Several stories about
the JUMP program and its founder, John Mighton, have been featured
in the local media, including:
- Toronto Star, May 20, 2003 – “Making the leap to math whiz” (click here
to read the article in PDF format)
- Saturday Night magazine, November 18, 2000 –
Worlds” by Karen Shenfeld (click here for story)
- Also featured in Owl Canadian Family
magazine, March 2001 and
mentioned in various articles by local Toronto newspapers
text from the Owl article)
The following quotes
are a sample of people's reactions to the JUMP tutoring program. For
to John Mighton's new book, The Myth of Ability: Nurturing
Talent in Every Child, please click here.
from Teachers (please scroll down for additional feedback from
Tutors and Students)
"The JUMP volunteers are
greeted with excitement and anticipation by my students as they arrive
class. The children love the step-by-step approach that is always
by immediate positive feedback as they work through increasingly
skills and concepts with ease. There is a contagious enthusiasm as they
through the problems, wave their hands to give answers and then ask for
― Catherine McLeod, Grade 5 Teacher, Queen Victoria
"Carleton Village students
making excellent progress… students who were doing very poorly in math
love the subject and eagerly await their next session. Their teachers
comment on the confidence the students have gained and the improvement
have shown in their daily work — all because of JUMP."
― Inez Johnson, Principal, Carleton Village Public
"'I’m really good at JUMP
says a grade 3 student who often has difficulty focusing and organizing
his work. 'Oh, that’s easy. You don’t have to help me,' says another
regularly attends Learning Centre and often has difficulty retaining
He beams, 'I got it right!' And his confidence soars.
…As a teacher, I have observed, learned and been a part of the JUMP
math program for more than one term …It turned out to be a gift to me
and to my students.
Their confidence is bursting. They know they are good at math! …Their
to concentrate and focus has improved. It has taught them to organize
work and thought processes. They feel like they are mathematicians!
enjoy having the tutors come in to check their work and feel very
to be able to show their accomplishments to others.
My experience with JUMP has made me look at my own teaching and has
me remember the importance of teaching by breaking material into steps
building a solid foundation of knowledge. It has reminded me to
way in which children think and view concepts, and teach with that in
― Jean Kosloff, Grade 3 Teacher, Queen Victoria Public
"I wish to commend John
JUMP Program and his army of socially-conscious volunteers.
…Research has informed us that the group of children who are classified
'deprived' benefit from small group instruction. A teacher is not able
provide the necessary instruction and adult mentoring to give such
a 'hand-up. John Mighton's JUMP Program is the answer to a committed
…The positive effects of all this academic activity in our school has
seeped out into the community — a community which seems to feel
neglected and marginalized.
…Force is measured in Newtons. Positive social force might
well end up being measured in Mightons."
― Theresa Koch, Grade 7/8 Teacher, St. Helen Catholic School
"I can't tell you how
grateful we are to have the JUMP team at Shoreham. The kids are really
― Jo Volk, Grade 4 Teacher, Shoreham Public School
"I have coordinated the
Program at Queen Victoria Public School for the year 2000-2001.
children have participated in this tutorial program and I have closely
these children in the learning centre. I am a teacher with very high
of what I require my children to achieve. All of the JUMP units are
concise, clear strategies that work well with our children no matter
the learning difficulties they may have… I highly endorse this program."
― Kathleen Love, Learning Centre Teacher, Queen Victoria Public School
"These tutoring sessions
helped my students in many ways. Not only are their math computation
stronger but their self-esteem is also on the rise. Those students, who
accustomed to receiving below standard marks in math, are now receiving
grades. They are eager to learn in the classroom setting and approach
learning situations with greater confidence. They have become greater
takers and participate more willingly in math lessons. This newfound
in themselves and in their abilities has helped them cope with and
greater success. "
― Mrs. A. Dennis, Grade 5 Teacher, Queen Victoria Public School
"My relatives keep asking,
happened to your son?'"
― Mrs. Critch-Edison, Parent of a student in JUMP
"When [my daughter]
her academic record was abysmal and her view of herself had plummeted.
a relief it is to have hope for her and to see she now has hope for
I really don’t recall any victories for [my daughter] prior to her
your program and I want you to know the victories she has won under
guidance have had enormous positive impact upon her view of herself."
― Mrs. Linda Hutchinson, Parent of one of JUMP’s
from our Tutors
"I think the program is
John’s manual really guided us through step-by-step, and his philosophy
encouraging the students, and making them feel like they are really
"[My student] received two
last week: one for physical education and one for math. He is very
of his accomplishments, too! At the beginning of this year [in
7], he was placed in the slowest and lowest remedial math class,
at a grade 4 level. [He] was alarmed and he asked for help. We set to
following a JUMP approach: picking out essential building blocks and
to ensure that he could really do each step. [His] skill and speed
noticeably, and so did his self-esteem. Just before Christmas, [he]
two tests that allowed him to move up to the next level of math. Now in
the middle level of remedial math since, [his] scores have been
all above 95. The biggest improvement [my student] has shown is a
in attitude toward schoolwork. He is glad to work on math problems now,
and has grown to be equally enthusiastic about one or two other
[he] seems receptive to the idea that he should take responsibility for
his own learning outcomes. Anyone can learn anything... [my student] is
coming to believe this dictum. As an observer, I am inspired by
"This is my first
to serve as a tutor, and it has been both rewarding and challenging. I
rewarded by the positive interaction with [my students], which I am
to continue. I feel rewarded by the strong support for JUMP. The staff
Essex School are supportive and appreciative."
"Both [my students] are
and really bright, and I'm enjoying working with them. They seem to be
fun with the math, as well. It's great to see them light up when they
a concept. I can see the confidence building already."
"[My student] recently got
A in classroom math… she was surprised and so thrilled! Her teacher
she is progressing beautifully."
"I just wanted to fill you
on some pretty exciting developments with [my student]. There is a very
difference in his attitude toward math. He is working really hard
our sessions. So far, he's gotten every single homework question
And his hard work is paying off... [the school's VP] has noticed it, as
his teacher. His teacher even told me that math was now his favourite
and that he's doing really well during classes. A big change from last
"I am really enjoying my
and have found the manual to be very clear and to work as well as
"Just a couple of weeks
[my student] was inconsistent in her ability to solve the problems in
fractions test. Then last week, I gave [her] a practice test for
on which she scored 97% and then today she did the advanced fractions
during our tutoring session. She scored 100%. I asked her if she knew
could do that and to my delight, she replied, "Nooooo... I mean YES!"
"I had my first tutoring
at Queen Victoria today and I wanted to tell you how glad I am to have
involved with JUMP. I enjoyed it very, very much and look forward to my
"I appreciate all the
you have done for my class and math is so easy I want to be a
"When I was in grade 1, 2,
and 4, I hated math a lot because it’s so hard. But when John Mighton
and taught math to my class, I suddenly thought math was so fun and