My perspective on tutoring

I am tutoring online since 3 years and i have worked on wiziq, elluminate, twiddla, etc...
My aim while tutoring is that student should master the concept. I believe that math needs more and more practice so i give my student questions ranging from very simple to most difficult.
Online tutoring is different than F2F tutoring; the reason is students are new to technology. Conventionally we use pen and paper but when it comes to digital board, it becomes difficult to teach and learn. one option is using digital pen and tablet but not every student have that moreover sometimes there are problems like internet speed is low at either end or student have lost microphone etc., so they lose interest in those sessions. But if a session is fully planned and a targeted session for a particular student, I have seen that student is indulge fully in session and grasp hold on concept. 

We should give our students time to get used to the technology. We should include pictures and graphics in session, so that they don’t get a monotonous session, include variety of questions, for eg if we teach fractions we can take sessions on:

1.    Addition of fractions,

2.    Subtraction of fractions,

3.    Multiplication of fractions,

4.    Division of fractions,

5.    Addition of fractions with unlike denominators,

6.    Subtraction of fractions with unlike denominators,

7.    Multiplication of fractions with unlike denominators,

8.    Division of fractions with unlike denominators,

9.    Addition of mixed fractions,

10. Subtraction of mixed  fractions,

11. Multiplication of mixed  fractions,

12. Division of mixed fractions,

13. Addition of mixed fractions with unlike denominators,

14. Subtraction of mixed  fractions with unlike denominators,

15. Multiplication of mixed  fractions with unlike denominators,

16. Division of mixed fractions with unlike denominators.

It depends on grade we are tutoring and level of student how much we should teach them.

So while tutoring we should keep in mind that we have to add value to them, they should understand completely what we am tutoring, and they should not lose interest. Teaching is not and easy task, it requires much devotion towards willing to understand students requirement, their grey areas and deciding about the method which will suit them.

Dedicated to:
https://www.facebook.com/pages/Abha-chaitanya-women-welfare-society/189341604562839?ref=hl
"Abha chaitanya women welfare society"

HappY Tutoring!!! 

"I would love to hear more about the international perspective on tutoring"

What is online tutoring?

Hi Friends,

After Writing so many articles my students and friends oftenly ask me how do i describe online tutoring? what online tutoring is in actual sense?

online tutoring refers to the techniques used for managing students’ learning in an online environment.  This can include a range of activities such as guiding students through their given tasks, managing their online communication or overseeing collaborative work.

Online tutoring offers the potential for connection in a flexible, creative manner.  It affords the possibility of time for reflection in discussions, brings flexibility to participation and location, increased possibilities for peer support, collaboration and interactivity and a permanent record of discussions which have taken place.  Yet, there are issues to be aware of too.  For example, because there is no face to face contact you will have to find alternative ways of bringing the group together in their virtual learning space. You will need to check on students periodically to ensure that they are not being prevented from participating because of technical challenges or other hidden issues.

Online tutoring skills and abilities

• Engage students with the course from the very beginning
• Provide clear direction and support
• Create effective online activities
• Develop a good online relationship with students
• Be enthusiastic and encourage enthusiasm
• Communicate in an effective and accessible manner
•  Design engaging well-structured activities
•   Monitor and evaluate students’ progress

Dedicated to:
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"Abha chaitanya women welfare society"

No Child Left Behind Act

No Child Left Behind

The No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, was a reauthorization of the Elementary and Secondary Education Act, the central federal law in pre-collegiate education. The ESEA, first enacted in 1965 and previously reauthorized in 1994, encompasses Title I, the federal government's flagship aid program for disadvantaged students.

Coming at a time of wide public concern about the state of education, the NCLB legislation set in place requirements that reached into virtually every public school in America. It expanded the federal role in education and took particular aim at improving the educational lot of disadvantaged students, experts from many countries have been included to tutor the students. These offshore Online tutors have helped the children of America learn better at low cost.

At the core of the No Child Left Behind Act were a number of measures designed to drive broad gains in student achievement and to hold states and schools more accountable for student progress. They represented significant changes to the education landscape (U.S. Department of Education, 2001).

• Annual Testing: By the 2005-06 school year, states were required to begin testing students in grades 3-8 annually in reading and mathematics. By 2007-08, they had to tests students in science at least once in elementary, middle, and high school. The tests had to be aligned with state academic standards. A sample of 4th and 8th graders in each state also had to participate in the National Assessment of Educational Progress testing program in reading and math every other year to provide a point of comparison for state test results. Testing is essential to judge level of knowledge retained by every student.
• Academic Progress: States were required to bring all students up to the "proficient" level on state tests by the 2013-14 school year. Individual schools had to meet state "adequate yearly progress" targets toward this goal (based on a formula spelled out in the law) for both their student populations as a whole and for certain demographic subgroups. If a school receiving federal Title I funding failed to meet the target two years in a row, it would be provided technical assistance and its students would be offered a choice of other public schools to attend. Students in schools that failed to make adequate progress three years in a row also were offered supplemental educational services, including private tutoring. For continued failures, a school would be subject to outside corrective measures, including possible governance changes.
• Report Cards: Starting with the 2002-03 school year, states were required to furnish annual report cards showing a range of information, including student-achievement data broken down by subgroup and information on the performance of school districts. Districts must provide similar report cards showing school-by-school data.
• Teacher Qualifications: By the end of the 2005-06 school year, every teacher in core content areas working in a public school had to be "highly qualified" in each subject he or she taught. Under the law, "highly qualified" generally meant that a teacher was certified and demonstrably proficient in his or her subject matter. Beginning with the 2002-03 school year, all new teachers hired with federal Title I money had to be "highly qualified." By the end of the 2005-06 school year, all school paraprofessionals hired with Title I money must have completed at least two years of college, obtained an associate's degree or higher, or passed an evaluation to demonstrate knowledge and teaching ability.
• Reading First: The act created a new competitive-grant program called Reading First, funded at $1.02 billion in 2004, to help states and districts set up "scientific, research-based" reading programs for children in grades K-3 (with priority given to high-poverty areas). A smaller early-reading program sought to help states better prepare 3- to 5-year-olds in disadvantaged areas to read. The program's funding was later cut drastically by Congress amid budget talks.
• Funding Changes: Through an alteration in the Title I funding formula, the No Child Left Behind Act was expected to better target resources to school districts with high concentrations of poor children. The law also included provisions intended to give states and districts greater flexibility in how they spent a portion of their federal allotments.

Given its scope and detail, the No Child Left Behind Act was the source of considerable controversy and debate in the education community. As the law’s effects began to be felt, some educators and policymakers questioned the feasibility and fairness of its goals and time frames.

An opinion poll released in December 2003 found that nearly half of school principals and superintendents view the federal legislation as either politically motivated or aimed at undermining public schools. Likewise, a study Policy Analysis for California suggested that, because of its requirement to evaluate school progress on the basis of demographic subgroups, the law might disproportionately penalize schools with diverse student populations (Public Agenda, 2003; Policy Analysis for California Education, 2003).

Concerns about the law grew, particularly concerning its rules surrounding adequate yearly progress and the goal of 100 percent proficiency by 2013-14. Traditionally high-performing schools made headlines as they failed to meet their set rates of improvement, and states saw increasingly high rates of failure to meet the rising benchmarks. By 2010,38 percent of schools were failing to make adequate yearly progress, up from 29 percent in 2006.In 2011, U.S. Secretary of Education Arne Duncan, as part of his campaign to get Congress to rewrite the law, issued dire warnings that 82 percent of schools would be labeled "failing" that year. The numbers didn't turn out quite that high, but several states did see failure rates over 50 percent (McNeil, Aug. 3, 2011).

requested waivers from the rules. In the summer of 2011, Mr. Duncan promised to create a waiver option for all states, though it would have strings attached requiring those states to adopt some of the administration's education priorities (McNeil, Aug. 9, 2011). In Congress, meanwhile, members from both parties saw a need to rewrite the law, but agreeing on the shape of a new version of that law was slow in coming (Klein, Jan. 16, 2011; Sept. 14, 2011).

The No Child Left Behind Act has had advocates, with some education leaders expressing support for the law’s stringent accountability mandates, characterizing them as vital levers of change, inclusiveness, and transparency of results. The laws’ ultimate effectiveness, some observers have argued, may depend on how closely states and schools stick to its principles of "tough accountability" (Education Trust, 2003; West & Peterson, 2003).

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"Abha chaitanya women welfare society"

Online tutoring is Win Win Win Concept

Thanks for your feedback dear students...

We have heard Win Win Concept till now, but i call Online Tutoring WIN WIN WIN Concept for students, parents and tutors. 

Why Students K-12 Enjoy e-learning

·         Live and interactive whiteboard where study become fun.

·         Easy to join white board having many tools.

·         Passionate, Highly Qualified tutors with Excellent English Communication.

·         Customized Online Learning Program.

·         Tutors are available at your convenient date & time.

·         Learn from the comfort of your home and free up driving time to lessons.

·         Student get tutor of his choice for all sessions.

Why Parents choose Online Tutoring

·         Safe and secure website following International standards.

·         Unlimited sessions for affordable prices.

·         Customize Pricing Plan According to their convenience.

·         Parents get Progress report and Assignment Reviews every week and can speak 
k         to the tutor about student’s performance

·         Simple technology which can be handled by parents and kids.

·         Availability of recording of each session makes it easier for students tutor and parents to review mistakes.

·         Monitor live session while your kid is studying

·         I aim at building concepts from basic to competitive exams level.

  

Why Tutors choose Online Tutoring

·        We can teach from the comfort of our home.

·        We can Review recording of each session and understand student’s way of learning, find places of ineffective tutoring and improving it and judge ourselves.

·        If a tutor is Passionate to teach and want to help the child with their difficulties, he/ she will definitely try to improve tutoring in each session.

·        It’s the only concept where a tutor can interact with students across countries and can know the actual level of student of particular grade. We can adopt good qualities from all students and learn different concepts on the same topic.

Dedicated to:
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"Abha chaitanya women welfare society"

 

HAPPY TUTORING!!!

Nitisha

B.E (CS) MBA (e-com)

Online Tutoring Experience

Hi All,

This write up is for the tutors who are passionate for teaching and helping students across the globe and for the students who hesitate to learn online.

Teaching in a classroom and online are very different experiences and I have found both of them interesting in different ways.

While tutoring at home, its nothing new, the same years old traditional classroom and a tutor (me), the ambiance is quite serious. Though I try to make it interactive and fun way to learn Overcoming Math Anxiety but it is quite formal. While tutoring online involves digital whiteboard may be Wiziq, Twiddla, Elluminate, or others which are colorful and has many tools, using those tools we can teach, and students can learn effectively. Moreover the voice chat makes its much interactive. Students and tutors are comfortable at their own houses and e-Learning makes it informal way of Learning.

Initially, it took me time to understand whether a student is listening to what I am tutoring, or he is busy chatting with friends, the student is really understanding what I am teaching or he/she is just saying "yes", but now after years of experience i can feel the confidence in their voice and judge if they are really getting the concept or not.

Interacting with students round the globe and helping them with their difficulties made me achieve my personal goals.

I have helped my students in math, science & computer science, in their school projects and assignments and found them quite satisfied. This makes me realize that teaching at home or online are both equally interesting but are completely different ways to reach your students.

Initially, its difficult to gain concentration of your student but after few sessions, you understand your student and you know how to deal with every student differently.

So those tutors who are passionate for teaching should try online tutoring and students who hesitate to get help online should try once and then, decide if e-learning is as effective as classroom tutoring or not.

Dedicated to:
https://www.facebook.com/pages/Abha-chaitanya-women-welfare-society/189341604562839?ref=hl
"Abha chaitanya women welfare society"

HAPPY TUTORING!!!

Nitisha

B.E (CS) MBA (e-com)