How to Find Students For Online Tutoring

How to Find Students For Online TutoringThis article will teach you how to find students for online tutoring. Online tutoring is not a new concept, however the business of teaching has greatly improved since the advent of the internet. An online tutor can save you time and money and is just as effective as the traditional classroom teacher.Where do you look? This is not as easy as it sounds. You have to find reputable tutors and people who will provide quality tutoring from the comfort of their home or office.The first place to start your search is on the internet. There are websites that will help you with finding tutors in your area. They usually provide listings by area or state. After finding a listing of tutors, take a moment to research them before making an appointment.Google is another great way to find a tutor. There are a multitude of resources on the internet that will help you find a tutor, including popular tutoring review sites. When choosing a tutor, you want to make s ure that they are qualified and meet your qualifications. Some qualifications may vary, so take the time to find out how qualified a tutor is.The first step to finding a successful tutor is to learn how to recognize them. Check with the American Association of School Administrators to see if there are any accredited certifications. Also check with the state board of education. The more information you have the easier it will be to find a good one.Talk to your local school. Most teachers have a list of recommended tutors to go by. If they don't you can also ask your local school administration for referrals. In some cases you can find a tutor through your local schools and contact them to see if they have any recommendations.Students can be difficult to locate. However, it is much easier today than it was in the past. In fact you can find students for online tutoring by using the internet. It's just a matter of knowing where to begin your search.

Improving Your Singing Start With Your Posture

Improving Your Singing Start With Your Posture Suzy S. Want to instantly improve your singing? One great tip for learning how to sing better is as simple as establishing good posture. Read on as Philadelphia voice teacher Emily E.  offers some helpful advice Many students come to me wanting to improve their singing voice and expect me to focus on their throat and the two little magic pieces of tissue that come together to make a beautiful sound. But I’ll let you in on a little secret: really excellent singing is all about using your entire body effectively so that your vocal folds (a.k.a. vocal cords) do as little work as possible. In order to begin to get the most out of your body â€" and therefore out of your voice â€" take a moment to look at how you stand to sing. I always evaluate a student’s stance at the beginning of the first lesson, and I love how making a few changes almost always immediately makes them sound better. You can do this at home in three simple steps: 1. Stand on two feet. Sounds silly, but if you’re shifting your weight onto one foot or another, leaning against the piano or the wall, or standing with one foot behind the other, you won’t have a strong, steady foundation from which to sing. 2. Stand with your feet hip width apart. “Hip width” means that your toes should be under your hip joint, NOT the outside of your hips. Find the points of your hip bones and draw an imaginary line down to your feet. Or, see if you can fit a fist between your feet â€" your stance should be a little wider than that fist. Now your body is balanced and better aligned. 3. Soften your knees and your hips. This is the most difficult part of the stance to find, develop and master, because it relates to how you breathe to sing. Locking your knees so they’re stiff, rigid, and/or inflexible also locks your lower back, which prevents you from taking a full, deep, strong breath. Think about softly bouncing in your knees, wiggling your hips side to side, or “tucking your tailbone” if you know that concept from yoga classes. This will create a more energized and engaged lower body that can better support your breath and your voice. Every body is different, and every person will encounter different challenges when preparing to sing. But you wouldn’t start construction on a house until you’d laid the foundation, right? The same thing applies to your voice! Emily E. teaches singing, Broadway singing, music performance, music theory, opera voice and speaking voice lessons to students of all ages in Philadelphia, PA. With a Masters degree in Musicology Performance from the University of Oxford, Emily joined the TakeLessons team with over 7 years of teaching experience. Learn more about Emily, or search for a teacher near you! Interested in Private Lessons? Search thousands of teachers for local and live, online lessons. Sign up for convenient, affordable private lessons today! Search for Your Teacher Photo by Jlhopgood

Campus Information Sessions Part TwoQuestions to Ask

Campus Information Sessions Part Twoâ€"Questions to Ask Most colleges and universities offer campus information sessions where you can learn more about the school and quality of campus life. Whether you arent sure what you want from your college experience and just need to learn more, or you know exactly what you want and need to see if a particular school matches up, its important to head into the session with some guided preparation, which you can learn more about in Part One of this series. Next, youll need to come up with a list of relevant and important questions to ask. If the session includes discussions led by a student, you may want to ask more personalized questions about what he or she likes most about the campus experience, or what aspects he or she might change if given the chance. There will more than likely be official university representatives at the info session as well, so be sure to identify more formalized questions you may have about the school (that cant easily be found on its website) as well. Below are some example questions to get you started in a number of categories: Academics What kind of support services are available? What would you say the colleges academic strengths are? Weaknesses? What are the core class requirements? How quickly do I need to decide on a major? What sets this school apart from others? Whats an average class size in the smallest major? In the biggest? Overall? What percentage of courses are taught by a teaching assistant? Whats the advising experience like? How easy is it to switch majors / choose classes? Residential Life What percentage of students are commuter students? Do freshmen live in separate housing from upperclassmen? Do upperclassmen typically move off-campus, and what are the challenges to finding off-campus housing? Are meal plans mandatory? What are some alternative dining options for those with dietary restrictions, food allergies, etc.? Which facilities have been improved in the last five years? Which ones do you plan to improve? What do you think the most difficult adjustment for students is? Social What percentage of students are part of the Greek system? Whats a typical weekend like for on-campus students? How important are sporting events to the campus life? What clubs are available and what percentage of your students participate in clubs or intramurals? How many different schools are there within the college? How easy would it be to transfer from the School of Engineering to the Liberal Arts School, for example? Resume Builders What are your job placement rates? Graduate school placement rates? What services do you provide to graduating students to help them find jobs? What study abroad opportunities do you offer? What opportunities are available for jobs, research positions, or internships on campus? Application Process What scholarships does your school offer? Can you tell me a little bit about the financial aid trends for students here? How many receive financial aid, and what kind? What advice would you give about applying to this school? How does the application process here differ from that of other schools? Campus Safety and Resources How can students reach campus safety officers? What are the general safety policies on campus? Off campus? Whats the area around the campus like in terms of safety? What safety resources do you offer that other schools dont, or that you think are particularly notable? How does health care work for students? [RELATED: 4 Ways College Students Can Stay Safe on Campus] While in the session, listen for good questions asked by others as well and add them to your list for the next school if you find them useful. Be sure to take clear notes on the answers you receive so you can compare them with other schools later. If you still have questions that are more specific to your experience, consider scheduling a one-on-one session with an advisor or ask about the opportunity to meet with representatives who might pay a visit to your high school later. Keep an eye out for Part Three of this series to learn how to evaluate the most important take-aways from these sessions Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

GCSE Analysis Lord of the Flies by William Golding

GCSE Analysis Lord of the Flies by William Golding English Literature GCSE Analysis: Lord of the Flies by William Golding Overview The Lord of the Flies tells the story of a group of British schoolboys marooned on a pacific island after the aeroplane on which they are travelling crashes into the jungle.   Isolated from society and freed from adult supervision, the characters in the story quickly lose their civilised manners and begin to act with surprising violence and savagery.   Golding, who wrote the story while working as a teacher, held strong views on the nature of innocence and the power of civilisation to control ‘the beast’ of savagery within all people.   His accurate portrayal of boys, drawn from his experience, together with the startling and ultimately pessimistic exploration of human nature, have given the book worldwide recognition together with a lasting influence on thinkers, writers and film-makers.   The title is a translation of the Biblical name, Beelzebub, used for a god who expected human sacrifice. Themes Most discussions of the book centre around strongly polarised concepts that arise from the boys’ actions, for example: innocence and the loss of innocence; civilisation and savagery; and diversity and conformity.   Then there are the ‘totemic’ objects that have come to be representative of bigger ideas: the conch; piggy’s glasses; and the beast.  The resonance and power of the book is partly due to Golding’s willingness to write about events as shocking as murder, torture, bullying and hallucination and partly because of his willingness to explicitly discuss the morality with his narrative voice. Innocence When first arriving on the island, the boys are made to seem almost entirely innocent.   Despite the difference in behaviour from what we might expect from school children, due to the age of the book itself, we can observe this innocence best by contrasting it with the behaviour towards the end of the book.   Two scenes to consider would be the very first, when Ralph and Piggy meet, and the climax in Chapter 11, Castle Rock, when Piggy is murdered. At the start of the novel, the boys even dress like they are in the heart of civilised Britain: ‘The fair boy stopped and jerked his stockings with an automatic gesture that made the jungle seem for a moment like the Home Counties.’ Ralph in particular is described as healthily muscled, but ‘there was a mildness about his mouth and eyes that proclaimed no devil.’   The word ‘devil’ only appears twice in the whole book, and although it might be light-hearted here at the start, the darkening tone means that later in Chapter 11 when we read of ‘the anonymous devils’ faces’ there is a real threat to the word. In the final scene, the naval officer presumes that the mud-plastering and the dressing-up has been ‘fun and games’, but he is surprised by the response to his question ‘Nobody killed, I hope?’   Ralph’s tears are both a response to the ‘end of innocence’ and also a proof that he has lost his own innocence: like Adam after eating the fruit of the tree of knowledge of good and evil, he now has the ability to recognise when something will never return. Civilisation and savagery First Golding has the boys create a fair sort of system â€" an agreed leader, a symbol for democratic participation (the conch) and a shared need to draw the society together.   The ‘assembly’, which even in 1954 would have had overtones of school gatherings, is a meeting that can’t survive alongside the desire to hunt, break and kill.   The two are antithetical.   Consider the scene in Chapter 5 when the assembly is first suggested, with the scene in Chapter 11 when Jack and his gang decry the rules and ‘law and rescue’.   In one, the boys talk one at a time, punctuated by ‘murmurs’.   In the other, the boys shout at the same time, interrupted by a ‘clamor’. Some of the missing pieces of civilisation are the school uniforms which are quickly stripped off, but by the end most of the boys have also lost their long, civilised names.   Ralph unwittingly betrays his friend by calling him ‘Piggy’ and encouraging others to see him as a victim, but he is not the only one to be degraded by his name.   When a small boy is asked who he is by the naval officer, Golding writes: Percival Wemys Madison sought in his head for an incantation that had faded clean away. The long and upper-class name is merely a distant ‘incantation’ â€" something magical and never understood. But it is the tragedy of Golding’s story that civilisation is actually ineffective at combating savagery.   Samneric may be a good friend, but his support for Piggy and Ralph is weak.   When Jack is confronting them, Golding mocks his character: ‘Samneric protested out of the heart of civilization. “Oh, I say!”’ Closely related to the loss of innocence, the loss of rules is somehow even more awful, perhaps because the boys need them so desperately. Diversity and Conformity There is a strong latent discussion of the place of the individual in society within the book, usually overlooked in favour of the simpler themes outlined above.   Piggy has several traits that mark him out as different, and he is punished for his natural non-conformity by taunts and bullying throughout the story.   But when Ralph insists upon the rules in the first assembly, Jack undoubtedly reacts against it because he wants the freedom to live differently.   He loves the idea that he is free to do as he wishes, to ‘hunt it down! We’ll close in and beat and beat and beatâ€"!”’   But he also needs the ideal of Ralph’s society to react against. Ironically by the end of the book, the biggest crime that Ralph and his supporters have committed, in Jack’s eyes, is to refuse to join in with the new conformity: “ What d’you mean by it, eh?” said the chief fiercely. “What d’you mean by coming with spears? What d’you mean by not joining my tribe?” Golding is observing that as the majority shifts, human morality can be entirely redefined. The Conch The conch is mentioned 180 times in the book, first as ‘interesting and pretty and a worthy plaything’.   Even after it has been destroyed by the same rock that kills Piggy, it is still mentioned five times as Ralph remembers it, now emblematic of everything ‘solemn’ and proper: There was no solemn assembly for debate nor dignity of the conch. The phrase associated with the shell is ‘I got the conch’.   The simplicity of this is itself a warning: the boys think that authority can be bestowed by possession of a special object.   However, the conch is meaningless without the respect for the ideal of the conch.   In some ways the boys did an amazing thing to create this symbol that is heard ‘all across the island’ â€" and far beyond the book â€" but it is a fragile thing, easily broken. Piggy’s Glasses Piggy’s glasses are also fragile, yet they control the fire and the power goes with it.   The glasses are mentioned 42 times in the book, often described as ‘flashing’ in the steady tropical sunshine.   They are a mark of Piggy’s vulnerability, an artefact of civilisation, a tool and a displacement activity (Piggy is forever cleaning them).   Key scenes to consider are the second part of Chapter Two, when the fire is first lit, the end of Chapter Four, when one of the lenses is broken when Jack hits piggy, and the moment at the end of Chapter Ten when the boys realise why Jack and his hunters made their attack. The Beast The beast is only an imaginary creature, yet the word appears 113 times in the book.   To begin with, the boys talk of a ‘beastie’ â€" the diminutive suffix implying a childish, silly bogey â€" the fear of the ‘littluns’.   However, the word ‘beastie’ doesn’t appear after Chapter Five.   Although Simon identifies that the ‘beast’ may in fact be real, but be a part of ‘darkness of man’s heart’, this thought itself is too abstract for many of the boys, and Jack diverts attention with profanity. After Jack kills a sow and makes an offering, Simon looking at the head of the pig speaks to and hears from a voice that Golding identifies as the Lord of the Flies.   And although this voice says that it intends to ‘have fun’, this moment and the seriousness with which a reader chooses to take it really decides your reading of the whole book. To write an essay response to the story it is essential that you really do hold an opinion and your own reaction.   The simplest way is to consider this scene and to ask yourself, how real is this ‘beast’ within?   Do I believe that Golding’s story is realistic, or purest fantasy? Need an extra hand with some English? Why not book private GCSE English tuition to boost your learning. You can find the right tutor for you from the Tutorfair website. More GCSE analyses: Animal Farm and Of Mice and Men

What you can learn about English from Obama and Medvedevs mistake

What you can learn about English from Obama and Medvedevs mistake Last weeks meeting between U.S. President Barack Obama and Russian President Dmitry Medvedev accidentally provided a great example of how word choice can affect the way a sentence is understood.During a conversation about nuclear weapons in South Korea, Obama and Medvedev did not realize that a microphone was still on, and had a conversation that was meant to be private, but was broadcast over television.Starting at about 43 seconds in the video below, youll see this conversation played several times. The clip below is from a U.S. comedy show called The Daily Show that makes comedy out of daily news events.Watch the video, and then read some excerpts from it below.The Daily Show with Jon StewartMon Thurs 11p / 10cThe Borscht Whispererwww.thedailyshow.comDaily Show Full EpisodesPolitical Humor Satire BlogThe Daily Show on FacebookWhat Medvedev actually said to Obama was I transmit this information to Vladimir. First of all, he should have had the modal verb will in the sentence, as in: I will transmit this information to Vladimir.Beyond that, The Daily Shows Jon Stewart points out that Medvedevs wording makes his statement sound sinister, as if it had been said by Dr. Evil in the Austin Powers films. Or as if it should be spoken into a secret spys shoe phone, as Stewart says. The particular problem here is the word transmit.Stewart points out All hes really saying is oh, alright, Ill tell him. But the word transmit is a very technical, formal sounding word, that is typically used when we are talking about signals. Something about using this word that should only be used with radio, television, or shoe phone signals, makes the sentence sound sinister.Medvedev could have made the phrase sound less formal, and less sinister, by using a phrasal verb. For example:I will pass this information along to Vladimir. (to pass something along)I will let Vladimir know. (to let someone know)Or he could have just said: Ill tell Vladimir. I transmit this message to Vladimi r.So what can you learn from this? Well, dont get too worried. While some silly people might have actually thought that there was something evil happening, most people realize that non-native speakers of any language sometimes miss subtleties like these. Second, this is a good reason to study your phrasal verbs. In a one-on-one situation, between two equals, as in Obama and Medvedevs meeting, a phrasal verb would have created the perfect tone.Finally, in the video above, after talking about this particular sentence, Jon Stewart wonders whether all of the past problems between Russia and the U.S. could have been caused by the way Russians speak English. He then gives three example sentence pairs, with a very normal sounding sentence, and another version that has the same meaning, but sound sinister. Listen to them and see if you can understand how he changes them. Pflynn1148 In the first paragraph, you seem like an ESL student, using effect where affect is correct. LOIEnglish Thank s Pflynn1148, though I doubt that mistake makes me seem like an ESL student ??

4 Ways to Educate Your Child Using Current Events

4 Ways to Educate Your Child Using Current Events In addition to academics, it is important for students to begin developing strong soft skills during their academic career. Soft skills refer to a person's behavior and personality. These skills become habits and traits that affect how a student will interact with classmates, instructors, and future employers. Including current events in an educational program is a creative way to develop the student's communication, critical thinking, and constructive criticism skills. Here are three ways to use current events to develop these skills within your child: Listen: what are the details? Read a news story from the paper out loud. After you have finished reading it, ask your child who, what, where, and when questions pertaining to the article. Depending on the grade level, the article and questions can increase in difficulty. A child in a higher grade level should be asked questions that require more attention to detail. This exercise can improve the student's listening skills, which are imperative for effective communication. Ignoring details or failing to pay attention can cause miscommunications. Debate: why is it news? Using the same article, ask your student to explain why the article is newsworthy. This exercise can sharpen a student's critical observation skills. Reasons a story is newsworthy could include its impact on the community, a rare event, relationship to a well-known person, or historical significance. In addition to improving critical observation skills, understanding why a story is newsworthy can give your child a broader understanding of cause and effect relationships. If students disagree on why an article is newsworthy, they can practice negotiation and persuasion skills through an intellectual debate. Editing: give and receive constructive criticism. Parents can use current events to develop their child's writing and critiquing skills. Editing can improve a student's own writing skills, while developing his or her ability to give and receive constructive criticism. Begin by providing your child with an essay or article based on a current news story. When writing the sample news story, intentionally include common spelling, grammar, and punctuation errors. Also, include factual errors that will require the student to research the original news story. The purpose of the assignment is to let your child recognise the errors and edit them. Assign him or her the task of editing your article and providing constructive feedback. Your child's written feedback should note your mistakes and reference sources. This exercise can reinforce both writing skills and the aforementioned soft skill of constructive criticism. Speaking: use current events to inform or persuade. Current events are a perfect platform to develop a student's public speaking skills. The three types of speeches taught in public speaking courses are informational, persuasive, and special occasion.

Which are the ten most educated countries in the world - Tutor Hunt Blog

Which are the ten most educated countries in the world Which are the ten most educated countries in the world? Which are the ten most educated countries in the world?SchoolsEvery year the OECD - the Organisation for Economic Co-operation and Development, an intergovernmental economic organisation containing 36 member countries, ranks the ten best educated countries in the world. The USA typically dominates these surveys, having come top for the last few years. How though are the countries assigned an order? What makes the education provided by one country better than the education provided by another? Surely something as abstract as a whole country`s `education` isn`t something that can be assigned a numerical value. Simply calculating the percentage of students attaining an `A` grade in each country isn`t going to provide an answer - many countries don`t use this grading system. As of last year the UK replaced the A to D marking method with a numerical system for GCSE`s. To compound the problem, not all countries test their pupils at the same age, and there`s no reason to think there will be any correlation between the syllabi of different countries, or even different states or provinces within large countries. How then does the OECD compile a list of the top ten educated countries? They criteria they work to only applies to adults, and they define the education level as the percentage of adults who are between the ages of 25 and 64, who have completed a form of higher education - `tertiary education` in their words - typically in the form of a degree, or vocational course. Using this definition it is then an elementary task to work out what fraction of the population have attained this tertiary, or final stage of education. The top ten countries from their survey are listed below: 10. Luxembourg42.86%9. Norway43.02%8. Finland43.60%7. Australia43.74%6. United States45.67%5. United Kingdom45.96%4. South Korea46.86%3. Israel49.90%2. Japan50.50%1. Canada56.27% As can be seen Canada comes out as the most educated country in the world, the OECD revealing that over 56% of its adult population have attained some kind of higher certificate after leaving school. Of course this kind of analysis doesn`t take into account the kind of course taken. It would equate a PHD is astrophysics with a degree in the liberal arts, not to disparage such a cultured qualification. America, normally coming in the top three of such surveys, only attained 6th place, with the US census claiming that 33% of the population have achieved a bachelors degree of higher. Measuring the level of education, be it of a country, or an individual, is not as straightforward a matter as it might appear - indeed, the very premise of calculating an overall education level seems to me a little disingenuous, or even naive. How exactly should education be measured? The grades awarded to students every year for GCSE`s and a levels are only apportioned out on a relative scoring system, with maybe the top 5% being classified as those who will be awarded an A* grade. In the same way it is not possible for an entire population to be geniuses, it is also not possible for a whole population of people to even be clever. These are sorting and ranking adjectives, and are essentially comparative, used to classify us according to our peer group. It only makes sense to measure the educational level of one country against another if they share similar values. Comparing the education levels two countries of vasty dissimilar values and norms, for example a western secular countr y, such as Switzerland, with a theocratic regime, such as Saudi Arabia, will be a largely meaningless exercise, since what it means to be an `educated person` will be very different in each country. 27 days ago0Add a Comment