If you are reading this then you are not a 'child'. So I won't tell you to be prepared with the proper materials, properly up to speed with the previous year's course work in preparation for the coming one or to bring a positive attitude with you. You
know all this.
What I will tell you, as I have had to tell many of my students - especially the more industrious ones - is do not be lured away from the 'fundamentals' of a sound and coherent educational regimen. Don't let your 'apps' do all the work for you.
With all the additional extracurricular pursuits that most of you fill your days with, often in preparation of life after school, I have noticed a profound trend amongst many of you to rely, often 'heavily', on, both, your computer applications and your..mmm..contemporary
online style of research and it's companion/culprit style of composition. The result...while your general knowledge of things has, perhaps, greatly benefited from 'this' regimen, your...
Where are you? Bottom of a mountain? Half-way up? Probably don't need a boost or a climbing partner. What's so grand about a very large rock?
I've been there. It's pretty neat. You can see the stars through daytime blue. You can see things in colors and sizes not even the best climbers have seen yet. What's the big thing? Ice freezes your wrists and thighs, it's hard to talk to each other through
the wool covering your mouth, a lot of people have died up here. Well, let me tell you... I've climbed a lot in a lot of different countries, but from this mountain, I found the sun. The sun is not round, it is a war, orange fire, flares of white yellow.
That's it, actually. Didn't really find anything else here. Chicken soup. An interesting rock. A flag bent over in a drift. But the sun at altitude bears you backwards, breathless. If from this high mountain, you could see the sun as it is, alive, piercing,
shuddering with temperature, what's...
An article on math education in the
NY Times (July 23, 2014) wrote this about our teacher quality and resulting education: " In addition to misunderstanding math, American students also, on average, write weakly, read poorly, think unscientifically and grasp history only superficially."
I would like to focus on my area of English: writing and reading. The article discussed teacher training and techniques to improve teaching results. I would like to add that for us tutors also, techniques to present our subjects are critical to help students.
Some tutors are former or current professional teachers; others may be retired people from business, housewives earning extra money, college students, or even working professionals in various fields. It's fine to teach business skills to graduate students
if you are an executive, swimming to children if you are a swimming coach, or history to high schoolers if your major is history. Yet, simply tutoring in your major field...
I recently came across this article from the Chronicle of Higher Education, urging college professors to fight grade inflation in the Humanities. As a college-level Instructional
Assistant, I see this all the time. Students feel that their grade in their Anthropology course should reflect only effort and completion, not the content and understanding. This a trend that is not seen in the STEM fields as readily. As a result, professors
are pressured to do just that; grade distribution in nearly all humanities classrooms do not follow a standardized bell curve as they might in a science or math classroom.
This sort of behavior not only devalues the importance of the humanities in our society, but also puts our students at a disadvantage. The humanities (Reading, Writing, and the Social Sciences) not only teaches us valuable lessons about communication,
and how to connect with other human beings, but allows as a venue to contextualize the STEM fields...
“Students often want to know how they'll use a subject "in the real world." Pick one of your subjects and tell us why it's important outside of the classroom.”
As it happens I wrote an article on this very topic as it relates to Algebra a few months back. You can check out that article
here. So since I've already answered this in relation to math, I'll discuss another of my topics today: writing.
It's true that once you finish college you'll probably never need to write another term paper. Unless your career path tends towards academics (or blog posting), regular paper-writing is probably not going to show up very much. But what will show up quite frequently
is the need to clearly and concisely articulate your thoughts and opinions in writing. In today's text-based world, first impressions are often written rather than spoken – whether that be a cover letter for a resume, a request for information about a position,
or a proposal for a new project...
In my experience tutoring students in both essay writing and test prep, one of the most difficult and tiresome challenges for both student and tutor is vocabulary improvement. Because the ideal way to improve one's vocabulary includes reading a variety
of sources over a long period of time, the optimal strategy for vocabulary improvement is often not available to students who have a very compressed schedule in which they must improve. Many of my students have needed to show marked improvement in vocabulary
within 2 weeks to a month, due to a looming deadline, so I have had to get creative to find efficient, effective techniques in vocabulary training.
One of the most important lessons when it comes to vocabulary is that multiple approaches are key. Students should engage with the material using as many senses as possible. This means not only reading a word and its definition silently, but also reading
them aloud, hearing them read by...
I like to have dyslexic students use thin wet water based tempera or watercolors and a fairly large brush to paint large letters in their driveway.
This website is a great resource for English!
It takes practice to find your writing style, whether it be in fiction, research papers, or analytical essays. The best piece of writing is both grammatically correct and organized, but also contains the essence of the person who's writing it. When I correct
students' papers, I try to avoid suggesting alternate sentences in their entirety, since a paper written by you shouldn't sound like one written by me. Even if we are answering the exact same prompt in the exact same way, the tone and character of each paper
will be distinct, unique to each of us. Finding your style is a slow process, and generally comes about organically as a result of experience. Write more papers and you will begin to zero in on what makes a paper sing for you.
This is not to say that there aren't tips and techniques I can give to help you find your writing style. By far one of the most useful techniques in my own experience has been working with what I call “Finding your 'however'.” The name...
I know how they told you to write it. Now let me tell you how it's really done. Popular misconception is that because you read a paper from start to finish, that the best way to write it is from start to finish. This is, of course, nonsense. The best way
to write a thesis paper is as follows.
Write your conclusion first.
That's right... the easiest way to write a 5-paragraph thesis paper is to start with your conclusions first. This is how we think, anyway. When we read about a subject, we are thinking while we read, so that by the time we've finished reading, we already know
what we think about it. Those are our conclusions about what we just read/watched/experienced. We're already there, so why not start there? When you start the conclusion you should say something specific about your topic. By then end of your conclusion,
you should show how the specific nature of your topic says something large, say, about the nature of life itself.
I am new to Wyzant but have been a part time tutor in a variety of subjects for 6 years. One of the most common subjects I help students in is English/Writing, and it is by far the most difficult. The challenge is not knowing how to write a great essay
given the prompt, but how to get the student to write the essay using his/her own voice, style and structure. I have gotten used to walking the razor's edge over the years, but the temptation to write parts of the essay for new writing tutors can be tremendous.
Particularly when spending minutes on word choice and sentence order, the prospect of doing some ghost-writing is undoubtedly alluring.
So how does one persevere through those silent, deep-thinking sessions? What I find motivating is the knowledge that my role as a tutor is not to tell the student what to do, but to give him/her an alternative set of tools that he/she does not get in a
classroom that will help them express...
Many people, myself included, feel that for all its advantages, the internet has precipitated a steady decline in the quality of writing. Anyone can write anything anywhere, and while that gives a voice to many who otherwise might not have a public forum
to share what they have to say, it also makes it difficult and sometimes impossible to uphold any sort of standards.
That said, the internet also offers plenty of resources for improving your writing. Here are a few of my favorites:
Here you'll also find a thesaurus and several other reference tools. It may not be the Oxford English Dictionary, but it gives you plenty of good definitions and sometimes includes usage notes with practical implications for your writing, like differences
in how similar words are typically used.
Difference Between http://www.differencebetween.com
Speaking of differences, this is a really cool site....
As tutors, our work puts us in an odd position. While part of our income depends upon spending time serving students, serving students means that we help them improve until they no longer need our assistance. In this sense, we work to make ourselves unnecessary. Some
people might speculate that we would be motivated therefore to work less efficiently, to drag things out & spend more time than necessary to achieve our students' goals.
I can't really speak for other tutors, but I'm idealistic enough to believe that all of us want our students to be as successful as possible, as efficiently as possible, and we want them (and, in the case of children, their parents) to feel satisfied that
we are working hard to do what is best at every moment & that they are getting their money's worth. After all, our great reputations as tutors ensure that we will acquire other students in the future - some of whom will perhaps replace those students who have
Of all the important academic exercises, none are as critical to your success as routine reading. Throughout your education, teachers will assign mounds of textbook reading in social studies, English, the sciences, and beyond. While it is imperative that
you take your assignments seriously and blast through your requisite reading, that is simply the bare minimum. Your eventual goal should be to read as a pastime. Reading shouldn’t solely be an activity guided by obligation, but one prompted by an organic desire.
You all know what it’s like to be driven by desire. It’s all encompassing, automatic, and thoughtless. For example, some of you likely possess a powerful sweet tooth, causing you to gravitate towards cookies and chocolates whenever there is an opportunity to
indulge. Others are might be fans of video games, eager to squeeze in playtime whenever and wherever possible. The interesting thing about these activities is that you don’t need to actively tell yourself...
See this interesting New York Times article on the importance of accuracy and nuance in writing. The newspaper actually points out its own mistakes!
Engaging students in learning is one of the many goals that tutors face. We must adapt to meet changing learning needs, styles, interests and delivery formats. The
sage on the stage paradigm, where the tutor provided all the knowledge to a passive student, is outdated. Today's students have more need for a
guide on the side, who understands that the challenges they face, is willing to experiment with
alternative tutoring methods, and acknowledge that engagement and feedback are crucial to a successful learning experience.
One such tutoring methodology that has shown great promise both in the classroom and in structured tutoring sessions is problem-based learning (PBL). This concept has gained national recognition as a way for students to learn by confronting a problem related
to the subject or the class material. This means that rather than the rigid and very traditional didactic approach, where a tutor simply “re-teaches” material covered in class through direction...
Prewriting often gets the short end of the stick with students rushing to get that paper written before its due date. Since many teachers don't require prewriting to be turned in with the paper, many students feel that it's a corner they can cut to save
time and launch straight into writing a first draft. In reality, prewriting is actually a great time-saver, particularly when you don't exactly know what you're going to talk about. It helps you to organize your thoughts, as well as make sure your points are
clear and your concept isn't too broad or too narrow. Prewriting is especially helpful in situations where you're given a very broad prompt – or even no prompt at all (as was the case with my IB World History term paper, whose prompt consisted of 'Write a
paper about something from 20th century world history'!)
Prewriting is usually defined broadly as anything you do before writing your paper, and can take many forms. This blog post will discuss a few of the most...
(This is actually a modified version of an article I posted a while back -
Parents wait! Why a study skills tutor is what your child REALLY needs. But I think tutors should consider this idea of study skills even more than parents should.)
After a dozen years as a classroom teacher and private tutor, I know the routine well. Like clockwork, October and March bring new report cards and parents start to get nervous. “An F in chemistry? I’m afraid I can’t help you there; let’s find you a good chemistry
tutor.” This is the kind of dialog I imagine taking place in many households around this time. And chemistry is just an example –
insert subject here and the reaction is the same.
But that low letter grade on a report card can indicate many things – maybe the teacher is bonkers; maybe one major assignment was weighted too heavily; maybe the student can’t see the board and is afraid to say anything; maybe that particular class is a source
of social anxiety; etc...
As a former camp director (references available), and as a published writer and college English instructor, I can customize a reading and writing group to engage your teen. This will keep them in a safe environment, and they will be learning and practicing
their writing and analytical skills.
I will design a custom plan and schedule for your needs.
Why not contact another parent and see if their teens would be interested.
We can select some appropriate books together, and I will design discussion questions and writing exercises for the workshop meetings. We can decide on public meeting places: libraries, coffee shops, etc.
Contact me here through WyzAnt and I will create a special package rate for my services, especially if you introduce additional students that might be interested. There is no obligation to discuss this idea. Please e-mail me if you have questions or to
Can you believe 2014 is already 1/4 over? Wow! Besides freezing and shoveling snow, what have you done so far this year?
It's never too late to learn!
Maybe you always wanted to blog but didn't know how
...Or buy a new computer with your tax refund
...Or finally conquer your fear of public speaking
I CAN HELP!
I have expertise in all of these areas and would be happy to help you!
Make 2014 YOUR Year!
Here's to 8 more months of SUCCESS!