All About The Act Tutoring Tampa Program

All About The Act Tutoring Tampa ProgramIf you are interested in Act Tutoring Tampa, it is important that you do your research. If you take the time to find out the facts, you will be on your way to finding the best possible tutoring program for your child.The Act Tampa Program was established by teachers and parents for the purpose of assisting teachers in preparing lessons and homework assignments that are academically sound and which meet educational standards. The Act program has been going strong for several years and many educators who have worked with the program attest to its effectiveness. They also state that this program has saved them money and has proven to improve student performance in schools. To start, you must become familiar with the act curriculum and find out what the program consists of.The Act curriculum consists of a total of eleven chapters, each chapter containing about two hours of study, as well as eight tests to complete. These include writing tests, essa y tests, verbal tests, and mathematical tests.You will not want to take the Act tutoring Tampa program for just one chapter. Although, the program is intended to offer a curriculum to any teacher in order to help them teach properly, you will also want to learn how to analyze and gauge your student's learning abilities. This will ensure that you know what you are doing when teaching this class and will help you in making adjustments as needed.Of course, some people feel that the Act tutoring Tampa program is only for students who are working on getting GEDs or are just beginning the college education process. The truth is that there are many professionals who choose to take this particular training because it provides them with the knowledge and tools they need to make the transitions easier for themselves and their students.The Act program can benefit students that are beginning to take a college class, people that have already graduated from high school, individuals who are workin g towards their master's degree, and individuals who are in their early 20s. It can also benefit older adults that are nearing retirement, people who work at a fast pace, and those who are in community colleges.Act tutoring Tampa is a highly effective program that offers all of the tools needed to teach effectively. You should consider it when looking for the best online tutoring option for your child.

How much can you save as an English teacher in Japan

How much can you save as an English teacher in Japan Teaching English in Japan has one of the most attractive salaries for ESL teachers while still giving you heaps of opportunities to save and travel. The cost of living can vary depending on where you live but the salary offered will more than cover any expenses you might have. And that’s without even considering the benefits. Japanese schools will typically include your flights, accommodation allocations, settlement allowances, health care and of course, there’s the minor benefit of unlimited access to Japan. But never mind that…we’re here to talk about the saving potential Japan has to offer! How much can I save while teaching English in Japan? Like with everything else, there’s no real concrete number when it comes to savings in Japan. It will ultimately depend on what kind of lifestyle you have. Teachers can easily save about $10,500 USD in a year. With a little effort, there’s no reason why you wouldn’t be able to bank upwards of $15,000 USD. It’s worth looking for things to do close to where you live so that you spend less on travel. Perhaps cooking some of your meals rather than always eating out, and being conservative with some of your utilities. Basically, employing the same sort of money-saving tactics you might use at home. The biggest mistake new teachers make is going mad with their first few pay cheques and leaving it too long before they start pocketing those extra dollars. One way of preventing this is to send a chunk of money home every month. If it’s sitting in another bank account, you won’t be as tempted to spend it (hopefully!) How much is it actually possible to save per month teaching in Japan? Saving about $1,000 per month is easy enough when teaching in Japan. This amount will leave you plenty of “fun” money while making sure your bank balance remains healthy. The cost of getting set up as an ESL teacher in Japan When you’re teaching English in Japan, it’s important to plan for how much it’s going to cost you initially. It’s advisable to have a small chunk of savings to get you to your first pay cheque. We’ve summarized the expenses you’re going to face in the early months so that you’re fully prepared. Knowledge is power…or at the very least an incentive to start saving for the first leg of your Japanese dream. With any luck, you won’t end up relying on packet-ramen for all your meals! Some of the programs will pay for flights up front, but not many. Usually, this cost is on you (and they will reimburse you once you’ve arrived). Flights can get expensive. We recommend scoping them out a couple of months in advance and using sites like Skyscanner to make sure you get the best deal. You can get cheaper flights if you choose longer flights with layovers. The cost of getting there will depend on your willingness to put up with discomfort. Most positions for teaching ESL in Japan come with a housing allocation. This means your first month might entail an apartment search. The cost of getting your foot in the door of a simple studio apartment will cost you anything from $1,500 2,800 USD a month (this includes deposits, key money, handling fees, gift money (!) and 1-2 months of rent). Your actual monthly rent after that will only be between $280 and $780 (depending on location and the kind of apartment you go for). Aside from that, you may want to budget for a phone and well…a month of feeding yourself! Sign up to Teach Away today for access to the latest teaching jobs around the world. The average cost of living in Japan (based on Tokyo - the most expensive city) Japan has a reasonable cost of living (despite the rumors). It’s the land of ramen after all. We’ve done some calculations so you can plan for the different costs that might affect your budget. Average cost/USD Utilities Basic (electricity, heating, air con, water, garbage) $93 per month (but some people pay a lot more…it depends what you use) Cell phone/data plans About $28 - $40 per month for a decent plan Food drink Average monthly budget for food $250 - 300 should feed most people Meal in a McDonalds $7 Meal in a Japanese restaurant (inexpensive) $11 Meal in a Japanese restaurant (mid-range) $25 Cappuccino (regular) $4 Okay, so how easy is it to get a job teaching English in Japan? Qualifying for teaching jobs in Japan isn’t the easiest. Because it’s so competitive, they tend to favor candidates with some classroom experience. As far as requirements go, a TEFL certificate and a bachelor’s degree will be more or less mandatory. Read this: How to land an English teaching job in Japan Ready to save big teaching in Japan? Wahoo! It’s time to start browsing jobs boards. Why not head over to our teaching jobs board and see what teaching jobs are currently available in Japan. Get your application in and who knows? Maybe you will be waking up in Japan in a few months time.

?? Top Tips for New University Students - Infographic

?? Top Tips for New University Students - Infographic Top Tips for New University Students - Infographic Starting university can be a daunting experience, especially for those who have never lived away from home. There’s a lot to adjust to but much more to be excited about!Whether you’re most looking forward to freshers week, meeting new people or getting stuck into your degree, the university experience is whatever you make of it. You will, however, be given much more independence than you had in school and this new responsibility can be hard to handle.Things like budgeting, cooking for yourself and managing your time might be completely new to you.These can be challenging things to learn, which is why we’re here to help! If you've been convinced that university is the right option for you and wish to apply, you can find our ultimate university applications guide here.As well as our best tips to beat stress during the application process.Created byKatie Myers - a writer forTranscribe It. As well as providing a range of high-quality transcription services, Transcribe It also produces online content relating to writing, language and academia.

June Language Challenge Update Ivans Update

June Language Challenge Update Ivans Update The italki June 2015 language challenge has not gone smoothly for me, and that in itself has taught me a great deal about achieving my goals and learning a language. It was an exciting, difficult, but ultimately rewarding journey. There are many things that I have re-asserted to myself throughout the process of the challenge: taking notes, importance of review, fundamental advantages of speaking with a person to learn language. Still, I want to make the emphasis on sharing some of the more unusual insights from the experience: Ivan who is on our #marketing #team is struggling taking the #languagechallenge #learningchinese. His goal was to learn #HSK level 4 #chinese and hes almost there! #worklifebalance #scheduling #pressure #goalsetting A photo posted by Italki (@italki) on Jun 28, 2015 at 11:45pm PDT Lesson 1: My main struggle was caused by poorly picking my goal The way I formulated my goal was simple: cover HSK 4 Level vocabulary (This is somewhere around C1 level, and combined with the previous levels of the test covers approximately 1200 Chinese words). Since starting the challenge I have realized that this was definitely too ambitious. What’s worse, I have procrastinated for two weeks before finally starting classes. I have managed to compress my language challenge into a 2-week battery of lessons with several teachers. The goal wasn’t granular enough. I was lazy, and decided to attach my goal to a testable standard. Though, I imagine that instinctual decision was not a bad one, it did lull me into a false sense of security. I didn’t break my goal down into quantifiable pieces. What’s worse, I didn’t design my goal give me any feedback of my progress. By this I mean that my goal didn’t give me any feedback about my performance. In the future, I plan to make smaller sub-goals. I also plan to phrase the goals in terms of proving an ability instead of consuming material: “Discuss social change in context of education using a set list of vocabulary” “Be able to read through this passage naturally with correct tones” “Be able to provide three example sentences for each of the vocabulary words in today’s vocabulary set” Lesson 2:  â€œLe mieux est l’ennemi du bien” There seems to be a natural tendency in us to avoid action, when the embarrassment of being unprepared is expected. I imagined myself striving into the challenge in control, relaxed, confident, and breezing through the month. A week passed, and I haven’t scheduled any lessons. Every day something seemed to come up, I haven’t looked at the vocabulary independently, I haven’t made the right flash cards, I haven’t reviewed the Anki deck, and ultimately, I had 3 more weeks to make sure that I will do my studying according to the perception of a well-planned experience in my head. The second week passed with touches of panic, though I still held onto my mental model of how I will study language. By the time I took my first lesson, this fantasy has been shattered and evaporated. I realized that I would have to take lessons almost daily to complete the challenge. I went on a lesson-requesting binge, requesting lessons with teachers primarily based on their time availability and willingness to teach lessons specialized for HSK. I have wound up with a schedule that had me take a class almost daily, with a team of teachers and the rest of my week booked. There was no going back, I was going to finish the challenge, even if it meant I would drag myself through the hours kicking and screaming. I took my first lesson, worked through some vocabulary with my teacher, some basic conversation (the necessary “Who are you and where are you from?”) and I started feeling good about the class. Half an hour into actually doing the challenge, my level of panic and anxiety subsided, and then disappeared. Somehow in the process of imagining doing the challenge I had managed to create a mental model that actually got in my way of actually learning. Over the course of two weeks I had reinforced that feeling. Lack of preparation, not being mentally in the mind-set to study, not finding the time to do the review beforehand all these are barriers to entry, not reasons not to attend the class. Once I started actually doing the work, speaking with the teacher and taking notes, I have noticed not only the improvement in my feelings about the learning process, I started noticing progress in my ability to recall the vocabulary, use it topically, and actually finding it easier to engage in Chinese conversation outside of the study sessions, spontaneously. I think this is a great take-away to find in this challenge: Having a perfect lesson is less important than just having lessons, consistently, without abandoning the process or or letting self-doubt creep in. Lesson 3: Try different teachers I had scheduled many classes, primarily orienting myself towards the pace of lesson-taking rather than trying to concentrate on any specific facet of content. This turned out to be a great idea. My assumption has always been that sticking with the same teacher will limit my exposure to variety of styles, or even individual peculiarities of pronunciation. Still, I noticed a bit of psychological friction when scheduling lessons with multiple teachers. This seemed uncomfortable primarily because I could already feel the awkwardness of speaking with a stranger for the first time. I had to distance myself from the process and followed a simple algorithm: Pick the time, filter by price and willingness to teach HSK, send lesson request, schedule the next class. Quickly my schedule filled up and I was on-track to finish the challenge. Whatever awkwardness I felt about meeting half a dozen new teachers in the span of two weeks I had made a commitment to it, which seemed to help somehow. After finishing hour 4 or 5, I realized how helpful it is to have multiple teachers in a short period of time. Each one had a different approach, and a natural propensity to concentrate on a specific aspect. After a particularly intense hour concentrating on tones, I realized how useful it is to have a team of teachers, rather than picking one and sticking to them only. I’ve realized that I want to take more classes with each one of the teachers I’ve tried, and I’m designing my future class schedule with purpose: reading a grammar with one teacher, casual conversation and organic use of vocabulary with another, intensive tones and pronunciation practice with a third. I can’t recommend trying this enough, as it seems like such a counterintuitive approach. So, did I reach my goal? No, I wouldn’t say that I have, and that is actually a good thing. I have learned to create a plan better, and opened myself up to more diverse experiences in terms of language-learning. I’ve realized the importance of making achievable, feedback-oriented goals, which is crucial if I plan to stay motivated in my language-learning. Above all, though, I have discovered several great teachers that can help me practice specific skills in my quest not just to pass a test, but to gain a comprehensive and deep understanding of Mandarin. June Language Challenge Update Ivans Update The italki June 2015 language challenge has not gone smoothly for me, and that in itself has taught me a great deal about achieving my goals and learning a language. It was an exciting, difficult, but ultimately rewarding journey. There are many things that I have re-asserted to myself throughout the process of the challenge: taking notes, importance of review, fundamental advantages of speaking with a person to learn language. Still, I want to make the emphasis on sharing some of the more unusual insights from the experience: Ivan who is on our #marketing #team is struggling taking the #languagechallenge #learningchinese. His goal was to learn #HSK level 4 #chinese and hes almost there! #worklifebalance #scheduling #pressure #goalsetting A photo posted by Italki (@italki) on Jun 28, 2015 at 11:45pm PDT Lesson 1: My main struggle was caused by poorly picking my goal The way I formulated my goal was simple: cover HSK 4 Level vocabulary (This is somewhere around C1 level, and combined with the previous levels of the test covers approximately 1200 Chinese words). Since starting the challenge I have realized that this was definitely too ambitious. What’s worse, I have procrastinated for two weeks before finally starting classes. I have managed to compress my language challenge into a 2-week battery of lessons with several teachers. The goal wasn’t granular enough. I was lazy, and decided to attach my goal to a testable standard. Though, I imagine that instinctual decision was not a bad one, it did lull me into a false sense of security. I didn’t break my goal down into quantifiable pieces. What’s worse, I didn’t design my goal give me any feedback of my progress. By this I mean that my goal didn’t give me any feedback about my performance. In the future, I plan to make smaller sub-goals. I also plan to phrase the goals in terms of proving an ability instead of consuming material: “Discuss social change in context of education using a set list of vocabulary” “Be able to read through this passage naturally with correct tones” “Be able to provide three example sentences for each of the vocabulary words in today’s vocabulary set” Lesson 2:  â€œLe mieux est l’ennemi du bien” There seems to be a natural tendency in us to avoid action, when the embarrassment of being unprepared is expected. I imagined myself striving into the challenge in control, relaxed, confident, and breezing through the month. A week passed, and I haven’t scheduled any lessons. Every day something seemed to come up, I haven’t looked at the vocabulary independently, I haven’t made the right flash cards, I haven’t reviewed the Anki deck, and ultimately, I had 3 more weeks to make sure that I will do my studying according to the perception of a well-planned experience in my head. The second week passed with touches of panic, though I still held onto my mental model of how I will study language. By the time I took my first lesson, this fantasy has been shattered and evaporated. I realized that I would have to take lessons almost daily to complete the challenge. I went on a lesson-requesting binge, requesting lessons with teachers primarily based on their time availability and willingness to teach lessons specialized for HSK. I have wound up with a schedule that had me take a class almost daily, with a team of teachers and the rest of my week booked. There was no going back, I was going to finish the challenge, even if it meant I would drag myself through the hours kicking and screaming. I took my first lesson, worked through some vocabulary with my teacher, some basic conversation (the necessary “Who are you and where are you from?”) and I started feeling good about the class. Half an hour into actually doing the challenge, my level of panic and anxiety subsided, and then disappeared. Somehow in the process of imagining doing the challenge I had managed to create a mental model that actually got in my way of actually learning. Over the course of two weeks I had reinforced that feeling. Lack of preparation, not being mentally in the mind-set to study, not finding the time to do the review beforehand all these are barriers to entry, not reasons not to attend the class. Once I started actually doing the work, speaking with the teacher and taking notes, I have noticed not only the improvement in my feelings about the learning process, I started noticing progress in my ability to recall the vocabulary, use it topically, and actually finding it easier to engage in Chinese conversation outside of the study sessions, spontaneously. I think this is a great take-away to find in this challenge: Having a perfect lesson is less important than just having lessons, consistently, without abandoning the process or or letting self-doubt creep in. Lesson 3: Try different teachers I had scheduled many classes, primarily orienting myself towards the pace of lesson-taking rather than trying to concentrate on any specific facet of content. This turned out to be a great idea. My assumption has always been that sticking with the same teacher will limit my exposure to variety of styles, or even individual peculiarities of pronunciation. Still, I noticed a bit of psychological friction when scheduling lessons with multiple teachers. This seemed uncomfortable primarily because I could already feel the awkwardness of speaking with a stranger for the first time. I had to distance myself from the process and followed a simple algorithm: Pick the time, filter by price and willingness to teach HSK, send lesson request, schedule the next class. Quickly my schedule filled up and I was on-track to finish the challenge. Whatever awkwardness I felt about meeting half a dozen new teachers in the span of two weeks I had made a commitment to it, which seemed to help somehow. After finishing hour 4 or 5, I realized how helpful it is to have multiple teachers in a short period of time. Each one had a different approach, and a natural propensity to concentrate on a specific aspect. After a particularly intense hour concentrating on tones, I realized how useful it is to have a team of teachers, rather than picking one and sticking to them only. I’ve realized that I want to take more classes with each one of the teachers I’ve tried, and I’m designing my future class schedule with purpose: reading a grammar with one teacher, casual conversation and organic use of vocabulary with another, intensive tones and pronunciation practice with a third. I can’t recommend trying this enough, as it seems like such a counterintuitive approach. So, did I reach my goal? No, I wouldn’t say that I have, and that is actually a good thing. I have learned to create a plan better, and opened myself up to more diverse experiences in terms of language-learning. I’ve realized the importance of making achievable, feedback-oriented goals, which is crucial if I plan to stay motivated in my language-learning. Above all, though, I have discovered several great teachers that can help me practice specific skills in my quest not just to pass a test, but to gain a comprehensive and deep understanding of Mandarin. June Language Challenge Update Ivans Update The italki June 2015 language challenge has not gone smoothly for me, and that in itself has taught me a great deal about achieving my goals and learning a language. It was an exciting, difficult, but ultimately rewarding journey. There are many things that I have re-asserted to myself throughout the process of the challenge: taking notes, importance of review, fundamental advantages of speaking with a person to learn language. Still, I want to make the emphasis on sharing some of the more unusual insights from the experience: Ivan who is on our #marketing #team is struggling taking the #languagechallenge #learningchinese. His goal was to learn #HSK level 4 #chinese and hes almost there! #worklifebalance #scheduling #pressure #goalsetting A photo posted by Italki (@italki) on Jun 28, 2015 at 11:45pm PDT Lesson 1: My main struggle was caused by poorly picking my goal The way I formulated my goal was simple: cover HSK 4 Level vocabulary (This is somewhere around C1 level, and combined with the previous levels of the test covers approximately 1200 Chinese words). Since starting the challenge I have realized that this was definitely too ambitious. What’s worse, I have procrastinated for two weeks before finally starting classes. I have managed to compress my language challenge into a 2-week battery of lessons with several teachers. The goal wasn’t granular enough. I was lazy, and decided to attach my goal to a testable standard. Though, I imagine that instinctual decision was not a bad one, it did lull me into a false sense of security. I didn’t break my goal down into quantifiable pieces. What’s worse, I didn’t design my goal give me any feedback of my progress. By this I mean that my goal didn’t give me any feedback about my performance. In the future, I plan to make smaller sub-goals. I also plan to phrase the goals in terms of proving an ability instead of consuming material: “Discuss social change in context of education using a set list of vocabulary” “Be able to read through this passage naturally with correct tones” “Be able to provide three example sentences for each of the vocabulary words in today’s vocabulary set” Lesson 2:  â€œLe mieux est l’ennemi du bien” There seems to be a natural tendency in us to avoid action, when the embarrassment of being unprepared is expected. I imagined myself striving into the challenge in control, relaxed, confident, and breezing through the month. A week passed, and I haven’t scheduled any lessons. Every day something seemed to come up, I haven’t looked at the vocabulary independently, I haven’t made the right flash cards, I haven’t reviewed the Anki deck, and ultimately, I had 3 more weeks to make sure that I will do my studying according to the perception of a well-planned experience in my head. The second week passed with touches of panic, though I still held onto my mental model of how I will study language. By the time I took my first lesson, this fantasy has been shattered and evaporated. I realized that I would have to take lessons almost daily to complete the challenge. I went on a lesson-requesting binge, requesting lessons with teachers primarily based on their time availability and willingness to teach lessons specialized for HSK. I have wound up with a schedule that had me take a class almost daily, with a team of teachers and the rest of my week booked. There was no going back, I was going to finish the challenge, even if it meant I would drag myself through the hours kicking and screaming. I took my first lesson, worked through some vocabulary with my teacher, some basic conversation (the necessary “Who are you and where are you from?”) and I started feeling good about the class. Half an hour into actually doing the challenge, my level of panic and anxiety subsided, and then disappeared. Somehow in the process of imagining doing the challenge I had managed to create a mental model that actually got in my way of actually learning. Over the course of two weeks I had reinforced that feeling. Lack of preparation, not being mentally in the mind-set to study, not finding the time to do the review beforehand all these are barriers to entry, not reasons not to attend the class. Once I started actually doing the work, speaking with the teacher and taking notes, I have noticed not only the improvement in my feelings about the learning process, I started noticing progress in my ability to recall the vocabulary, use it topically, and actually finding it easier to engage in Chinese conversation outside of the study sessions, spontaneously. I think this is a great take-away to find in this challenge: Having a perfect lesson is less important than just having lessons, consistently, without abandoning the process or or letting self-doubt creep in. Lesson 3: Try different teachers I had scheduled many classes, primarily orienting myself towards the pace of lesson-taking rather than trying to concentrate on any specific facet of content. This turned out to be a great idea. My assumption has always been that sticking with the same teacher will limit my exposure to variety of styles, or even individual peculiarities of pronunciation. Still, I noticed a bit of psychological friction when scheduling lessons with multiple teachers. This seemed uncomfortable primarily because I could already feel the awkwardness of speaking with a stranger for the first time. I had to distance myself from the process and followed a simple algorithm: Pick the time, filter by price and willingness to teach HSK, send lesson request, schedule the next class. Quickly my schedule filled up and I was on-track to finish the challenge. Whatever awkwardness I felt about meeting half a dozen new teachers in the span of two weeks I had made a commitment to it, which seemed to help somehow. After finishing hour 4 or 5, I realized how helpful it is to have multiple teachers in a short period of time. Each one had a different approach, and a natural propensity to concentrate on a specific aspect. After a particularly intense hour concentrating on tones, I realized how useful it is to have a team of teachers, rather than picking one and sticking to them only. I’ve realized that I want to take more classes with each one of the teachers I’ve tried, and I’m designing my future class schedule with purpose: reading a grammar with one teacher, casual conversation and organic use of vocabulary with another, intensive tones and pronunciation practice with a third. I can’t recommend trying this enough, as it seems like such a counterintuitive approach. So, did I reach my goal? No, I wouldn’t say that I have, and that is actually a good thing. I have learned to create a plan better, and opened myself up to more diverse experiences in terms of language-learning. I’ve realized the importance of making achievable, feedback-oriented goals, which is crucial if I plan to stay motivated in my language-learning. Above all, though, I have discovered several great teachers that can help me practice specific skills in my quest not just to pass a test, but to gain a comprehensive and deep understanding of Mandarin.

Irvine PSAT Tutoring Dont Stress About the PSAT - TutorNerds

Irvine PSAT Tutoring Dont Stress About the PSAT - TutorNerds Tips from an Irvine PSAT Tutor: Don’t Stress About the PSAT Tips from an Irvine PSAT Tutor: Don’t Stress About the PSAT If you are considering taking (or have already taken) the PSAT, you might be wondering how important the test and your scores on it are. PSAT stands simply for “Preliminary SAT,” so its predominant purpose is to be an introduction to the standardized testing style of the SAT. The PSAT is a full-length, proctored, standardized test administered by College Board (the same group that makes the SAT). As such, it’s a good early simulation of the conditions and pacing that you can expect on the SAT book your private Orange County PSAT tutor today. That being said, I will take a somewhat controversial opinion in stating that the PSAT is not very important or significant for students. You should not worry and stress about getting a good PSAT score or not. You don’t need to study specifically for the PSAT. You also do not have to seek out and pay to take the PSAT if your school is not giving it to you for free (or requiring it). Here’s why: 1. PSAT Scores Do Not Improve SAT Scores It is relatively well-known that students who take the PSAT tend to have improved scores on the regular SAT when compared to students who never took the PSAT. This is one reason why many schools offer the PSAT for free or require it to be taken â€" they believe it will boost their students’ eventual SAT numbers a year or two later. However, the exact same effect is seen when taking any official SAT practice test: the first test you get a lower score, then the next test (even if it’s taken only a few days later) your score “magically” jumps up by 100 points or more. This is simply because students are not used to this type of test until they try it. In the first practice test they learn about the question types, they read the instructions, they get an idea of how fast they need to go, etc. If you have never taken a practice test, then the PSAT will have this same effect for you. However, a practice test is just fine, and arguably better since you will have the test to go over and review what you got wrong. There’s nothing intrinsically special about the PSAT test itself that brings your scores up. It’s just practice. 2. The National Merit Scholarships Aren’t as Common as You Think A very common reason given for taking the PSAT is the opportunity to win a national merit scholarship for your score. These scholarships are given to students who score particularly well on the test, and it is a reason that many people give for taking the test. While I do agree that every opportunity to earn potential scholarship money is valuable, the National Merit Scholarships tend to be blown out of proportion for how available they are. Using the official 2017-2018 annual report, we can find that 1.6 million students took “eligible” PSAT exams that year. Of those students, about 2% got a nice “good job” certificate for their high scores. No scholarships for them. Only 0.5% of students earned a scholarship for their score. Many blogs say you need to take the PSAT to potentially be a merit scholar, but students should recognize that only about 1 in 200 test takers earn one. 3. The PSAT Is Not the Best Practice The PSAT is objectively easier than the SAT. It is also shorter but gives you more time per question for some questions. It also does not have an essay. These differences are not huge, but they are significant. If you are preparing for the SAT for college applications, you want your practice to mimic the real thing as closely as possible. Easier tests might leave you over-confident before the real test. Taking shorter practice tests might not prepare you as well for the length of the actual SAT. This becomes significant if you are planning to do the essay, which the PSAT will not prepare you for. Similarly, the no-calculator section on the PSAT might mess with your pacing since you get nearly 20% more time on PSAT no-calculator math questions. The purpose of this message is not to convince you to not take the PSAT, or to not take it seriously when you take it. On the contrary, I recommend taking it to all of my students. It’s cheap ($17 â€" though some schools make it free and others add on a little more in an admin fee), you might win a scholarship, and it gives you proctored, standardized test experience in a testing environment. Ideally, I think students should take a practice PSAT, then the real PSAT starting in 8th or 9th grade. In 10th grade, you can take the PSAT as well (or again), but you should also be incorporating official SAT practice tests in your studying. The reason for this blog is to reduce the stress associated with the test. If your school doesn’t administer it, don’t worry. You are allowed to take it at a neighboring local school that does offer it, or you can just skip it. You don’t need it to improve your SAT score. You probably won’t be missing out on a merit scholarship. It is not the best way to practice. And if you aren’t happy with your PSAT score, again â€" don’t worry. You can still do very well on the SAT if you start early, use the best, official preparation material and practice tests, and consider looking into an experienced Irvine SAT tutor to guide the way. Michael C. is currently a private math, science, and standardized test tutor with TutorNerds in Irvine and Anaheim. All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

Atlanta Tutoring Centers For Your Child

Atlanta Tutoring Centers For Your ChildAtlanta tutoring centers are the perfect way to find a course or a class for your child. Even if you don't have a lot of money, many tutoring centers can offer lessons that are affordable and effective. When your child is at school, an Atlanta tutoring center will be there to help your child feel successful. No matter what stage of education your child is in, they can find the right tutoring center to get the right education.It is important to do your research and find a tutoring center that is a good fit for your child. Your child's learning style will be examined to see what will work best with your child's needs. Some Atlanta tutoring centers offer group sessions where children of different learning styles can learn together. You can also enroll your child in a weekend program where they will learn in a relaxed setting without pressure.Many parents are worried about the educational system in America today. As we have moved away from tradition al public schooling, it has become necessary to find more flexible alternatives to improve education. No matter what your child's age, tutoring is a great way to help them achieve their full potential.Atlanta tutoring centers offer many services that help improve the educational process. One of the most common and helpful of these is computer-based tutoring. These programs provide students with classes that will help them to think like a student so that they will learn the skills necessary to be successful in the world today.Online tutoring provides the opportunity for students to be able to study without disrupting their lives. If your child is having difficulty with their studies, they can be comfortable in their own home and continue to do well in school. The teachers who are a part of these programs are there to help your child learn at their own pace.In addition to the classes and software that are offered at Atlanta tutoring centers, there are many additional services availabl e. Online tutoring has become very popular and offers online classes and help to anyone who would like to learn. You can learn how to teach yourself through the online services of the tutoring centers.If you want to make the educational system in America a better place for your child, you need to take a closer look at the options out there. Atlanta tutoring centers can help make your child's life better. Finding the right center is easy with a little research and some patience.

Finding Tutoring Jobs in Greensboro NC

Finding Tutoring Jobs in Greensboro NCWhether you are interested in tutoring at daycare centers, at universities, or even as a freelance tutor, there are tutoring jobs in Greensboro NC available to you. These jobs are perfect for those who need a little extra money to get their families through the long winter months.If you are considering a career with a local community college, a study abroad program, or a part time job at a private college or university, tutoring is a great way to supplement your income. If you're interested in getting your degree from a local university, chances are the tutoring jobs in Greensboro NC are available. If you've always wanted to be a teacher, a childcare or kindergarten tutor is a great option.If you are interested in finding tutoring jobs in Greensboro NC, there are many different options. You can find tutoring jobs by searching online or by doing a local search. Another way to find tutoring jobs is to visit local businesses or visit any community c ollege campus.Before you begin looking for tutoring jobs in Greensboro NC, you should do a little homework on the area you're interested in working in. Find out if there are any community college programs available in the area, and make sure to find out about local businesses, and any community centers that might be open on weekends.When you do your research, you will likely come across a variety of options in tutoring jobs in Greensboro NC. Some people prefer to work as an independent tutor while others prefer to work at the campus of a local community college or university. Depending on your career goals, you may want to do some research to determine what area of tutoring works best for you.One other way to find tutoring jobs in GreensboroNC is to visit the center of the community where you would like to live or work. This is often a great way to find tutoring jobs in Greensboro NC because you will be able to find families willing to pay extra money to make their children go to cl ass. You will also have access to a local economy where people will likely be willing to pay you for your tutoring services.As long as you have time and energy to devote to your research, you will be able to find tutoring jobs in Greensboro NC. Whatever your plans are, be sure to follow the right path and choose the tutoring job that best suits your needs.