English Learning Software Downloads - Great for a Successful Language Adventure

English Learning Software Downloads - Great for a Successful Language AdventureLearning English can be a lot of fun with English learning software download. Not only that but you can take your family along with you and they will learn at the same time. That's right, without all the shouting and arguing and one child learns better than the other. The fun of English will only grow when you give them a chance to learn together.Using the internet has become a great way for adults to stay in touch with the world. English is a language that you can learn easily using an internet-based software program. You can find a lot of different programs online. Some are free and some require you to pay a small fee. There are a variety of English learning software that you can choose from.When choosing software download, make sure you compare the price. The best place to start is with your goal in mind. What is the purpose of this software program?A good program will provide you with a variety of voca bularies to learn with. You want to have a program that has many different vocabulary lists. This will allow you to learn many different words at the same time.Another thing to think about when choosing your learning software is the types of games. An English learner needs to practice the lessons they learn with games that are fun and challenging. There are so many different kinds of games you can download online.You can buy English as a second language book. This book provides you with exercises that you can practice on. This book will also help you practice your pronunciation. It might take some time to get the hang of English as a second language but with practice you will perfect your pronunciation and speech patterns.Using the internet will help you in so many ways. You need to get your children involved and show them that learning is fun. English is a beautiful language and if you can give your child the chance to learn it at their own pace, you will find they are ready in no time.

Should I Go To Rutgers University-New Brunswick

Should I Go To Rutgers University-New Brunswick The tutors behind Varsity Tutors are not just here to teach theyre sharing their college experiences as well. Max received his bachelors degree in materials science from Rutgers University-New Brunswick. He is currently a tutor in Philadelphia specializing in algebra, pre-algebra, pre-calculus, and several other subjects. See what he had to say about his experience at Rutgers University-New Brunswick: VT: Describe the campus setting and transportation options. How urban or rural is the campus? Did you feel safe on campus? Are there buses or do you need a car/bike? Max: Rutgers University-New Brunswick is pretty expansive. Its one of Rutgers three campuses in New Jersey, yet it has four (or, some might argue, five) sub-campuses within it. This makes an intercampus bus necessary if you live on the Busch campus, you cant walk to the Douglass campus easily at all but walking within one sub-campus from a residence to a classroom is simple and quick. The Busch campus is a science and engineering setting with many research and classroom buildings, and a high number of on-campus apartments, many of which are occupied by graduate students. The Livingston campus is the smallest campus, but its also the newest; it contains genuine storefronts such as Starbucks and Qdoba, as well as many freshman dorms and new, modern apartments. The College Avenue campus is the heart of student life; it contains a plethora of off-campus housing, a variety of on-campus options, two different student centers, and lots of small eateries just off campus. Deeper into the off-campus areas, some say its unsafe, but most feel safe walking alone at night here. The undefined area between College Avenue and the Cook/Douglass campus is more treacherous; however, each on-campus area is quite safe. Cook/Douglass describes two overlapping campuses, the former of which hosts the biological and environmental science schools, and the latter of which is a renowned womens college. Each has similar living options to the other campuses, as well as a small off-campus section. Each also is very bike friendly, and having a car on campus isnt necessary. VT: How available are the professors, academic advisers, and teaching assistants? Max:Professors and teaching assistants are very clear about their out-of-classroom office hours in case students need extra help. Academic advising is less clear at Rutgers. Each school within Rutgers University-New Brunswick seems to have a different approach to advising. For instance, one department might match a student to an adviser in his freshman year; this relationship then lasts the entirety of the students college stay. However, another school might invite students to schedule an appointment with the Deans office, and receive advising from a randomly chosen faculty member. VT: How would you describe the dorm life rooms, dining options, location, socialization opportunities with other students? Max:Rutgers University-New Brunswicks dorm life is particularly strong. After a student chooses to enroll at Rutgers, I highly suggest deeply exploring freshman on-campus housing options before filling out the housing application, and possibly before even declaring a major. There are countless living-learning communities available on campus to incoming students. Friendships made in these locales often dorms last into on-campus apartments (of which there are too few) or off-campus houses. Dorms tend to be located close to either classrooms or dining halls. Each sub-campus has its own dining hall and many classrooms. Each campus also has student centers that can help expand on the social atmosphere of dorms and allow students to interact with classmates in a different way. These student centers also have quieter areas for studying. VT: Which majors/programs are best represented and supported?What did you study and why? Did the university do a good job supporting your particular area of study? Max:Its tough to decide which programs are best represented and supported, but I can say with certainty that the school is known for its philosophy program, and that the job placement rate in the electrical and computer engineering school is exceptionally high. I studied materials science, but Rutgers University-New Brunswick struggles to support this field. Career fairs contained few employers seeking this degree, and the program could use substantial administrative improvement. VT: How easy or difficult was it for you to meet people and make friends as a freshman? Does Greek life play a significant role in the campus social life? Max:Greek life is quite influential on campus, but its super easy to make friends and meet people without joining a fraternity or sorority. Joining a club with a moderate to large number of members that share common interests with you is an excellent way to make new friends. Rutgers University-New Brunswick has hundreds of student organizations, and theres a list of them all somewhere on the website. Anything that might be a subject of fascination, no matter how ridiculous or remote, probably has a club devoted to it. Another possible way to form new friendships is to live in a living-learning community, as I briefly mentioned earlier. Common passions and interests are developed in earnest here. VT: How helpful is the Career Centerand other student support services?Do many reputable companies recruit on campus? Max:My only experience with the Career Center on campus is asking for resume advice, which proved very helpful. However, many students I know have complained quite strongly about Career Services flaws. That said, reputable companies recruit often from Rutgers University-New Brunswick. I know that groups ranging from Merck (a pharmacy giant) to even the CIA have hired Rutgers University-New Brunswick undergraduates. VT: How are the various study areas such aslibraries, the student union, and dorm lounges? Are they over-crowded, easily available, spacious? Max:Libraries almost certainly overcrowd during exam periods, with the exception of Alexander Library on the College Avenue campus, which is far too large to ever overcrowd. Student centers quickly overcrowd as well, but dorm lounges frequently reflect the size of the dorm, and therefore pretty much never overcrowd. Its not that these spaces dont have enough room rather, its that so many people want them. That said, there are an abundance of spaces to seek out. VT: Describe the surrounding town. What kinds of outside establishments / things to do are there that make it fun, boring, or somewhere in between?To what extent do students go to the downtown area of the city versus staying near campus? Max:New Brunswick has a vibrant downtown area with restaurants ranging from established chains (Chipotle, Subway) to small local businesses. For the artistically inclined crowd, theres an art museum at the edge of campus and a few musical venues, too. Students quite often leave campus, especially on the weekends, to find fun things to do. However, living far from the College Avenue campus frequently limits a students ability to explore the downtown area. Buses dont often make stops in this area, and on weekends, buses run so infrequently that its anxiety-inducing to try to leave campus unless you live there. VT: How big or small is the student body? Were you generally pleased or displeased with the typical class sizes? Max:Being a state school, Rutgers University-New Brunswick is incredibly diverse. Class size is wholly dependent on major and class level; an introductory psychology class will have hundreds of students, but an upper-level engineering lab may only have ten. Class size never phased my ability to learn. VT: Describe one memorable experience with a professor and/or class. Perhaps one you loved the most or one youregretthe most. Max:My most memorable experience was actually an online class. Theres a different kind of playing field in an online class, one in which all students are truly equal. A professor teaching an online class cannot see our faces, and vice versa; furthermore, all students are able to work at their own pace. It was therefore most enjoyable for me to take two online classes, one each in two consecutive semesters, with the same professor. It can be easiest to adapt to a professors teaching methods online due to the increased flexibility. What made these classes most memorable was their subject matter. Prof. Sean Lorres online classes on Jazz Appreciation/Black Music History and Rock n Roll History were two of my six required humanities (non-engineering) classes, and they stuck with me the most strongly. The reading existed in a familiar cultural context, and the follow-up questions truly encouraged learning rather than rote memorization. I learned a lot of valuable information not only about art and music, but also about society and race relations in America. Check out Maxs tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Suzannes Story - Teaching GCSE Spanish

Suzanne's Story - Teaching GCSE Spanish Teaching GCSE Spanish is an area that many of our Tutorfair Foundation volunteers help with. Want to start teaching a language that isn't your mother tongue? New volunteer Suzanne G tell us in her own words what it’s like to help in a classroom. I've been teaching English as a foreign language for several years. I completed a Spanish degree a few years ago and I decided I'd like to start doing some Spanish tutoring. I started running an after-school club at a primary school, but I also wanted to tutor older pupils and particularly focus on GCSE Spanish. A few months ago my cousin told me about Tutorfair. I wanted to do private tutoring but I was also attracted by the idea of doing volunteering in a school. Apart from wanting to help the students, I thought it would be useful for me as a private tutor to see how Spanish GCSE is taught in schools. Training Day for Teaching GCSE Spanish I signed up for the volunteer training day in February. I found it useful to learn about how the Tutorfair Foundation works, plus meet other tutors and get up-to-date information about the exams. The training day also prepared me for some of the issues that could come up in the classroom and what I could expect during my volunteering. On the first day, I'd arranged a specific time to meet the teacher at the school. I was given brief information about the course and the students shortly before the lesson started. The lesson time I signed up to was the second half of a double lesson but I decided to volunteer for both lessons. First Day of Teaching GCSE Spanish On that first day I went around seeing what the students were working on and trying to help those who were unsure of what they were doing. When students have a question, rather than giving them the answer I enjoy asking them questions to help them find the answer themselves. I've done 5 sessions at the school so far. I'm getting to know the students better and they're getting to know me. I've found everyone at the school friendly and helpful and enjoy spending time there. What I've been learning has also helped me in my work as a private tutor. The challenges I face are the fact that Spanish isn't my first language. Also my limited experience of teaching teenagers. As another language teacher told me, you can’t expect to know all the answers to questions. Especially when you’re teaching a language that’s not your own. The more sessions I do, the more I learn. If something comes up which I'm not completely sure about, I answer it as well as I can and then I check, so I can be sure the next time. Observing and interacting with the students is also part of the learning process for me. Overall the volunteering has definitely helped me as I continue to develop my tutoring practice. For anyone who's considering it, it's worth volunteering some of your time with Tutorfair. The students deserve to have as much support as possible with their learning and it can be a very rewarding experience for the tutor. Are you thinking about getting involved? You can sign up for our next training session. You can book private Spanish lessons with Suzanne on Tutorfair.com

The 7 Basic Principles of Critical Reasoning - Private Tutoring

The 7 Basic Principles of Critical Reasoning BobbiM Jan 29, 2014 The 7 Basic Principles Of Critical Reasoning Here are the basic things that you need to succeed of CR questions:  1. Understand the structure of an argument. First, you must know how arguments are structures, so that you can know how to break them down into their core components. When we use the word argument, we dont mean a conversation where 2 people are shouting at each other. An argument in Critical Reasoning means any piece of text where an author puts forth a set of ideas and/or a point of view, and attempts to support it. Every GMAT argument is made up of two basic parts: • The conclusion (the point that the author is trying to make) • The evidence (the support that the author offers for the conclusion) Success on this section hinges on your ability to identify these parts of the argument. There is no general rule about where conclusion and evidence appear in the argument-the conclusion could be the first sentence, followed by the evidence, or it could be the last sentence, with the evidence preceding it. Consider the stimulus (in other words, a passage):  The Brookdale Public Library will require extensive physical rehabilitation to meet the new building codes passed by the town council. For one thing, the electrical system is in adequate, causing the lights to flicker sporadically. Furthermore, there are too few emergency exits, and even those are poorly marked and sometimes locker.  Suppose that the author of this argument was allowed only one sentence to convey her meaning. Do you think she would waste her time with the following statement? Would she walk away satisfied that her main point was communicated? The electrical system [at the Brookdale Public Library] is inadequate, causing the lights to flicker sporadically. Probably not. Given a single opportunity, she would have to state the first sentence to convey her real purpose:  The Brookdale Public Library will require extensive physical rehabilitation. That is the conclusion. If you pressed the author to state her reasons for making that statement, she would then cite the electrical and structural problems with the building. That is the evidence for her conclusion. But does that mean that an evidence statement like, The electrical system in inadequate cant be a conclusion? No, were just saying its not the conclusion for this particular argument. Every idea, every new statement, must be evaluated in the context of the stimulus in which it appears. For the statement above to serve as the conclusion, the stimulus would be: The electrical wiring at the Brookdale Public Library was installed over 40 years ago, and appears to be corroded in some places (evidence). An electrician, upon inspection of the system, found a few frayed wires as well as some blown fuses (evidence). Clearly, the electrical system at the Brookdale Public Library is inadequate (conclusion).  To succeed in Critical Reasoning, you have to be able to determine the precise function of every sentence in the stimulus. Use structural signals when attempting to isolate evidence and conclusion. Key words in the stimulus-such as because, for, since- usually indicate that evidence is about to follow, whereas therefore, hence, thus, and consequently usually signal a conclusion.  2. Preview the question. Before you read the stimulus, look over the question. This will give you some idea about what you need to look for as you read. It gives you a jump on the question. Suppose the question with the library argument above ask the following: The author supports her point about the need for rehabilitation at the Brookdale library by citing which of the following? If you were to preview this question stem before you read the stimulus, you would know what to look for in advance-namely, evidence, the support provided for the conclusion. Or if the question stem asked you to find an assumption on which the author is relying, you would know in advance that a crucial piece of the argument was missing, and you could think about that right off the bat. Previewing the stem allows you to set the tone of your attack, and thus saves you time in the long run. As youll soon see, this technique will come in especially handy when we discuss methods for the various question types.  3. Paraphrase the authors point. After you read the stimulus, paraphrase the authors main argument to yourself. That is, restate the authors ideas in your own words. Frequently, the authors in Critical Reasoning say pretty simple things in complex ways. So if you mentally translate the verbiage into a simpler form, the whole thing should be more manageable. In the library argument, for instance, you probably dont want to deal with the full complexity of the authors stated conclusion:  The Brookdale Public Library will require extensive physical rehabilitation to meet the new building codes just passed by the town council. Instead, you probably want to paraphrase a much simpler point: The library will need fixing-up to meet new codes. Often, by the time you begin reading through the answer choices you run the risk of losing sight of the gist of the stimulus. So restating the argument in your own words will not only help you get the authors point in the first place, it will also help you hold on ot it until youve found the correct answer. 4. Judge the arguments persuasiveness. You must read actively, not passively, like you might on the GMAT. Active readers are always thinking critically, forming reactions as they go along. They question whether the authors argument seems valid or dubious. Especially when you are asked to find flaws in the authors reasoning, its imperative to read with a critical eye. How persuasive is the argument about the library, lets ask? Well, its pretty strong, because the evidence certainly seems to indicate that certain aspects of the librarys structure need repair. But without more evidence about what the new building codes are like, we cant say for sure that the conclusion of this argument is valid. So this is a strong argument but not an airtight one. Since part of what youre called on to do here is to evaluate arguments, dont let yourself fall into the bad habits of the passive reader-reading solely for the purpose of getting through the stimulus. Those who read this way invariably find themselves having to read the stimuli twice or even three times. Then theyre caught short on time. Read the stimuli right the first time-with a critical eye and an active mind. 5. Answer the question being asked. One of the most disheartening experiences in Critical Reasoning is to understand the authors argument full but then supply an answer to a question that wasnt asked. If youre asked for an inference supported by the argument, selecting the choice that paraphrases the authors conclusion will earn you no points. Neither will selecting a choice that looks vaguely like a summary of the authors evidence if youre asked for an assumption. The classic example of this error occurs on Strengthen/Weaken questions. When youre asked to strengthen or weaken an argument, you can be sure that there will be one, tow, even three answer choices that do the opposite of whats asked. Choosing such a wrong choice is less a matter of failing to understand the argument than of failing to remember the task at hand. The question stem will always ask for something very specific. Its your job to follow the test makes line of reasoning to the credited response. Also, be on the lookout for reversers, words such as not and except. These little words are easy to miss, but they change entirely the kind of statement youre looking for among the choices.  6. Try to prephrase an answer. This principle, which is really an extension of the last one, is crucial. You must try to approach the answer choices with at least a faint idea of what the answer should look like. That is, prephrase the answer in your own mind before looking at the choices. This isnt to say you should ponder the question for minutes-its still a multiple-choice test, so the right answer is on the screen. Just get in the habit of framing an answer in your head. Once you have prephrased, scan the choices. Sure, the correct choice on the exam will be worded differently and will be more fleshed out than your vague idea. But if it matches your thought, youll know it in a second. And youll find that theres no more satisfying feeling in Critical Reasoning than prephrasing correctly, and then finding the correct answer quickly and confidently. Continuing with the library situation, suppose you were asked: The authors argument depends on which of the following assumptions about the new building codes? Having thought about the stimulus argument, you might immediately come up with an answer-here that the argument is based on the assumption that the new codes apply to existing buildings as well as to new buildings under construction. After all, the library will have to be rehabilitated to meet the new codes, according to the author. Clearly, the assumption is that the codes apply to existing buildings. And thats the kind of statement you would look for among the choices. Dont be discouraged if you cant always prephrase an answer. Some questions just wont have an answer that jumps out at you. But if used correctly, prephrasing works on many questions. It will really boost your confidence and increase your speed on the section when you can come up with a glimmer of what the right answer should look like, and then have it jump right off the page at you. 7. Keep the scope of the argument in mind. When youre at the point of selecting one of the answer choices, focus on the scope of the argument. Most of the wrong choices on the section are wrong because they are outside the scope. In other words, the wrong answer choices contain elements that dont match the authors ideas or that go beyond the context of the stimulus. Some answer choices are too narrow, too broad, or have nothing to do with the authors points. Others are too extreme to match the arguments scope-theyre usually signaled by such words as all, always, never, none, and so on. For arguments that are moderate in tone, correct answers are more qualified and contain such words as usually, sometimes, probably. To illustrate the scope principle, lets look again at the question mentioned above: The authors argument depends on which of the following assumptions about the new building codes? Lets say one of the choices read as follows: The new building codes are far too stringent. Knowing the scope of the argument would help you to eliminate this choice very quickly. You know that this argument is just a claim about what the new codes will require: that the library be rehabilitated. Its not an argument about whether the requirements of the new codes are good, are justifiable, ore ridiculously strict. That kind of value judgment is outside the scope of this argument. Recognizing scope problems is a great way to eliminate dozens of wrong answers quickly.

Staff Spotlight Mike Parman - Heart Math Tutoring

Staff Spotlight Mike Parman - Heart Math Tutoring Staff Spotlight: Mike Parman Staff Spotlight: Mike Parman February 20, 2017 Mike, a native of Nashville, Tennessee, graduated from the University of Tennessee with a B.S. in Secondary Education. He then received certification in Elementary teaching, School Counseling and Supervision, and a M.A. in Administration and Supervision. He has worked for over thirty-five years in public education as a teacher and elementary school principal. After retiring to Charlotte to be near family, Mike joined Heart in 2015 as a tutor.Mike believes that all students can learn when they are exposed to relevant, hands-on activities in a secure and caring atmosphere. Mike’s wife Deborah is also a tutor and together they love spending time with their two wonderful grandchildren. Mike is currently the Program Coordinator at Greenway Park Elementary. Here are Mikes answers to our Spotlight questions: Who was your best teacher and why? My third grade teacher Mrs. Hearn. She believed in me and taught me how to love reading. What is yourfavorite quote? My favorite quote is from Bonnie L. Mohrs Living Life. Recognize the special people youve been blessed to know. Live for today, enjoy the moment.' Whats an interesting fact about yourself? After teaching 8th grade math all day, l left the school for my second job, working as a custodian in a school in the same community. (We had three children under the age of 5). Two years later, I became the principal of that school.

Focus And Confidence Help This Young Musician Achieve His Goals

Focus And Confidence Help This Young Musician Achieve His Goals Focus And Confidence Help This Young Musician Achieve His Goals Isaac, 11-years-old, Math Level I 11-year-old Isaac is studying above his peers, as he’s currently working on algebra concepts like quadratic equations and the Pythagorean Theorem in the Kumon Math Program. Isaac began his Kumon journey six years ago when he was just five years old. Along the way, he has improved his focus and gained confidence, which has helped him overcome any challenge that is thrown his way. Isaac continues to strive for excellence both in-and-out of the classroom, which is a strong testament to his many accomplishments. As a budding musician, Isaac has applied the discipline and focus he developed in Kumon when he’s performing on the saxophone and piano. “Kumon has helped me beyond academics when it comes to music,” said Isaac. “For example, I play the saxophone and piano. I see many elements of math related to rhythms and beats in music. Knowing that has helped me improve as a musician. Kumon teaches me to be more focused, disciplined, organized, and to have better study skills. Kumon helps me to persevere and to always try my best no matter what.” Isaac’s practice and focus on the piano has paid off, as he was presented the “Outstanding Award” in piano by the New York State School Music Association in 2014-16. The NYSSMA ®â€™s mission is to enhance the music education programs in all of New York State. Top performing students from across the state are carefully selected by their music educator and go on to the audition process. Musicians are critically evaluated on performance elements such as sight-reading and technique. When he’s not performing, Isaac can be found on the soccer field and the basketball court. Not only does he enjoy playing sports, he also loves being a spectator. Isaac is a dedicated sports fan of the New York Rangers and New York Mets. He has found that his increase in focus has helped him become a stronger athlete as well. “Not only has Kumon helped me in school and with music, it has also helped me with sports,” said Isaac. “For example, in school I receive good grades and it motivates me to do well on projects and tests. Another example is when I play soccer. I am more focused and always watching the ball. With this level of focus, I make better passes and saves â€" making me a stronger athlete.” Isaac’s hard work and discipline didn’t go unnoticed, as he was one of 55 students selected to attend the 2018 Kumon Student Conference in Calgary, Canada. We had the opportunity to speak to Isaac about his Kumon journey. How has Kumon helped you academically? Kumon has helped me stay on task with my homework and assignments at school. How has Kumon helped you outside of the classroom? Kumon has given me confidence, and now I strive to be the best I can be at everything I do. What do you enjoy most about Kumon? I really enjoy learning new concepts and being able to finish each level. What keeps you motivated in Kumon? When I overcome problems in Kumon, it pushes me to keep going and to not give up. I continue to work towards getting to the next level, putting me closer to completing the Kumon Math Program. If you could sum up your Kumon experience in one word, what would it be? Encouraging. What’s the most beneficial thing you’ve learned from Kumon so far? The most beneficial thing I’ve learned in Kumon has been how to concentrate and stay focused in everything I do. It has also taught me to try and solve problems independently. What did it mean to you attending the Student Conference? I was so excited when I found out I was selected to attend the Student Conference! I must say, that this has been one of my greatest achievements so far. The conference was an awesome experience. I met so many students and speakers. The forums I attended were so much fun! What advice do you have for other Kumon Students? Don’t get frustrated! With more practice, hard work, and confidence â€" you can overcome anything! Discover even more student success stories. You might also be interested in: Accomplished Pianist Applies Focus and Discipline in Her Everyday Routine This Young Artist Gained Her Confidence With Kumon Increased Confidence has Inspired this Young Girl to Take on any Challenge Determination And The Will To Never Give Up Has Helped This Guitar Player Achieve Greatness Focus And Confidence Help This Young Musician Achieve His Goals Focus And Confidence Help This Young Musician Achieve His Goals Isaac, 11-years-old, Math Level I 11-year-old Isaac is studying above his peers, as he’s currently working on algebra concepts like quadratic equations and the Pythagorean Theorem in the Kumon Math Program. Isaac began his Kumon journey six years ago when he was just five years old. Along the way, he has improved his focus and gained confidence, which has helped him overcome any challenge that is thrown his way. Isaac continues to strive for excellence both in-and-out of the classroom, which is a strong testament to his many accomplishments. As a budding musician, Isaac has applied the discipline and focus he developed in Kumon when he’s performing on the saxophone and piano. “Kumon has helped me beyond academics when it comes to music,” said Isaac. “For example, I play the saxophone and piano. I see many elements of math related to rhythms and beats in music. Knowing that has helped me improve as a musician. Kumon teaches me to be more focused, disciplined, organized, and to have better study skills. Kumon helps me to persevere and to always try my best no matter what.” Isaac’s practice and focus on the piano has paid off, as he was presented the “Outstanding Award” in piano by the New York State School Music Association in 2014-16. The NYSSMA ®â€™s mission is to enhance the music education programs in all of New York State. Top performing students from across the state are carefully selected by their music educator and go on to the audition process. Musicians are critically evaluated on performance elements such as sight-reading and technique. When he’s not performing, Isaac can be found on the soccer field and the basketball court. Not only does he enjoy playing sports, he also loves being a spectator. Isaac is a dedicated sports fan of the New York Rangers and New York Mets. He has found that his increase in focus has helped him become a stronger athlete as well. “Not only has Kumon helped me in school and with music, it has also helped me with sports,” said Isaac. “For example, in school I receive good grades and it motivates me to do well on projects and tests. Another example is when I play soccer. I am more focused and always watching the ball. With this level of focus, I make better passes and saves â€" making me a stronger athlete.” Isaac’s hard work and discipline didn’t go unnoticed, as he was one of 55 students selected to attend the 2018 Kumon Student Conference in Calgary, Canada. We had the opportunity to speak to Isaac about his Kumon journey. How has Kumon helped you academically? Kumon has helped me stay on task with my homework and assignments at school. How has Kumon helped you outside of the classroom? Kumon has given me confidence, and now I strive to be the best I can be at everything I do. What do you enjoy most about Kumon? I really enjoy learning new concepts and being able to finish each level. What keeps you motivated in Kumon? When I overcome problems in Kumon, it pushes me to keep going and to not give up. I continue to work towards getting to the next level, putting me closer to completing the Kumon Math Program. If you could sum up your Kumon experience in one word, what would it be? Encouraging. What’s the most beneficial thing you’ve learned from Kumon so far? The most beneficial thing I’ve learned in Kumon has been how to concentrate and stay focused in everything I do. It has also taught me to try and solve problems independently. What did it mean to you attending the Student Conference? I was so excited when I found out I was selected to attend the Student Conference! I must say, that this has been one of my greatest achievements so far. The conference was an awesome experience. I met so many students and speakers. The forums I attended were so much fun! What advice do you have for other Kumon Students? Don’t get frustrated! With more practice, hard work, and confidence â€" you can overcome anything! Discover even more student success stories. You might also be interested in: Accomplished Pianist Applies Focus and Discipline in Her Everyday Routine This Young Artist Gained Her Confidence With Kumon Increased Confidence has Inspired this Young Girl to Take on any Challenge Determination And The Will To Never Give Up Has Helped This Guitar Player Achieve Greatness

Fullerton Tutor Tips 5 Great Qualities in a Study Partner

Fullerton Tutor Tips 5 Great Qualities in a Study Partner Tips from a Private Fullerton Tutor: 5 Great Qualities in a Study Partner Tips from a Private Fullerton Tutor: 5 Great Qualities in a Study Partner Students have many options when it comes to study sessions. Most will go back to their home or dorm room and work alone, attempting to accomplish every question, every chapter, and every topic unaided. Although some students will do very well studying on their own, especially if its a subject they excel in, they can benefit from having a study buddy. Of course, group study sessions often don’t pan out because members of the group are there more to socialize thAn to learn. Some socialization can make a difficult task bearable, but its important to look for certain qualities when choosing a long-term study partner working with a private Fullerton tutor. 1. Equal Motivation It’s important to think about your current level of motivation in a particular class. For example, if you will only ever be satisfied with an A, this is something that’s good to know before choosing a study buddy. On the other hand, maybe you know that this is a class you would be lucky to get a B- in. You want your study buddy to have a similar motivation. If you’re an A student in a class, you will probably only benefit from working with somebody who also strives to reach perfection. However, if you know the best you will get is a B; then you might be holding back a study partner who is used to getting straight A’s (and vice versa).  Equal motivation generally means you will want to spend the same amount of time studying and share the same amount of drive to get assignments completed (READ: 10 Study Tips from an Irvine History Tutor). 2. Consistency It’s essential that a potential study partner demonstrates consistency, and that you do as well. When studying solo, its very tempting to put off the task at hand for ‘just a few minutes’, but of course those few minutes can turn into hours or days. Alternatively, if you have committed to meeting your study buddy from 3 to 5 on Friday, youll have to be prompt and get started on your assignments. You need to be consistent so as not to let your partner down but they also need to be equally consistent. If your study partner is showing up late or unprepared for sessions, it might be time to think about moving on to someone with more drive. 3. Skill Sets The study buddy relationship is kind of a yin/yang type of situation. Let’s say youre working on math and you are fabulous with triangle problems but not so great with functions. In an ideal world, your study partner would be great at functions but maybe need some help with triangles. If you can find somebody who can fill the gaps in your learning (and vice versa) then you may both be able to improve your grades in a particular class. 4. Fight Boredom Once you get to know your study partner a little bit, its a good idea to help each other fight boredom. Trying to edit your own 15-page research paper can be dry to say the least, but if you switch papers with your study partner, youll be editing theirs and giving it a fresh perspective while they will be giving you suggestions on your own work.  A great study buddy will also be able to notice when your mind is starting to fade away into boredom. They can help you determine when you need a short break and when you need to simply push through and focus. Of course, you should be doing the same for them. Many students who study solo will end up giving up and moving on to non-academic activities before they have done enough studying to ace that test. An ideal study buddy will help you fight through this and get your work done (READ: Online Study Tools for Students). 5. No distractions Students who study in a group setting may socialize more than is ideal, thus prolonging the amount of time they need to spend on academic tasks. Why spend three hours studying for an exam with tons of distractions from your group when you could have put in a solid 90 minutes and then gone and done something more fun?  And ideal study buddy will be fun to be around but know when its time to focus. A joke here and there to stay interested is okay, but tons of time spent on distractions is not. Dont wait to book your private Fullerton tutor for the New Year. Call us today for more information. All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.