When I worked for Kaplan, they required all private tutoring lessons to be two hours. That surprised me because I thought of lessons as one-hour affairs. However, I soon discovered that we could get through a lot more in one two-hour lesson than we could in two one-hour lessons.
Why? For starters, each lesson always starts with a few pleasantries and takes a couple of minutes to get going. Furthermore, it usually takes 15 minutes or so for students' minds to warm up and perform at their best. So by the time we are at our best flow, if the lesson is only one hour together, we have often used a quarter to a third of our lesson time.
In my experience, I've found that 90 minutes works well for most students (exceptions: young students, and students who begin tutoring very close to their test date). With 90 minutes, we can go through the warm up period and spend more than an hour at our most productive level. And 90 minutes isn't so long that it strains students' attention...
Students are often frustrated when trying to learn a foreign language because they can't organize the material like they are used to doing in other subjects. Language is fluid and we are able to finally understand foreign words when we let go and allow the right side of our brains to take over. Much of understanding is intuitive and contextual, so give yourself permission to guess what is being said or written. The key is to think through the words and let them come alive in your brain, so you can use them later. That's how you learned your native tongue. Grammar should be a supplement to your language acquisition, not the main player. I always recommend online courses with pictures, sound and familiar scenes between actors...like a play on stage, but in German.
You know the German word Kindergarten because you have heard it so many times in the context of your life. That is how you can learn new German words....find a program...
The Economist recently published an
article with some surprising research findings about stress. Contrary to popular belief, stress is not always bad, nor is it the amount of stress that matters. Rather, the key determinant of its impact on performance and health is largely psychological.
In one study, researchers divided a set of GRE test takers into two groups. Saliva samples were taken to establish baseline stress levels for all participants. Then one group was told that stress during practice exams is natural and can improve performance, while the other group just took the test. Saliva samples were taken at the end of the exam, and the results from both groups indicated similar levels of stress. BUT, the group that had learned stress can be helpful scored higher on the practice test (and, several months later, on the actual GRE) than those who just took the test.
Even more impressively, in 2012 a group of researchers scoured through...
Our understanding of the relationship between memory and learning continues to improve. Why not benefit from the latest research by incorporating some of these findings into your own study habits? I help my students come up with creative ways to do this all the time, and wanted to share one of the more helpful summaries I've come across about what works and what doesn't.
Here are a few highlights:
Link new information to things you already know
Actively participate in your own learning
Create both a visual and a verbal memory for the same information
Whenever possible, study in an environment that is similar to the testing environment
Spread studying out over several days, rather than cramming
Avoid multitasking when learning difficult or dense material
Review information you're trying to memorize right before you go to sleep
Quiz yourself frequently to practice retrieving these memories, making them stronger in the process
I started my Physics course this Summer telling my students they are not allowed to say "I don't know," unless they can't read, listen to a recording, watch a video, or ask a question of someone more knowledgeable. When I was in school we did not have access to information like students do today.
In my humble opinion, students need to bulk up on two things like body builders do using supplements. What are those two things students need to bulk up with? Asking quality questions and learning how they learn.
Take for example, Google is an awesome resource, but if you ask the wrong question or use terms inappropriately, you will not get the answer you seek. Ask a bad question one gets a bad answer. Ask a wrong question one gets a wrong answer. Ask an incomplete question one may very well get an incomplete answer. Its that simple. Quality of questions is paramount and good questions come from meticulous vocabulary management. Therefore, students must become...
Sometimes I work with students who perform well during our lessons, but who struggle when it comes to actually taking the test. It turns out the reason for this might be genetic.
When we experience stress, our prefrontal cortex is flooded with dopamine. Some of us are coded with a gene that slowly removes the dopamine, while others have a variant that rapidly removes it. The prefrontal cortex is critical for planning and decision-making, and it performs best when an optimal level of dopamine is maintained. Normally, on many cognitive tests, people with the slow variant of the gene perform better. But in stressful, high-stakes situations the opposite happens: those with the fast variant do better. Thus people with the slow variant have been dubbed Worriers, and those with the fast variant, Warriors.
However, being a Worrier does not mean you will inevitably be a victim of chronic underperformance in stressful situations. In one of the studies...
Over the years, I have noticed that many students do not like to take their practice test scores at face value. When students get scores below their goal, the temptation to rationalize is strong.
"On Test Day, I will take it much more seriously, so I'm sure my result will be higher."
"I was distracted during XYZ sections, so my score on those isn't as accurate as it could be."
"I only really focused on the Math sections, that's why I didn't do as well on the others."
"I made a lot of careless mistakes."
I'm not saying these are excuses - it's possible that they are accurate explanations - but even still, thinking this way will not serve you well.
For starters, if you're not taking your practice tests as seriously as you would the actual test, that's a problem. The whole point of practice tests is to prepare you for the real thing, so you should treat them as if they...
Mr. Reed's fun, light-hearted video made me smile, and I hope it will make you smile too. It's a cliche, but positive, can-do attitudes go a long way. That's not just true for students, it's true for teachers too. Here's to wishing you a successful start to the coming academic year!
Hard work is a must, but learning should be fun.
I have been a tutor for many years.
I have been an advocate for bullied kids for several years as well.
But only recently did I begin to see that even tutors can offer relief to kids who are bullied, and point bystanders in a proper direction as well.
The tutor's secret is really simple: we don't even have to know whether or if the students we work with are having bullying problems. All we have to know is that they sometimes exhibit the same symptoms as a bullied kid, and those symptoms can be brought on by stress.
The student who needs a tutor is often dealing with stress already, because the homework isn't done, he doesn't know how to do it - not the first thing, time is running out and there's nobody to help.
When I was younger, you know how I handled that kind of stress? By hoping the problem would go away. I would go into class the next day, the teacher would relent and say "hey, this is too hard for you guys, so let's go over...
I published this article on my blog and I believe that it will help students, tutors and parents alike so I decided to re-blog here. Time management is such an important skill! The article published by University of Nebraska-Lincoln Extension entitled “Thirteen Timely Tips for More Effective Time Management” proved to be very beneficial as well as the Time Management Quiz. They highlight the importance of prioritizing, goal setting and eliminating distractions.
I found five time managements tools that can help us achieve our goals.
StayFocusd – This is a Google Chrome extension that blocks you from going to time-wasting sites. It works like a timer, and asks you to set the maximum time you want to waste on your customized time-killer sites before they’re blocked. This tool would be perfect for parents to use with students who go to school online. It would help them to keep their kids on track and not chatting on twitter or posting photos on Instagram. This tool...
Many of my students dread conjugating verbs. They dread it even more when the verbs are irregular and have the same meaning!! The verbs
ser and estar both mean
"to be", so what is the difference between the two?? Ser is used to describe things that are permanent or often unchangeable. For example, Yo soy de Estados Unidos.(I am from the United States). The form of ser used in the sentence is soy. You can not change where you are from. Ser is also used to describe characteristics, professions, religions and nationalities.
Estar is used to describe things that are temporary. For example,
Yo estoy en Florida para las vacaciones(I am in Florida for vacation).
I am vacationing in Florida, but I am not from there. There is a little rhyme that is printed in the textbook,
Realidades, which helps you remember when to use the verb, estar. The rhyme goes,
For how you...
A few good questions and thoughtful answers can make tutoring an actual learning process. This is substantially different from cramming sessions, emergency sessions to pass a class and homework 'completion'.
I ask parents and students (where it is age/capacity appropriate) to explain their goals and expected outcomes. This question serves three significant purposes for the student and myself. (1) Is the student interested in learning or in getting by? (2) Does the student have commitment/perseverance or are they looking for an easy out? (3) Setting realistic expectations for outcomes.
If the student is not interested in learning and will not be committed, I am not the correct tutor for the job. There are tutors who specialize in cram sessions.
Setting expectations appropriately prevents surprises from happening to ardent wishes. An example of expectation setting is explaining to parents the following examples and being clear on this information: (http://talk...
Everyone knows that in order to do well in school you have to study. No-brainer (all-brainer?). However, what a lot of people don’t know is that what you do while you study can make or break your GPA. I’m not talking about the material you’re studying, because professors usually make PowerPoints or study guides to help you narrow down the material. I’m talking about the little habits that you developed that you didn’t know even played a role. So, without further ado, here are the 5 habits you should try to break immediately when you study.
1. You aren’t taking breaks
Sometimes students think that if they’re going to study, they need to sit down and get it over with. Maybe they think they can power through and that if they take a break they’re wasting valuable time. This couldn’t be more wrong! If you’ve ever heard of HIIT (high intensity interval training) routines, you know that this type of training is used all of the time and is meant to give you “more...
For those who want to know the reason for writing "reflection" papers, consider how the process is simply another way to learn
Learning is not just about acquiring and using new skills, the process also involves “thinking about your thinking.” The actual term for this action is “metacognitive behavior,” which is a means to help you organize and reflect on information and behavior. The process may sound complicated, but this is simply a form of higher order thinking that requires you to consider how or why information is valuable as well as what makes it important or necessary.
Sometimes, we do this automatically. Consider a time when you’ve been in the store and have been presented with two options for purchase. First, you go through a decision-making process, then select the product, and then take it home for use. Most likely, you will then know if you made the appropriate selection. At this point, you may likely reflect on why you made the choice –...
Many students have a fear of learning a foreign language. Instead of approaching acquiring a new tongue as an exciting challenge, many approach it with the question "Why do we have to learn this?" Learning a foreign language can be a wonderful experience. Here a few of my "Dos and Don'ts" when approaching foreign language learning.
DO keep an open mind and be positive about learning something new.
DO recognize the similarities of your native language and the new language that you are learning.
DO review your notes from class everyday and practice at home.
DO find a language/study buddy in your language class.
DO think about your future and how a new language is going to benefit you with your future goals.
DON'T be negative.
DON'T be prejudice about a foreign language and its culture based on stereotypes.
DON'T stop trying even when there are words that you do not understand or there is a chapter that is not...
Hi there Medical Billers and Coders:
Have you been attempting to do medical coding and need some refreshing or just a guide of what to do. When I tutor a student, I also add tips and strategies used to help select the best the best code. For example checking the similarities between two medical terms. for example dysphagia (difficulty swallowing) and dysphasia (impairment of speech). A good coder is familiar with medical terminology and always has a medical dictionary available. Recognizing the difference in similar terms ensures accurate coding. This means a claim can go out clean and would spend less time pending for payment, there would be no denial, thus no claim follow up, and no resubmissions when the information is abstracted properly for coding. Keep this in mind! Til next time!
The Coding Instructor
A great new grammar book, "The Essentials of English Grammar in 90 Minutes" by Prof. Robert Hollander [Dover, $4.95] bridges the gap between basic grammar books (for both children and adults) and higher-level books such as the recommended "Essential English Grammar" by Philip Gucker, also from Dover Publications. This grammar book has almost no quizzes or charts, etc. but
will give you an over-all picture of not only basic, but higher level grammar. Please see my Amazon Review of this nice little addition to the grammar teacher's and learner's bookshelf.
Sometimes adults can grow impatient with children, when they seem unwilling to concentrate on a task as long as adults seem to be able to. But in fact, there may be no problem at all with the child, because they actually are spending just as much time on tasks as adults are able to - it's just that time is moving at a different rate for them!
There is a way to understand the difference between the attention span of a young child and that of an adult by considering the definition of time.
Aristotle's definition of "time" is "the measure of motion according to the before and after." This means that "time" is just a way of describing change and is not something that "exists" in its own right. Time does not exist outside the mind. Changes happen, but they don't measure themselves, and time is just a way of measuring changes. It's the human mind's way of understanding change. In philosophical jargon, it's a "mental abstraction with a...
As a college student with a difficult major and two minors, my timetable is my best friend. It's not an exaggeration when I say that I live and breathe by it. I don't schedule anything without looking at it, and if anyone (friend, professor, boss, etc.) asks me, "Do you have free time at [X]?", I just email them a copy of it.
If you don't have a timetable, then that might be why you can't seem to manage your time properly. And I don't just have my classes scheduled. Every single thing I ever have to do is logged in it. This includes, but isn't limited to :
Work (outside of work study, like here!)
Homework times (further divided up by class)
Tutoring appointments (for me and my classes)
Extracurriculars (the number of which has shrunk as my college career has gone on)
Cleaning the apartment
Me time (because who can live without down time?)
Here's a study tip I gave to a student just tonight. One of the issues that I see with students is that they only study for tests, starting the night before or so. As a tutor, I know that strategy rarely works well. When I ask the student why he/she doesn't study just a little bit every day, the response is generally the same: there's no point studying beforehand since I'll have forgotten it by the test.
That is why I have my own strategy. It's one to get students started with learning the importance of studying. For some, it might be enough on its own for the learning (or grades) that they desire; for the rest, it's at least a step in the right direction.
It's actually very simple. All I say is to take a minute or two per section that the student has learned thus far. Then, after doing a quick review, take five minutes or so to go back and hit the roughest section in more detail. It generally takes 15 minutes top to do, and it really helps to keep the ideas fresh. I further...