How To Get A Job As A UF Chem Tutor

How To Get A Job As A UF Chem TutorMany people who have wanted to become a UF Chem Tutor want to know how they can get a job as a UF Chem Tutor. If you're a high school student, you can still get a great job in the field, and many other people who have been searching for this job for years can still get one as well. There are several ways to go about getting a job with a science tutoring service, and I'm going to go over a few of them in this article.The best way to get a job with a tutoring service is to start applying to work in their database as soon as you find out that you want to be a UF Chem Tutor. This is a really simple step, and it's the first step you'll need to take to make sure that you'll be getting a job. Every year, the UF Chem Tutoring Service holds a position fair for their tutors, and this is the perfect time to apply to work at their center if you've been interested in this field. If you apply to work here, you'll quickly find out how fast you're going to be accep ted into their program.It's also a good idea to apply to work at their internship program if you want to go to college to become a UF Chem Tutor. These will take place at different times throughout the year, and you can apply to get involved in them if you want to earn your degree. The best thing about these programs is that they give you the chance to gain hands-on experience in an industry you love, and the most fun part is that you'll get paid for it!One last thing you'll want to do before you try and get a job as a UF Chem Tutor is to apply to work in the Summer Training Program. The summer training program is an excellent way to get involved in the field while also getting a great education, and it also helps you get your foot in the door of a great career in the field. There are two other ways to go about getting a job as a UF Chem Tutor, but I've written about them earlier in this article. These are the career paths that you should think about when you're ready to get out the re and look for a job.The first of these is to look to tutoring centers and institutions that offer courses that will help you learn to tutor. There are some great online courses for this, and it's a very good way to learn the business. Make sure that the tutoring center you choose offers programs such as these, though, because these are not courses that every center will be willing to offer. They want to avoid being one of the 'B' schools in the field.If you want to be a UF Chem Tutor, you don't have to limit yourself to teaching courses online. You can easily learn as much as you can about tutoring if you're willing to put in the time and effort to find the tutoring centers that will offer the courses you want to learn more about.

Gamifying the Classroom to Improve Academic Performance

Gamifying the Classroom to Improve Academic Performance Improving Academic Performance Gamification is one way teachers are getting students to pay attention. Because no one student is exactly the same, a number of different teaching styles and methods have been developed â€" this includes applying game dynamics, mechanics, and frameworks into the classroom. Although there have been a number of studies on how gamifying non-game settings impacts students, one result is clear: gamification can make learning more fun and memorable. The three main points of gamification have been identified as motivational ‘affordances’ (the opportunities the actual activities give the subject or the mechanics of the game), the psychological outcome (the resultant change in feeling about an activity during and after the activity), and the behavioral outcome (the change in behavior following the gamified activity). Lee Sheldon, an Assistant Professor at Indiana University at Bloomington reported that his application of gamification in the classroom was a success. He renamed student presentations “quests,” taking tests were “fighting monsters,” writing papers were “crafting,” and letter grades were “experience points.” As a result, Sheldon found that his students’ average grade improved one full letter grade. One analysis on gamification found that the four dynamics and concepts found in game design that were most successful in motivating students to learn were - Freedom to Fail: Rather than focusing on an irreversible final grade, students are encouraged to experiment and take academic risks through the concept of having multiple “lives” or allowing them to start over from their most recent “checkpoint.” This gives students to opportunity to take chances with decision-making and be exposed to consequences. Students can then focus on the process of learning, instead of just their final grade. Rapid Feedback: Similarly to a game, continual feedback to learners can also motivate students. Battling a boss in a game using the many skills acquired provides immediate feedback to the player on whether or not they qualify for the next level. This can be achieved in the classroom through self-paced exercises, visual cues, frequent question-and-answer activities, a progress bar, or carefully placed comments by non-player characters. Progression: Categorizing information to improve student focus mirrors the ‘levels’ found in game design. Additionally, creating high low points to grab attention also mimics the interest curve students may experience when playing a game. Progression also includes requiring students to incorporate lower order thinking skills into the first stages of a class and then progressing to require higher order thinking skills as they ‘level’ up. This helps students realize they need the knowledge acquired from past stages in order to arrive at the highest order thinking skills. Storytelling: There have been numerous studies on how using storytelling elements can increase student attention and retention of information. Storytelling elements include the use of characters, emotion, and other descriptors to help students visualize a lesson. By creating moments of surprise or humor, for example, students are more likely to be captivated and remember the lecture. Several successful cases of gamifying the classroom have been reported in recent years. One case is of Clifford Lampe, an Assistant Professor at the School of Information at the University of Michigan. He applies gamification to his 200-student lecture class by providing students with choices, rapid feedback, collaborative processes, and competition. Students also have the option to “choose their own adventure” by selecting assignments, although higher level assignments are not available until they have been ‘unlocked’ by completing lower level assignments. Lampe has concluded that gamification has improved his student’s motivation and retention. Another Assistant Professor, Dr. Carman Neustaedter from the School of Interactive Arts Technology at Simon Fraser University found that creating a scoreboard with students’ class ranking in real-time provided the rapid feedback he needed. Each student also earned a rank title, such as “Artistic Intern” or “Grand Master Speculative Designer.” Neustaedter found that the scoreboard has increased students’ m otivation and sparks healthy competition. Beyond the classroom, gamification has also been incorporated in other non-game settings. Road contractors in 2014 implemented musical grooves on Route 66 to encourage drivers to obey the speed limit. The language-learning app DuoLingo also uses gaming techniques to make what could be a mundane lesson fun. Despite the many case studies that demonstrate gamification in the classroom can be successful, it must be noted that not all elements of a game are equally motivating to each student. Providing differentiated instruction for students not only means gamification, but also includes other methods of teaching. About the Author Rachael Tom is the Marketing Communications Manager at ThinkFun, an award-winning global company and the leading developer of logic and STEM (Science, Technology, Engineering, and Math) games that make learning fun!

ACT English A Common Language

SAT/ACT English A Common Language ACT SAT Prep and College Admissions Blog As the ACT has come into its own over the past 10-20 years as a fully recognized college admissions test alongside the SAT, students increasingly weigh both of these exams to assess which one may be better suited for them, sometimes opting for both. Preferences (and rumors) abound, of course: “There are too many trick questions on the SAT math!” or “I'd take the ACT, but the science section is a deal-breaker!” While these sentiments may (or may not) be true, depending on the student, what's certainly true is that they contribute heavily towards apprehension over which test to take! There is, however, one section that is nearly identical on each test, and offers a way to kill two birds with one stone in your college admission exam prep. That's the grammar/rhetoric section, referred to as the “English” section in the ACT, and the “Writing and Language” section on the SAT. CollegeXpress offers an in-depth analysis of the similarities and differences between the two tests . While the SAT and ACT versions of this section aren't exactly the sameâ€"the ACT asks you to answer 75 questions in 45 minutes, while the SAT gives you 35 minutes to answer 44 questions, the overall content is very similar. In each, you are asked to read passages and answer questions that are divided, broadly, into grammar/syntax questions (these may include concepts such as tense, punctuation, word choice, conjunctions, and simple transitions) and questions that deal with issues such as rhetoric, conciseness, form, editorial content, or logical flow. On the SAT, there are occasional charts or graphs that may be accompanied by simple data interpretation questions. On each of these tests, you can go right to the questions without an initial read-through of the passage (note: this is the opposite of how you should handle Reading Comprehension type questions). Learn to recognize simple, straightforward grammar questions, like this one from a College Board's sample SAT: This question could easily occur on either the SAT or the ACT. It tests you on punctuation and subject/verb agreement (any one...occurs), and only requires a little bit of reading for context (read a sentence or two above and below the tested material to be on the safe side). The answer is D, and you can move on pretty quickly. Other questions are a bit more involved, and require more focus on context and flow. Here's an example from a practice ACT exam: (question sample from Guthrie Public Schools, OK) Here, you need to read the entire paragraph (and, ideally, the transition into the next one) to understand how best to interpret and arrange the sentences in the passage. In this case, B is the best answer, since “stars” are revealed as darkness falls. The “deeper truth” in that sentence flows into our need for understanding, the focus of sentence 2, which should be moved to the end. (For more ACT specific strategies, check out these strategies from Brightstorm.) Both the SAT and ACT are also concerned with concisenessâ€"any extraneous or redundant words or phrases are frowned upon, and often the simplest-sounding choices are the correct answers. Both of these tests are designed to gauge your ability to recognize clearly structured (rather than creative) writing, so issues such as wordiness, overuse of passive voice, or awkward phrasing tend to lead to incorrect answers. These are also traps to be aware of when writing your own essaysâ€"whether for the essay sections of these exams or more generally! Whether you're getting ready to take the SAT, or ACT, or both, recognizing that the English/Writing sections are similar can help you to get a leg up on your test prep. Not only does this bit of information allow you to tackle both of these at once, but it can inoculate you against unwanted surprises, now that you know that each test is looking for almost the same thing. If you know your basic grammar, remember to read for context, and focus on asnwers that are concise and logically consistent, you'll do just fine on Test Day. About the Author Steve Markofsky is one of our most experienced and qualified test prep tutors. For more information on ACT/SAT tutoring and to see profiles of tutors like Steve, click here.

Why Students Should Consider a Major Before Picking a College - TutorNerds

Why Students Should Consider a Major Before Picking a College - TutorNerds 4 reasons students should think about which field of study before choosing a college Many high school students are watching their older peers send off final applications and go through the general process of choosing a college or university to attend next year. The college application process is a complicated one, and its important that students know which qualities to look for when narrowing down their choices. One of the things students should consider is which major field of study they plan on declaring once they reach their junior year. If students are not sure what they want to study they should think about fields they’re particularly interested in or careers that would help them reach their life goals. Thinking about this early on saves students the stress and hassle of transferring to a different college or taking unnecessary classes. 1. Time and money College takes up a lot of any student’s time and significant financial resources. If students know what they want to study they can avoid applying to colleges that dont offer a particular major, perhaps requiring an expensive and time-consuming transfer to a different university. Also, when students take general education classes, they have an opportunity to try out different subfields of a particular major or courses that count towards general ed but are still part of their major. If students arent sure what they want to do for their career at this point, they may end up spending more time and money than is necessary Our private Los Angeles college tutors are here to help you decide on a major. 2. Networking and social connections There are several feels that require a significant amount of networking and socializing within the workplace. Some colleges and universities are known for providing students with the opportunity to network with future colleagues as well as successful alumni. If students know they are going into a social field, they should consider universities that will help them get a foot in the door. These days, there are usually more people who want a job than there are positions to be filled in any given field so networking can make a big difference when it comes to landing an interview or an internship opportunity. 3. Self-reflection Thinking about potential majors is also a great opportunity for college applicants to reflect on their particular strengths and talents. A student’s college experience, as well as the job that follows, will be a lot more pleasant if the student plays to their strengths and works in a field that theyre good at. Many students know which topics they enjoy but dont necessarily know what theyre naturally talented in at the high school level. Figuring this out will make any student’s life a lot easier once they enter the college environment (READ: Finals Prep: Why You Should Book Your Los Angeles Tutor Now). 4. Smart career choices Once high school students decide on a few possible majors, theyll start to think ten years down the line when they begin a career. This is a significant and complex situation for a teen to be contemplating, but the decisions they make now will make a big difference in their adult life. Specific majors lead to specific careers, all of which offer students different opportunities. They should think about the type of budget they want to have as a working adult, what city or state they want to live in, whether they want to work for a large corporation or a small start-up company, whether they want to work a standard 9 to 5 in an office or work at home, and whether or not theyre willing to travel for significant periods of time. There are so many practical things for students to think about and the major they choose will determine their daily life for years to come. Great news, Orange County! We’ve launched   www.TutorNerd.com to offer the best online and in-home tutoring in SoCal. Get 50% off your first online or in-home tutoring session with code: SUCCESS. The code is for a limited time only, so book your tutor today! 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.

M.A.D Education Group

M.A.D Education Group M.A.D Education Group At Make A Difference Education (M.A.D.) our main objective is to encourage every child to unleash their full potential. Weemploy teachers from first-class universities, adoptmodern and effective teaching strategies, and combineour learning objectives with those outlined within prestigious North American schools.We combine an authentic international environment with proprietary curriculum and the best teaching resources. In our centers each English class consists of a native English speaking teacher and a bilingual Chinese teacher which allows a high student to teacher ratio (3:1). A high teacher to student ratio allows our educators to develop and deliver a more personalized learning program for each and every child. Throughout the learning process our students are given comprehensive evaluations to determine their language learning needs and monitor their progress through the course content. M.A.D. Education also offers classes in a variety of other disciplines including mathematics,science, French, art, drama, and dance. For younger children we also offer both part-time and full-time daycare in our accredited Montessori kindergarten which complies with US child safety standards, providing the best possible care for kids.

Lab Grown Meat the Way of the Future

Lab Grown Meat the Way of the Future Via http://www.123rf.com/ Although the concept of human made meat does provoke certain skepticism, the current mode of meat production is unsustainable and is only going to worsen as the demand is predicted to double within the next fifty years especially in Asia and Africa. The production of laboratory meat alternative would address the issue of animal welfare that through organizations such as PETA has gained stigma with the mass production of livestock. As well as the several other environmental problems that are linked with bulk meat production such as land use, waste, farm animal feed, and greenhouse gas emissions. With the process of laboratory meat product there would be 78-96% lower greenhouse gas emissions than conventionally produced meat within the United States. It also had a 99% lower land use and an 82-96% lower water use. In the coming future alternatives to meat production are going to gain more popularity as the ever evolving shape of our world unfolds. The exponentially growing population wi ll soon over utilize the land area still available and without the further exploration of a sustainable method the world will have to adapt to new dietary methods. Despite popular assumptions not every vegetarian or environmental group supports the research in laboratory produced meat including those at the Vegetarian Society Supporters Conference. The conference released a statement saying “Alongside all of these technical issues, the biggest question for many vegetarians is why? Why go to this much trouble and expense to replace a foodstuff that we simply do not need? Wouldnt it be simpler, cheaper and more sustainable to just stop eating meat altogether?” However, the idea that an entire population will switch their dietary intake to one of non-meat and sustainable food does not seem to be an accurate prediction and laboratory produced meat product might be a valuable alternative. Regardless of whether laboratory produced meat alternatives are the answer there still remains the problem of an ever growing population matched with an unsustainable food production system. The sustainability of future generations depends on the ability of our world to answer these difficult questions with reliable solutions.

Your guide to teaching English in Japan for the summer

Your guide to teaching English in Japan for the summer Spending a summer teaching abroad is a dream shared by many college students. Aside from a welcome dose of sunshine and some extra cash in your pocket, it can help you learn a new language, expose you to new cultures, facilitate travel and help you grow as a person. And there’s no better place to teach abroad for the summer than Japan. Although English teaching contracts in Japan tend to run from six months to a year, there are short-term teaching jobs available, at English language schools in Japan. You’ll find jobs opening up as people leave their teaching contracts earlier than expected, and schools with an urgent need to fill the position quickly. You probably won’t get some of the benefits that came with year-long contracts, like return airfare and bonuses, but you will earn enough money to cover your living expenses and fund weekend travels. Read this:Teaching English in Japan: What are the requirements? This guide provides some insight into the different kinds of short-term/summer teaching jobs available to you if you’re into the idea of teaching English in Japan - and the added bonus is that most of these opportunities are looking for students like you! Sign up to Teach Away today for access to the latest teaching jobs around the world. Teaching English in Japan summer programs Here’s a sampling of some of the programs you can apply to if you’re interested in teaching English in Japan for the summer. You can also keep an eye on short-term teaching jobs listed on Go Abroad - summer teaching programs in Japan crop up there from time to time: The American School in Japan The American School in Japan, based in Toyko, run summer day camps on a yearly basis. They hire hundreds of college students from overseas interested in teaching in Japan for the summer. You’ll be overseeing large groups of K - 8 students, teaching some English and generally getting paid to play and have fun! What’s not to love? PS:If you’ve already graduated, are TEFL certified and have a year of classroom experience under your belt, you’re also eligible for summer English teaching jobs with the American School in Japan. Ark Foreign Language Academy Ark has 12-week-long paid English instructor positions on offer each summer. Perks of the job include a free, furnished apartment! TEFL summer internships in Japan Asia-Pacific TEFLoffer TEFL internships for university students looking to teach English in Japan. You’ll have to cover the tuition fee of $1,250, another $500 for housing and your own airfare, but it’s a great way to explore Japan and get some practical teaching experience if you’re interested in kickstarting an international teaching career after graduation. Summer camp jobs in Japan Companies like RISE Japan and RAir Toyo also hire overseas college students for seasonal camp counselor/English teaching jobs in Japan. Getting ready for summer teaching jobs in Japan in 2019 So you missed the boat on last summer - not to worry! There’s lots of stuff you you can do over the coming months to get your resume in shape for English teaching jobs in Japan in summer 2019. 1. Get TEFL certified Now’s the time to get TEFL certified - that way you’ll have your TEFL certification ready in your back pocket - just in time to teach English in Japan the summer after graduation. 2. Get some relevant experience Try your hand at teaching English online to Japanese students for a few hours a week - this is a great way to get hands-on experience tutoring English language learners Are you into sports? Maybe you can coach kids at your local youth club. If academics are more your thing, then you can see if there are any teaching assistant roles in your university department. If you don't have any professional experience working with kids, consider some volunteer community outreach instead.