Tag Archive for: tutoring

Understanding Dyscalculia – Part 2

10th June 2015/2 Comments/in Becoming A Better Tutor/by Dominique Oebell

In our previous blog, an expansive amount of information was provided to help you (as a tutor or parent) to identify the symptoms of dyscalculia. Unfortunately, dyscalculia can affect other aspects of learner’s lives.

Other effects of dyscalculia

Social skills: Failing repeatedly in math class can cause your learner to assume failure is unavoidable in other areas too. Low self-esteem can affect your learner’s inclination to make new friends or to partake in after school activities. Some learners might also avoid playing games and sports that involve math and keeping score.
Sense of direction: Some learners might struggle to differentiate left from right and may have trouble getting places by reading maps or following directions. Some learners with dyscalculia cannot picture things in their minds.
Physical coordination: Dyscalculia can affect how the brain and eyes work together. Because of this, your learner may have problems judging distances between objects. Certain learners may seem clumsier than others the same age.
Money management: Dyscalculia can make it difficult to stick to a budget, to balance a checkbook, and to estimate costs. It can also make it hard to calculate a tip and count exact change.
Time management: Dyscalculia can affect your learner’s ability to measure quantities, including units of time. Learners may have trouble assessing how long a minute is or to keep track of how much time has passed. This can make it hard to stick to a schedule.
Other skills: A learner may have trouble figuring out how much of an ingredient to use in a recipe. Learners might have a hard time estimating how fast another car is moving or how far away it is.

Associated learning difficulties

Dyslexia, or difficulty reading
Attention difficulties
Spatial difficulties (not good at drawing, visualisation, remembering arrangements of objects, understanding time/direction)
Short term memory difficulties (the literature on the relation between these and dyscalculia is very controversial)
Poor coordination of movement (dyspraxia)

There is still so much we don’t know about dyscalculia, and no definitive cause has been found. However, there are some ideas that researchers are still studying.

Possible Causes

Genes and heredity: Studies show this more common in some families than others are. Researchers have found that a child with dyscalculia often has a parent or sibling with similar math issues.
Brain development: Researchers are using modern brain imaging tools to study the brains of people with and without math issues. What we learn from this research will help us understand how to help learners with dyscalculia. Some studies have also found differences in the surface area, thickness and volume of parts of the brain. Those areas are linked to learning and memory, setting up and monitoring tasks and remembering math facts
Environment: Dyscalculia has been linked to contact with alcohol in the womb. Prematurity and low birth weight may also play a role in dyscalculia.
Brain injury: Some studies show that injury to certain parts of the brain can result in what researchers call “acquired dyscalculia.”

The most plausible cause for dyscalculia is due to a difference in brain function. Unfortunately, many people think that because it is in the brain, it cannot be changed but this is not true. There are many support systems and tutors available to help your leaner cope.

What Does This Mean?

The brain is a highly adaptable organ (most especially during childhood) and research has indicated that certain training programs can increase the functioning in brain areas involved with reading, and so researches are hopeful that the same is applicable for mathematics. It’s unclear how much of a child with dyscalculia’s brain differences are shaped by genetics, and how much are shaped by their experiences. Researchers are trying to learn if certain interventions for dyscalculia can “rewire” a learner’s brain to make math easier.

What Do I Do?

If during your tutoring sessions, you suspect that your learner may be suffering from dyscalculia, it is your responsibility to keep record of your tutee’s difficulties. You then need to communicate your thoughts to your learner’s parents. The learner’s parents should discuss any concerns with the learner’s teachers who will ascribe a school therapist or specialist. The specialist will ask you, the tutor, the parents and the teachers various questions as well as chat to the learner to discern whether the learner does in fact have dyscalculia or perhaps a different learning disability.

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

If your learner does have dyscalculia, there are many things that you can implement and do during your tutoring sessions to help him or her with their studies and academic outlook. Our next blog will list important hints and helpful tips to use during your tutoring sessions (or as a parent)!

If you would like a tutor to assist your child or learner, contact BrightSparkz Tutors today!

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

Understanding Dyscalculia – Part 1

29th April 2015/0 Comments/in Becoming A Better Tutor/by Dominique Oebell

Despite the fact that Dyscalculia affects around 6% of the general population, many learners, tutors and educators are unfamiliar with the specifics. The next few blogs will cover some important aspects of dyscalculia, what is entails, the symptoms, the diagnosing of dyscalculia, various effects, and more. I hope you find this helpful!

What is Dyscalculia?

Dyscalculia is a learning disability that affects one’s ability to do mathematics and to grasp mathematical concepts. Learners with dyscalculia struggle to learn mathematics and to develop mathematical skills despite an adequate learning environment at home and at school. There are different severities of dyscalculia and learners will react or adapt to each differently. Some learners might work hard to memorise simple number facts. Other learners may know what to do but not understand the reason behind certain mathematical methods or steps. This is likely because learners with dyscalculia are not able to see the logic behind mathematics. Learners with less severe dyscalculia might understand the logic behind maths but are unsure how and when to apply their knowledge when solving mathematical problems.

Dyscalculia affects people throughout their lifespan. Children with dyscalculia tend to begin falling behind from as early as primary school. Oftentimes, learners may develop a strong dislike for mathematics as a result. Once learners reach secondary school, they usually struggle to pass maths and science subjects.

Warning Signs of Dyscalculia

Dyscalculia comprises various types of mathematical difficulties. Your learner’s symptoms may not look exactly like those of another learner. Observing your learner and taking notes to share with teachers and doctors are good ways to find the most effective approaches and support for your learner. While the signs of dyscalculia look dissimilar at different ages, it does tend to become more apparent as kids get older but it can be detected as early as preschool. There is not sufficient research done on dyscalculia and so there is also no definitive list of symptoms and other than the obvious difficulty with mathematics, we know very little about what symptoms continue through to adolescence and adulthood. Because dyscalculia is best monitored and helped when spotted as early as possible, the following list has been comprised to help you identify any presently known symptoms:

Warning Signs in Preschool or Kindergarten

Has trouble learning to count, especially when it comes to assigning each object in a group a number
Has trouble recognizing number symbols, such as making the connection between “7” and the wordseven
Struggles to connect a number to a real-life situation, such as knowing that “3” can apply to any group that has three things in it; 3 cookies, 3 cars, 3 kids, etc.
Has trouble remembering numbers, skips numbers, or counts in the wrong order
Finds it hard to recognize patterns and to sort items by size, shape or colour
Avoids playing games that involve numbers, counting and other math concepts

Warning Signs in Grades 7 – 9

Has trouble distinguishing numbers from symbols
Has trouble learning and remembering basic math facts, such as 2 + 4 = 6
Struggles to identify mathematical signs (+-) and use them correctly
May continue to use fingers to count instead of using more sophisticated strategies
Has trouble writing numerals clearly or putting them in the correct column
Has trouble coming up with a plan to solve a math problem
Struggles to understand words related to math, such asgreater than and less than
Has trouble telling left from his right, and even a poor sense of direction
Has difficulty remembering phone numbers and game scores
Avoids playing games that involve number strategies
Has trouble telling time

Warning Signs in High School

Struggles to apply math concepts to everyday life, including monetary matters such as estimating the total cost, making exact change and figuring out a tip
Has trouble measuring things such as ingredients in a simple recipe
Struggles finding his or her way around and worries about getting lost
Has a hard time grasping information shown on graphs or charts
Has trouble finding and using different approaches to the same math problem
Learners may lack assurance in activities that entail estimating speed and distance, such as playing sports and learning to drive

Symptoms of dyscalculia

Difficulty imagining a mental number line
Particular difficulty with subtraction
Difficulty using finger counting (slow, inaccurate, unable to immediately recognise finger configurations)
Trouble decomposing numbers (e.g. recognizing that 10 is made up of 4 and 6)
Difficulty understanding place value
Trouble learning and understanding reasoning methods and multi-step calculation procedures
Anxiety about or a negative attitude towards maths (caused by the dyscalculia)

Now that you are aware of the many and varied symptoms of dyscalculia, it will be easy for you as a tutor to spot any correlations or learning disabilities should your learner ever have. If, during your tutoring sessions, you notice your learner experiencing difficulty, it is important that you keep a record and then speak to his or her parents about your concerns.

The next blog will briefly list how dyscalculia is diagnosed and discuss various other effects of dyscalculia. If you have any further information or experiences, please write in and let us fellow tutors know!

If you would like a tutor to assist your child or learner, contact BrightSparkz Tutors today!

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

Coping with and Helping Learners with ADHD

21st April 2015/0 Comments/in Becoming A Better Tutor/by Dominique Oebell

This blog recaps one of my previous about how to help learners with ADHD. This blog includes challenges posed for tutors and teachers who might have learners with ADHD as well as tips for tutors and learners who have ADHD.

ADHD can present the following challenges for tutors and teachers

Learners require more attention
Learners have trouble following instructions, especially when presented in a list
Learners often forget to write down homework assignments as well as completing given work
Learners may have trouble with operations that require ordered steps, such as long division
or solving equations
Learners usually have problems with long-term projects where there is no direct supervision

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

ADHD can affect learners in the following ways

Low grades
Teasing from peers
Low self-esteem.

So what can we do to help and aid these learners with their studies?

Patience, creativity and consistency are three of the most important aspects to take into consideration when tutoring or teaching learners with ADHD. As a tutor or teacher, our job is to evaluate each individual learner’s needs and strengths. We then need to develop our lessons and strategies in accordance with this.

Additionally, one of the most effective ways of helping learners with ADHD is maintaining a positive attitude. Make the learner your partner and say, “Let’s figure out ways together to help you get your work done.” Reassure the learner that you will be looking for good behaviour and quality work. When you see it, support it with prompt and sincere acclaim. Finally, look for ways to motivate a learner by offering rewards (such as a longer break or less homework).

Tips for the Learner

Sit away from windows and doors so as to minimise distractions
Move while you work. Constantly moving can help you focus better on the task at hand
Concentrate on certain words! Studies show that repeating anchor words like “focus” can block distractions

Tips for the Tutor

Give instructions one at a time and repeat whenever necessary
Signal the start of a lesson with a cue and in opening the lesson, tell the learner what he or she is going to learn and what your expectations are
Tell students exactly what materials they’ll need
Where possible, work on the most difficult material first. This can help to make the most of your session/lesson
Colour-code sections of material and make use of visuals!
Test the learner in the way he or she does best, such as orally or filling in blanks
Divide long-term projects into sections and assign a completion date/goal for each
Allow the learner to do as much work as possible on a computer
Make sure the learner has a system for writing down assignments and important dates and uses it!
Establish eye contact
Vary the pace and include different kinds of activities. Many students with ADD do well
with competitive games or other activities that are rapid and intense
Allow for frequent (but short) breaks
Summarise the key points before finishing the lesson
Lastly, and most importantly – be patient and understanding

At BrightSparkz Tutors we provide excellent one-on-one tutoring for Maths, Science, English, Afrikaans and more… Get a tutor today! Visit www.brightsparkz.co.za for more information.

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

Does Self-Discipline Outdo IQ in Performance?

1st April 2015/0 Comments/in Tutoring Job/by Dominique Oebell

How do IQ and self-discipline impact academic results?

Valid IQ tests have been available since the early 1900s. We’ve generally thought that a high IQ means better academic performance. How then can we account for such stark variations among learners with the same IQ? The answer lies in laziness and a lack of motivation versus self-discipline and perseverance.

The scientific evidence

In a longitudinal study, by Duckworth and Seligman, of 140 eighth-grade students, self-discipline, measured by self-report, parent report, teacher report, and monetary choice questionnaires in the fall predicted final school results, school attendance, regular achievement-test scores, and selection into a competitive high school program the following spring.

In duplication with 164 eighth graders; a behavioural delay-of-gratification task, a questionnaire on study habits, as well as a group-administered IQ test were added to the study. Self-discipline measured in the fall accounted for more than twice as much change as IQ. This was true for results, high-school selection, school presence, hours spent doing homework, hours spent watching television, and the time of day students began their homework. The effect of self-discipline on final grades held even when controlling for first-marking-period grades, achievement-test scores, and measured IQ. These findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline.

What were the results?

In the study, it was found that adolescents with a higher IQ outperformed their more impatient and volatile peers on every academic performance variable. Variables included report card results, standardized achievement test scores, admission into more competitive high schools, as well as attendance. Learners with a higher level of self-discipline also earned higher GPAs and achievement test scores. These learners had a better chance of attaining admission to tertiary education, were absent less from school, spent a greater deal of time on homework and less time watching television and instead started their homework earlier.

Unlike IQ studies, research based on consistent self-discipline was able to predict gains in academic performance throughout the school year. A study by Wolfe and Johnson in 1995 found self-discipline to be the only one among 32 measured personality variables (such as self-esteem, extraversion, energy level, etc.) that was able to predict a learner’s college grade point average.

The effects of poor self-discipline

Sadly, many teachers and parents have witnessed first-hand how some learners have wasted their academic potential. Tutors and teachers will inevitably meet learners who have the intellectual potential to excel academically and yet do not because they refuse to put in the time and effort; they lack self-discipline. So what are some of the reasons for a lack in self-discipline?

According to studies, one reason is the need for instant gratification. For example, Learner A has maintained consistently low or average academic results which are a direct result of his not studying enough or putting sufficient time into his work. Learner A then suddenly decides to study hard for an upcoming test but fails to see much improvement. Learner A then assumes studying does not help, failing to realize that good grades and a substantial improvement in academic results require time, determination and self-discipline.

What can you do?

Good results are not always a quick fix. Sometimes, improvement takes time and extra work over a long-term period. Brightsparkz Tutors realise the importance of determination and self-discipline. Our tutors will help your learner to improve their academic performance on a long-term basis rather than short term. They do this by motivating learners to do their best, and by making learning more enjoyable. This creates self-discipline! Let us help your learner to achieve their best with our adept and knowledgeable tutors!

To read the full article, visit: http://www.jstor.org/stable/40064361

Get a tutor to help your learner make the best of their IQ!

We’ve Got Talent! The 2014 BrightSparkz Top Tutor Awards

24th March 2015/0 Comments/in Blog/by Dominique Oebell

How To Become A Great Tutor

9th March 2015/0 Comments/in Becoming A Better Tutor/by Dominique Oebell

Top 6 Tips for Being a Great Tutor

Have a sense of humour – A sense of humour can help to relieve any tension in a session. It is especially helpful when tutoring learners who are shy and reluctant to learn or to participate. A sense of humour will also ‘lighten’ the mood, making your lesson more fun, give the feelings of going by quicker, and most importantly, memorable. The more memorable the lesson, the more memorable the content learnt!
A positive attitude – Sometimes nerves may rear their ugly head and stress out learners. Stress can result in feelings of inadequacy and a lack of motivation. Times like this require you to be the motivation, encouragement and sense of positivity!
Realistic expectations – An effective tutor will have realistic expectations. Your expectations need to be based on each learner’s individual situation and needs. It is important to set goals that are not too high or too low. Too low expectations can make your learner feel like you don’t believe them or to be lazy while too high expectation can place too much pressure on your learner.
Consistence – In order to create a positive learning environment your students should know what to expect from you each session. You need to be reliable. This will create a safe learning environment for the students and they will be more likely to succeed.
Fairness – A fair tutor is consistent, encouraging and sets realistic goals. A fair tutor will not teach in a hostile or confrontational environment. Instead, he or she will be encouraging when tutoring as well as when providing adequate and helpful feedback.
Flexibility – While consistency is important, it is important to remember that anything can happen and problems may arise at any moment. Interruptions do happen and so a flexible attitude is important when assigning homework tasks and goals.

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

Problems Facing First-Time Tutees

Many learners may be nervous when learning in a one-on-one environment for the first time. Learners may find it hard to communicate how they feel or what exactly they may be struggling to understand. Your job is to create a positive environment that your learner feels comfortable in.
Not all learners have received much encouragement with their studies and so might feel doubtful of their potential. It is important that you, as a tutor, take the time to sit down with your learner and set realistic goals.
Some learners may struggle to see their tutor as more than an assessor. This is a difficult view to overcome, especially if you are helping your learner study towards an exam. The key is to be open, friendly, and to encourage the learner’s self-assurance so make your style of tutoring non-confrontational.
Sometimes you may forget or overlook when a learner may feel obliged to defer to you. This could be because learners are not used to feeling on the spot in a one-on-one environment. A good tutor will notice any such feelings and adjust their tutoring habits accordingly. Tutors should NOT be the only ones speaking during a session. Instead, tutors need to encourage learners to express their own opinions and establish an open dialogue. This will build your learner’s confidence, to encourage them to think independently and will help you (as a tutor) to understand what your learner may have difficulty communicating.

No matter the problem that you or your learner may face, it is vital to be patient with them, and to build their confidence through reassurance and praise. Your ultimate goal is to help your learner become comfortable and assured in the subject, even if they occasionally make mistakes.

Encouraging tutees to contribute

Learners are more likely to engage when:

They feel comfortable around you
You show them respect and encouragement, ESPECIALLY when they make mistakes
Learning is seen as a co-operative exercise, not a militant one
You both agree upon realistic and attainable tasks
They are encouraged to contribute their own feelings and are not just lectured to
Feedback is common so miscommunication does not occur
Avoid giving answers to unresponsive or shy. Rather frame your questions in a different way
They are presented with open-ended questions that encourages independent thought

When directing discussions it is important to think about and remember to:

Give regular feedback that is supportive and constructive
To provide corrections in a non-confrontational or hostile way
Praise good work and emphasise work done well rather than work done badly
Be friendly!
Balance tutor and learner contributions
Encourage quiet learners, but take care not to overpower them

Closing lessons – To determine how your learner feels about lesson progression, ask open-ended questions such as:

What has been the most significant thing you have learned today?
Do you have any questions after today’s lesson?
Discuss homework that you have given and make sure your learner is able to tackle it with understanding
Make a self-evaluation checklist. This can help you be the best tutor you can be and to stay on point!

If you would like a tutor of your own please get in touch today!

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

Is There a Secret to Raising Smart Kids?

19th February 2015/0 Comments/in Becoming A Better Tutor/by Dominique Oebell

A recent article by Carol S. Dweck suggests there may be! Her article, “The Secret to Raising Smart Kids” outlines the difference between two mind-sets, namely, a fixed mind-set and a growth mind-set. On the basis of extensive research and studies, she argues that a growth mind-set is the secret to being smart!

What is the growth mind-set? The growth mind-set focuses on “process” and hard work rather than on talent or intelligence. The growth mind-set places greater importance on learning through effort, hard work and overcoming challenges, and not running from them.

Many people assume that superior intelligence, capability or talent is the key to success. While this definitely helps, it is not necessarily the key, or the only key, to success. Research conducted over more than three decades shows that an overemphasis on intelligence or talent alone may cause feelings of vulnerability and a fear of challenges. Such feelings may stem from the notion that intelligence and talent are innate qualities and therefore pre-determine one’s capabilities and standards for learning and achieving. This is not true.

Tutors, parents and teachers can engender a growth mind-set in learners through praise for persistence, dedication, and hard work rather than for being clever. Simply telling a learner they are smart can instil a sense of laziness (or a fixed mind-set) because learners feel they are clever enough not to have to work or put in any effort. Such learners may thrive in earlier grades under the impression that not working while still maintaining good grades, means they are smart or gifted. Unfortunately, this ease seldom extends to higher grades and these learner’s results may later plummet. Rather than telling your learner how smart they are, praise them for their effort and what they did right. Tell learners success stories that emphasise and inspire hard work and an appreciation for learning.

Further research indicates that a growth mind-set better equips learners to deal with failure or bad grades. Learners who do not maintain a growth mind-set and have coasted by thinking they are too smart to make an effort, may attribute failure or a decline in grades to a lack of ability or intelligence rather than a simple lack of effort. Learners with a growth mind-set are more inclined to see a challenge or an issue as a problem to be solved instead of an obstacle they don’t have the capability or intelligence to overcome.

Tutors, teachers and parents should encourage learners to see the brain as a learning machine. If we see the brain as a machine that is constantly learning (which it is), then we are more likely to believe that we can expand our knowledge and skill-set through hard work and effort.

We at BrightSparkz Tutors agree that the brain is a learning machine and our tutors pride themselves on helping your learners to overcome any difficulty they may be experiencing through fun, dedication and enjoyment in learning!

If you want to learn more about the growth mind-set, visit http://www.scientificamerican.com/article/the-secret-to-raising-smart-kids1/ to view the entire article.

Your Study Playlists

2nd February 2015/0 Comments/in Study Skills & Tips/by Dominique Oebell

Can music help you to study? This is one of the most cited questions both online as well as by those desperate for any help to aid their concentration levels. The answer can fall anywhere between “Listening to Mozart makes you a genius” and “Just be quiet and work.” We look at why study playlists can work.

Many people will advocate for The Mozart Effect. The Mozart Effect suggest that listening to music, most especially Mozart, and that of a similar calibre, is able to boost one’s spatial-temporal reasoning, or simply put, aids one’s ability to remember things on a more long term basis as well as in finding solutions to various logical problems. However, certain studies refute this Mozart Theorem, calling it exaggerated and overblown. Other doctors’ mention points that validate both sides to the question.

In one study, researches of the University of Illinois found that listening to music in all types of work increased work output by 6.3% over a control group. In another study, dissected at MetaFilter, 56 employees working on basic computer tasks were found to be more productive when there was no music playing over the same period tested with music. Supposedly any one study could either negate or validate the question either proving or disproving the Mozart Theory. Realistically speaking, findings derived across various studies are also not necessarily applicable to each and every person. Ultimately, the answer depends on each individual’s workspace, state of mind, personal attention span, ability to focus on one or more tasks at a time, and more.

But if you are one of those people who enjoy listening to music while working, studying, being tutored or completing a task; then these study playlists could be just the thing for you! Find your perfect study playlists below.

Super Chilled:

The XX – Missing

Ben Howard – Promise

Daughter – Youth

Any Other Name – Thomas Newman

Mr Probz – Waves (The original and not the radio mix)

James Vincent – Wicked Game

Of Monsters and Men – Slow and Steady

London Grammar – Hey Now

Blue Foundation – Eyes on Fire

Iron and Wine – Such Great Heights

Brenden Canning – Bullied Days

Enya – Watermark

Trance and Electro

Bar 9 – Dancin With the Devil

Phobia – Phobia (DJ Hell mix) [1991/2007]

Stefan Goldmann – Sleepy Hollow [2006]

Berlin Inc – Berlin (Peace Mix)

Feathers of Sound – Water

Above & Beyond – Above & Beyond Live @ ASOT

Airstream – Electra

DJ Shah – Mellomaniac (The chill out mix)

Marcconi Union – Weightless

Classical

SinfiniMusic – Sergei Rachmaninov – Rhapsody on a Theme of Paganini Op. 43

pietrogold – Chopin Nocturne

SeamlessR – [Old] SeamlessR – Sunset

Saimonse – Saimonse – Without You I’m Nothing

Chronos Archipel – Brain Harmonies, Vol.2

The Girl with the Flaxen Hair – Sleep Music, Vol.1

Nimrod from the “Enigma Variations” arranged for piano

Mozart – Canzonette Sull’aria

Home-Schooling Pros and Cons

28th January 2015/0 Comments/in Online Schooling & Homeschool/by Dominique Oebell

The debates surrounding the pros and cons of home-schooling are endless. There seems to be a limitless supply of studies and research done on the matter. We’ve put together some background knowledge and important information about home-schooling in South Africa; a brief analysis of some of the most important factors to think about when considering whether to home-school your children, as well as an short pros and cons list for easy reading.

Some Background and NB Information on Home-Schooling in South Africa

Home-schooling is considered under section 51 of the South African School Act. The Act states that, “A parent may apply to the Head of the Department for the registration of a learner to receive education at the learner’s home.” It is stipulated that a “learner may be registered for education at home if the provincial Head of the Department” is satisfied that registration will be “in the child’s best interest, that the minimum requirements of the curriculum in public schools will be met and that the standard of the home education will at least match that of public schools”. Home-schooling is accepted as a valid schooling option in South Africa. This said; the Head of the Education Department is given discretionary jurisdiction thereof.

Studies by Colfax and Colfax in 1988 founded criticisms against conventional schooling included: “anti-intellectualism, conformity, passivity, rigidity, disorganisation, over-socialising, under-socialising, and testing too often, testing too seldom, failing to acknowledge differences” and “course content”.

Other reasons parents may decide to home-school their children include:

Physical disabilities may not always be catered for in public schools
Learning disabilities or special needs exceeding that available at public schools
The increasing cost of school fees
The large student-to-teacher ratio in schools
The declining standards of public education
A possible lack of classroom education
Violence and peer pressure in schools
Religious reasons
Difficulties experienced by groups who are unable to deal with multiculturalism in schools

A Brief on Some of the Major Debates Surrounding Home-Schooling

One of the biggest reasons advocating for home-schooling is that each learner grows and develops at different stages and in different ways depending on ability, maturity, and interest levels. One benefit to home-school tutoring is that each learner has access to an education ‘system’ that is tailored to his or her learning pace and needs. This educational freedom applies to parents as well as learners. Parent’s lives no longer exist according homework, school hours and the school calendar. Home-schooling thus enables both parents and learners to set school hours according to their individual needs and wants.

There is also more personal and learning time for home-schooled learners than when attending conventional schools. This is due to a variety of reasons such as less time spent getting properly dressed for school and driving times to and from school and school activities. Additionally, a typical classroom lesson is 45minutes. Another 15 minutes between each lesson is for walking to and from different classrooms, bathroom breaks and getting settled for each following lesson. With home-school tutoring, this time is saved. This means more time for rest and relaxation!

Another problem facing almost any school is peer pressure and bullying. Studies show that, for some learners, bullying and the like can have devastating and even long-term effects. Some findings concluded that self-esteem is more likely to remain intact among home-schooled learners. One counter argument to this notion though is that public schools, through peer pressure and bullying, better equips learners for the harsh realities of the ‘real world’. Some studies even go so far as to suggest that peer pressure and bullying teaches young learners to build character and become emotionally more adept.

Furthermore, one conception is that home schooling provides learners with a better sense of reality in that they are not dictated by adolescent trends and dangerous experimentation. Home schooled learners have more freedom of expression in their dress and physical appearance. But, can the same be said for freedom of thought? There is no one answer to this question. Certain households place greater emphasis on religious beliefs, tradition and familial ideals. Many families feel their religious and spiritual beliefs are an important part of who they are and home-schooling provides the opportunity for parents to incorporate their beliefs into their daily lives. However, there are others who question whether public schools, through exposure to different beliefs, traditions and ideals allow for greater freedom of thought than through familial learning environments.

There are many points to deliberate when considering any means of education. Ultimately, it is up to you and your learner and depends on you as an individual.

Pros

You are able to decide what, how and when your child learns something
You are able to make learning more exciting according to your child’s interests
Your child can be given in depth assistance and personal attention according to his or her strengths and struggles
Weekly schedules and school outings can be created without the constraints of a traditional learning environment
You are able to pass on your values and beliefs to your children and answer any questions that they might have
Your children are protected from the bullying and peer pressure that is so often a daily struggle in traditional school environments
You are able to create a more effective learning environment by teaching one-on-one
Your child’s natural talents and abilities can be nurtured
You are able to address important and personal issues with your children when you feel that they are ready

Cons

You may have to:

Spend 24 hours a day with your children which may not be ideal for you and your family
Validate home-schooling to friends and family who may not agree with your decision
Spend a greater deal of money on education than previously accustomed
Put in more effort to find friends with whom your children can share meaningful and quality friendships
Deal with arguments between siblings if you are home-schooling more than one of your children. Making time to home-school more than one learner may also be challenging if they are each in different grades and learn at a different pace.
Parent’s loss of income because he or she has to be home to fulfil the role of an educator

If you require further information or would like a home-school tutor to assist your child please get in touch!

Tutor Tips: How to Sharpen Your Mind

18th November 2014/1 Comment/in Blog/by Dominique Oebell

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

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