-one courses. Because they can digest the teacher's lectures in small classes in time; It is difficult for students with poor grades to adapt to class, can't keep up with the teacher's ideas, and can't ask questions in time if they have questions. So they will choose one-on-one courses. However, it is difficult for students with poor grades to gain word of mouth in a short time through one-on-one courses. Without word of mouth, there will be no update and the turnover of the organization will not increase.

2. Teaching and research perspectives:

One-to-one teaching mode is to adjust the class content according to the students' grades and time, and the children's grades are uneven. Therefore, it is difficult for teachers in public institutions to conduct unified collective teaching and research and form a standardized teaching system.

3. From the point of class habits:

"One-on-one" teaching mode is mutual. Teachers and students impart knowledge, and students feed back what they have learned to teachers. This kind of direct teaching will make students understand knowledge faster, and ask the teacher immediately if they don't understand.

Teachers in one-on-one classes are good at solving problems, but not at acting. The performance ability of small class teachers exceeds their ability to solve problems. They will say it, but not necessarily do it. Accustomed to class, teachers have no time to solve problems for every student. Moreover, students will adapt to a certain class mode, and once it is changed, children will not be able to adapt in a short time, so to some extent, the "one-on-one" conversion of "classes" has produced great resistance.

4. From the perspective of transformation:

From the organization itself, it is very tiring to do "one-on-one" and "class" at the same time. In the process of transformation, some teachers take both "one-on-one" and "classes", which undoubtedly increases the workload of teachers and brings a lot of trouble to institutions. Due to the heavy workload of "one-on-one" teachers, even if teachers are organized to conduct collective teaching and research and prepare lessons, it is impossible to achieve the goal.

5. From the perspective of parents and children:

Some children's grades are not so outstanding, and the effect of "class" is similar to that of "one-on-one". However, the "one-on-one" course is expensive, and some families' economic conditions can't meet the needs of their children to attend the "one-on-one" course all the time. Children have been taking one-on-one classes. If parents suddenly change their children's "one-on-one" course to "small class" for economic reasons, the teacher's teaching method will also change, and the children may not be able to adapt in a short time.

Moreover, in the environment of increasing rent cost and labor cost, one-on-one courses are difficult and the development prospect is worrying. Various institutions specializing in one-on-one have begun to transform. How to allocate resources more effectively and reasonably is very important. "One-on-one" requires higher human and material resources of institutions to a certain extent, and it is necessary to do a good job of research in advance to transform.

Third, what can organizations do to change these situations?

It is not easy to turn "one-on-one" into "class" or "class" into "one-on-one". It is necessary to re-formulate the strategic planning of training institutions so that the rights and interests of teachers, students and institutions will not be lost after the transformation.

Therefore, institutions need to set up a new business department and prohibit both "small classes" and "one-on-one" teachers. Rational allocation of teacher resources, no matter what kind of classes, should be clearly one-to-one or small classes. Directly transfer teachers to arrange small classes, gradually form enrollment, set up new business departments, and gradually give up "one-on-one".

Finally, if a pair of 1 institutions want to transform, the leadership must not harm the interests of the three parties, and the transformation can be successful. It is also necessary to choose the combination according to the characteristics of students, so as to achieve the purpose of optimizing the combination configuration. Although it may be difficult to start new business in this process, the interaction between the two independent lines will be much smaller later.