Tag Archive for: Education

Tutor Tips: How to Sharpen Your Mind

Keeping the mind focused and attuned to what you are supposed to be focused on can be challenging! This is especially applicable for those of us who have busy schedules and who are in the middle of exams. Knowing the trivialities of distraction and procrastination; here is a list of ways to help you sharpen your mind.

  • Stay Active – Research shows that the more active you are; the better you are at retaining information and the less likely you are to suffer from memory loss as you get older. This doesn’t mean that you need to be at the gym every day. Instead, consider taking a daily walk or a different route to work or school in order to keep your mind and body active and engaged.
  • Break Things Up! – It is easier to memorize larger topics in parts. Once you are used to remembering smaller sections of information, you can start processing bigger chunks as you go along. This way you will get used to retaining more information each time.
  • Keep Things Organized – It’s difficult to remember things if your surroundings are disorganised. Take the time to organise your studies and study environment because the brain will then be able to sort what you study in a similar way as to how you organized it in the physical space
  • Visualize – Some studies suggest that it helps to visualize what it is you want to remember. The brain works by creating visuals of things. For example, when you read the word “dog” your brain doesn’t conjure up an image of the letters d-o-g, but rather the word invokes images of what a dog is. Rather than trying to get your brain to remember random symbols, attach the meaning of those symbols to visual cues and concepts that are easier to remember.
  • Use Associations – The brain works by building a large network of associations. That’s why there are certain words, phrases, and images that automatically make us link and remember certain things. If you want to remember someone’s name (especially in history), it’s good to build a memory association around it. That way all you have to do is remember the association, and the name should pop up along with it.
  • Use Mnemonics – This involves using phrases like Never Eat Silk Worms to remember the order of compass directions; N (North) E (East) S (SOUTH) and W (West). Mnemonics provide clues about what you’re trying to remember. If you have to remember a list of random items, it may be easier to establish a mnemonic in order to keep it organized and help you remember the first letter of each item on that list.
  • Rehearse and Rephrase – Rehearsing what you need to remember is a great way to commit it to memory. This will add repetition; and tutors, this is especially helpful for younger learners! Rephrase large sections of information into a short story or rhyme to help your learners remember information in a fun way.
  • Use Gestures – When you use or make gestures such as tapping, clapping, snapping, and others in conjunction with what you’re trying to remember, it commits this information to your muscle memory.
  • Say it Loud – Saying what you want to remember aloud helps you to remember things better and to recall it later. People have an aural memory when hearing what is spoken. This engages a different part of your brain, which can be beneficial to the process of recalling what it is you need.
  • Lastly, stay hydrated and feed your brain – Water, water, water! And remember the food you eat has a direct effect on your brain, which is why it’s essential to eat foods that contain the proper antioxidants for brain health.

 

Written by Kristin Naude of BrightSparkz Tutors – English and Maths Tutor

Tutoring Learners with Dyslexia

In order to really help learners’ with dyslexia, you need to understand what exactly dyslexia is. Dyslexia is a learning disability that causes an individual to struggle with reading and writing. It can also affect other areas of a person’s life such as with memory skills, focusing and organization. When you understand how to teach a learner with dyslexia, you can help to improve their self-awareness as well as their cognitive skills by using teaching methods that include a multi-sensory approach. This can help them, not only in the classroom, but in other areas of their lives as well. Learners with dyslexia differ significantly in their ability to give oral presentations, partake in discussions, write letters, numbers, and paragraphs, spelling and have difficulty working in noisy or disorderly settings.

To read more about being a great tutor, check out our Ultimate Guide on Tutoring!

The following tips may help to improve your tutoring as well as their performance:

If you are helping the learner with a project – Outline the task before you start.  Think it through and figure out what steps to take, what is needed and how much time it will take to complete. Break a big project up into smaller and less intimidating sections.  Prioritise the work, not only by what is due, but also by what requires more or less time.

During a lesson:

  • Provide step-by-step instructions
  • Arrange work from the easiest to the hardest. Early success keeps learners motivated to work!
  • Present new or difficult information in small parts and complete each section in steps
  • A regular review of previous lessons can help learners connect new and old information
  • Don’t fall into the ‘no homework’ trap.  Instead, use any free time to do revision or begin work that is due later
  • Oftentimes, asking the learner to repeat directions and information in their own words can help them understand what is required of them. This is also a vital part for recalling information at a later stage when you are not necessarily there to assist
  • Combine verbal and visual information. Studies show that dyslexic learners are more likely to understand and retain visual information than information that is verbal or written
  • Use visual prompts. Put symbols or bullets next to questions or activities that are worth more marks. This helps learners to spend the right amount of time on each question
  • For learners who have difficulty with handwriting, the response mode should be changed to include a variety of answering methods such as underlining, selecting from multiple choices, sorting, or marking
  • Reduce the amount of copying. Instead, ask the learner to repeat what has been read or heard in his or her own words
  • Have learners turn lined paper vertically for math. This helps to keep numbers in the appropriate columns

Lastly, patience and encouragement is key! Build up a level of communication between you and your learner to improve your understanding of one another. Communication and understanding will provide much-needed encouragement, increase work performance and to get the most out of your lessons together.

Do you have any thoughts or tips to share when tutoring a learner with Dyslexia?

Written By Kristin Naude – Brightsparkz Tutor – Maths Literacy, English and Business Studies Tutor

 

A version of this article has also been published on our sister-site.

Western Cape Education Department Aims High

The Western Cape Education Department is hopeful about increasing its level of matric passes this year, aiming for a pass rate of at least 75%. Helen Zille and her education MEC, Debbie Schafer, say it is important to look at the retention rate of Grade 10 pupils in order to arrive at the ‘real’ matric pass rate. The province’s retention rate for Grade 10 to 12 has improved from 53.1% in 2009 to 63.5% in 2014. Last year 85.1% of pupils in the Western Cape attained their national senior certificate.

The province is aiming to reach a target of 43 000 passes this year as compared to the 40 558 in 2013. At this point, just below 50 000 full-time pupils are registered to write their final exams. “The Western Cape education department will continue to assist learners in the remaining 42 days with intensive support to schools,” says Zille.

Additionally, the Western Cape is hoping to maintain a target of 40% of pupils achieving access to education at a tertiary level. The South African government says they are committed to increasing the numbers of honours graduates to more than 75 000, masters’ graduates to more than 17 000, and doctoral graduates to more than 5 000, by the end of 2014. Unfortunately, the challenge in fully meeting these targets “is that the production of these skills is threatened by an ageing lecturing workforce at higher education institutions,” says Zuma. “One fifth of academics will retire within a decade, and many of these are professors”. This means the most experienced of academics “will be leaving higher education”. South Africa needs to produce more graduates entering the education field and so we need to make academia more “exciting for our youth”.

Written by Kristin Naude
BrightSparkz specialist tutor – Maths Literacy, English, History and Biology