Tutoring 101

Tips for Beating the Rainy Day Drag

Spring rains got you down? Lack of spring rains got you down? Don’t let it keep you there! Now is the time to start anew! Here are a few places and creative ideas to get you started, whether you’re a parent, student, or teacher:

Creative artists keeps a sketchbook where it is filled with sketches, rough works and unfinished art whenever inspiration strikes and they have new ideas. Writers have journals for very similar purposes where they write random drafts, pen down their thoughts and record events.

… So why shouldn’t scientists practice likewise?essay writing photo

  • Take a look at Educational Technology & Mobile Learning’s “20 Apps and Tips to Help Students Study Better” (Disclaimer: Tutoring 101 cannot speak from personal experience regarding all of the apps discussed here)
  • Whether you’re a student, parent, or teacher, try taking up a new hobby or discipline this year. Don’t get outdoors much? Take up gardening or a sport, or start walking neighbors’ dogs for extra pocket money. Like working with your hands? Try woodworking, drawing, book-making, or sculpture. Pay that guitar you never play some attention! Try listening to those Spanish tapes you never even opened! Give yoga or meditation a go! Taking up something entirely new is a great way to keep your creative juices flowing while making your down-time more productive and rewarding.
  • Start a blog of your own! Blogs are terrific for connecting with others, whether you’re a mom or dad looking for new parenting ideas, a teacher looking to freshen up a lesson plan, or a student in need of a poetry outlet – blogs can be a great resource as well as a great tool for exercising those writing, reading, and research muscles
  • A Special Note for Teachers of Online Courses: Give Errol Craig Sull’s “Student Engagement in the Online Classroom” from The Chronicle of Higher Education a read if you’re looking for tips on how to keep your students interested and participating in distance/online courses.
  • Drop us a line, of course! At Tutoring 101, we have plenty of tutors who are ready and excited to help you have the best school year possible
  • Get down to business on SAT/ACT prep—spring is definitely a key time in getting ready for summer-scheduled exams. For more ideas on this end, visit here
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Talking About Race: Part Two

I know that the idea of talking about race with your kids – for many parents – can be about as scary and uncertain a territory as talking about where babies come from (if not more so). Many parents are concerned, and rightly so, that to talk about race with kids is to risk the unintended implanting or reinforcing of stereotypes and issues that they themselves carry. We discussed this in some part in our previous post, “Talking About Race: Part One.” Whatever the reason, there’s no way to escape the fact that – thanks to the current state of our country, laws, and systems – race is a significant part of our culture, and ignoring it or pretending it doesn’t exist won’t make things better; it’ll only leave our kids unprepared.

Recently, I went to hear Ta-Nehisi Coates – a writer, activist, and Atlantic senior editor – speak on “The Case for Reparations” at Loyola University in Baltimore. And while I learned many fascinating and deeply important things regarding the issue of reparations (you can read his article on this topic by clicking here), what I’d like to share with you is this (paraphrasing): If you want to consider yourself a part of a community or family – e.g. an American – then you can’t simply come out on holidays and celebrate everything the community’s done well. You have to embrace the burdens of your community, the problems and debts it owes, along with the benefits and victories.

In other words, part of being an American now is understanding what America has done well as well as what crimes it’s committed/committing. Being thoughtful, critical, and honest about our country as it is and as it has been isn’t being unpatriotic or un-American – it’s being constructive; it’s being useful; it’s being the voice of real love in the family when the family’s in trouble. We can’t sweep race and its many related issues under our collective rug. We can’t come out on MLK Day and celebrate Dr. King’s legacy only to then dishonor and stomp all over it by pretending that the struggles are over and done with.

I know that race is a contentious topic for many people, but that’s why it’s so vital that we continue to educate ourselves and talk with our kids about it. In addition to the tips we mentioned in Part One, here are a few other ideas to consider:

  • Make it clear that the celebration and importance of learning about Black History doesn’t end on March 1st. Learning about new cultures and peoples different from ourselves—no matter our race, religion, gender, or background—is important all year round.
  • Experiment with reading new voices (both alone and with your kids) like Ta-Nehisi Coates, Toni Morrison, and Clarissa Pinkola Estés
  • Try talking with your kids’ teachers to see how the school is handling (or not handling) the subject of race
  • Try blog-surfing with your kids to find and read works from other young people (and maybe even kids their own age) related to the subject of race (make sure the blogs are critical and thoughtful, though, and not just spouting negative, prejudicial nonsense). This can show your kids that they can be a part of the conversation as well, that they can have some power and speak up for what’s right. As a starting place, try out the Nerds of Color blog:

We are a community of fans who love superheroes, sci-fi, fantasy and video games but are not afraid to look at nerd/geek fandom with a culturally critical eye.

elementary-kids

Helping Your Kids Handle the Boogeyman: Anxiety

When I was a kid in middle school, I got some of my first experiences with the monsters Anxiety and Depression—and I got them close-up and personal, as my younger brother began showing symptoms of the latter. Anxiety and depression can often be difficult things to recognize (many kids go without necessary medications because of lack of medical care/diagnosis while others become over-medicated and over-diagnosed), as they are often disguised by or confused for things like anger, defiance, lack of confidence, mischief, and shyness. As Holly Robinson explains for Parents Magazine,

Unfortunately, many parents and teachers perceive symptoms of anxiety—like refusing to go to school or use a public restroom—as defiance. Anxiety may also be mistaken for (or even mask) other developmental disorders, such as ADHD, depression, or learning disabilities, so it’s important to identify anxiety early and help your child learn to manage it.

I know that, for my brother, his depression often reared its head in anger, in bursts of fathomless aggravation, temper, and self-loathing. —Things his teachers often misunderstood, things that often left him feeling isolated from others kids at school, things that I rarely understood myself as a kid; and all of these only worked to exacerbate his fears and symptoms. Fortunately for us, our mother was proactive, able to do her research, get us out of schools with willfully ignorant teachers, and get us all the help we needed.

In Jane E. Brody’s “Helping Children Gain Control Over an Anxiety Disorder” (New York Times), she references Dr. Golda S. Ginsburg, a Johns Hopkins University expert in childhood anxiety, saying, “childhood anxiety disorders typically result from an interaction between biology and environment. For some … there is [also] a strong hereditary component” (qtd. in Brody). What’s more, parenting styles and behavior can also have an impact, perhaps especially in cases of “parents who are overprotective or overly controlling, who constantly identify dangers in the child’s world” (Ginsburg in Brody).

Similarly, psychotherapist Tamar E. Chansky suggests that, for parents trying to help their children deal with anxiety issues, the goal should not be “to put down children’s fears but to help them see that their fears are unwarranted and that they can overcome them” (qtd. in Brody). Brody outlines some of Chanksy’s “‘master plan’” for helping kids deal with anxiety:

The key takeaway? Don’t blame your child or yourself for their anxiety and/or depression. These are boogeymen that feed on things like blame, stress, and insecurities. Be sure to talk with your children openly, your doctor, as well as your partner and friends—you can’t help your children handle their anxieties, depression, and so forth if you aren’t getting the help you need to handle it all as well.

Further Readings:

The Changing Face of Higher Ed

Recently, The Atlantic published Derek Newton’s “Higher Education Is Not a Mixtape,” in which he argues that – contrary to many popular arguments and articles – higher education is not going the way of the music industry (i.e. people won’t begin shopping for individual professors instead of for universities the way they now shop for individual songs instead of for entire albums). Along the way, Newton makes some compelling points:

Though many universities have not done a great job of keeping up with technological advancements or at keeping costs down, many of the people making arguments for the tech future of higher ed are also personally and financially invested in the companies and technologies necessary to make this future possible. Moreover, the arguments for increased technology and the “unbundling” of higher ed also seem to be missing a basic truth: Unlike music – which listeners buy because of the artist, not the artist’s record label – students “shop for schools, not professors” knowing that their future career success is often tied, at least initially and in part, to the reputation of their university.

However, a simple (and obvious) response to many of Newton’s arguments is: Yes…for now.

As a more recent graduate of an MA program, I well remember just what “distance learning” and “online learning” courses can look like – and it wasn’t pretty. This gets back to Newton’s concession that many schools and degree programs haven’t done a great job of keeping up with the technological times, so that if they do offer online courses and learning opportunities, many of them aren’t yet all that they could be (which means that many students either elect not to use them or view them as a last resort). But this isn’t something that’s likely to last for much longer, and improved distance learning tech could very well lead to an “unbundling” of universities, to a marketplace for professors and courses over entire schools.

Given the constraints of rising tuition rates coupled with the increased number of non-traditional students (e.g. middle-aged and older adults coming back to school for degrees, training, certifications, and so forth), online learning opportunities and distance courses are likely to only increase in number and quality over the next few years. These increases will undoubtedly change the way people view online opportunities and, in turn, how they shop within the industry of higher education generally.

What’s more, many institutions, like Ft. Worth’s TCU for example, now offer comparatively cheap, non-degree opportunities (both online and in-person) to students (traditional and non-traditional alike) who are interested in auditing particular courses rather than in pursuing a full degree. This trend may be evidence that certain demographics are in fact interested in shopping for higher ed opportunities on a professor or course-basis rather than on a university-basis, similar to the trend of buying a $0.99 song rather than a full album.

In my opinion, Newton throws his best possible argument for the traditional college experience under the bus by only barely mentioning it in his final paragraph:

In the current system, it may not be efficient to maintain fine-arts programs, but most people think it’s important to have them. It has long been part of colleges’ mission to expose students to new ideas and disciplines. On campus, even business students, for example, are typically required to study literature and other topics in the humanities. Some may call that inefficient; others call it essential.

As a liberal arts student myself with three degrees, including English and American Studies, I appreciate better than most the difficulties and benefits of pursuing an education that doesn’t directly lead to an obvious, lucrative career path. And there certainly are difficulties – jokes bashing the putative usefulness or wisdom of liberal arts degrees are classic and many professors within these fields do an amazingly poor job of discussing with students just how many career opportunities are (or will be, could be) available to them. Thus, many students either prematurely cross liberal arts programs off their list or graduate from them without a full appreciation of just how flexible and useful they can truly be.

To me, the bashing or general rejection of liberal arts degrees only shows a lack of creativity on part of all involved. A degree in English, after all, doesn’t limit a person to Writer, Teacher, or Unemployed. As Walt Whitman once wrote, “I am Large. I contain Multitudes.” There is more to a student than their degree just as there is more to a degree than its acronym. Education, like life, will – in large part – be what you make of it. Similarly, there are more jobs out there, more possibilities and opportunities than you can ever account for, because they – like the higher ed industry itself – are always changing. And that’s part of what a liberal arts degree is great for: teaching students how to think (for more on this particular point, see David Foster Wallace’s 2005 Kenyon College commencement speech) and how to grow with changing times.

Ultimately, I think the future of higher ed falls somewhere in the middle here, in a combination of distance/online and in-person learning, of professor-shopping and university-shopping. As our student bodies change and grow more diverse, so must our learning opportunities. This isn’t a time to throw away all we’ve built in higher ed, but neither is it a time to try stalling change and growth.

*For those who’re interested, here’s the audio of Wallace’s speech:

Further & Related Readings:

Study Tips for Math & Science

kiddo in school

Study at least 3 times per week

  • You can pick whatever day and time works best for you, but you need at least 3 study dates per week in order to keep the information fresh, catch mistakes, and engrain your understanding of larger concepts and ideas

Always do your practice problems

  • As a student, “practice problems” may seem like nothing more than an annoyance or busy work. As a working adult, I can assure you that most of us would love it if our work came with “practice problems,” opportunities to rehearse what’s coming next and learn from our mistakes before said mistakes actually count against us. Don’t ever let the word “practice” make you feel like something is less important or valuable on your syllabus – the opportunity to practice and prepare/ask questions is a deeply valuable resource built to serve your best interests

Do your chapter reviews!!

  • Like “practice problems,” chapter reviews can seem annoying or uselessly busying. However, these are a key opportunity to not only establish a study routine, but to discover what components of each chapter you ought to focus said study routine on – making your study time all the more efficient, purposeful, and useful. Getting into the habit of reviewing new information soon after you’ve read or encountered it (whether through a lecture, presentation, or other such thing) will serve you well throughout the rest of your life. Nothing impresses more than a keen memory and eye for detail – skills that are flexed and bulked up when you dedicate time to reviewing new information as promptly as possible. Don’t wait till you’ve already forgotten information to review it. Instead, review new information while it’s still fresh in your mind. Keeping it fresh and regularly renewed will help seed it in your mind so that you can begin to puzzle-piece things together in new and more innovative ways later on.

Watch videos and read extracurricular books on the subject

  • Whether your teacher provides you with online materials or you happen upon some useful resources on your own, finding new ways of interacting with and reviewing your study assignments will not only help you learn new things about the materials, but will help you to take that next crucial step beyond memorization and into the realm of invention.

Article Reviews: Tara Parker-Pope’s “Writing Your Way to Happiness” & “Creating a New Mission Statement”

Article Reviews: Tara Parker-Pope’s

Writing Your Way to Happiness” & “Creating a New Mission Statement

Tara Parker-Pope’s New York Times articles, “Writing Your Way to Happiness” and “Creating a New Mission Statement,” are a pair of terrific explorations into the power of personal/expressive writing to help you do everything from gain a more positive outlook to boosting your memory to exercising more to getting better grades. Even Parker-Pope acknowledges that this might sound a bit like pie in the sky self-help nonsense, but it’s grounded in some pretty impressive research.

Let’s start things off with, “Writing Your Way to Happiness”—a fascinating piece with deeply encouraging conclusions. Here’s the long and the short of it: If you’re willing to take the time—say, maybe 15 minutes a day—to keep a journal or diary where you actively focus on and (re)edit your own personal narrative, you will not only (hopefully) find that your positivity and personal responsibility improves on the page, but also throughout the rest of your life.

I know this is certainly true for myself. Whenever I’m stuck on a problem or a negative streak or begin feeling overwhelmed, I almost always find that spending time writing (venting) in my diary is just what I need to pull me out of my funk.

According to Parker-Pope,

Studies have shown that writing about oneself and personal experiences can improve mood disorders, help reduce symptoms among cancer patients, improve a person’s health after a heart attack, reduce doctor visits and even boost memory.

The results of these studies—hailing from institutions like Duke and Stanford—show both short-term and long-term benefits to expressive writing. Parker-Pope illustrates several examples of these positive results throughout her article, but I’ll just offer one of them here as illustration:

researchers focused on African-American students who were struggling to adjust to college. Some of the students were asked to create an essay or video talking about college life to be seen by future students. The study found that the students who took part in the writing or video received better grades in the ensuing months than those in a control group.

The important part here, as this example suggests, is not necessarily the artistic medium—it could be writing, video, or perhaps even other art forms—but the focus on self-reflection and the crafting (and editing) of an honest personal narrative.

And this leads nicely into Parker-Pope’s other recent (slightly older) article, “Creating a New Mission Statement.” “By creating a mission statement,” Parker-Pope explains—by engaging in thoughtful sessions of expressive writing—“people can begin to identify the underlying causes of [their] behaviors, as well as what truly motivates them to make changes.”

So, where to begin? If free-form brainstorming and diary-writing intimidates you or simply isn’t your “thing”—never fear! Parker-Pope is ready and comin’ to your rescue, offering the following questions as a solid starting place:

Then, she explains, once you’ve got a few of these questions answered (or at least well-brainstormed and doodled out), take what you’ve got and try to mold it into a more cohesive mission statement or personal narrative. This isn’t something you’ll ever need to share with anyone else, but still, it should be something honest, full, and thoughtful. Rather than write about how you want to lose weight, Parker-Pope suggests, trying focusing instead “on a set of guiding principles that capture how you want to live your life.”

To get started making substantive changes in life, sometimes all it takes is dedicating the time to substantive self-reflection.

News Update: Sexism in the Classroom

cropped-school-image-for-blod.jpg

This past February, Danielle Kurtzleben’s article, “Grade-school teachers can push girls away from math, with huge consequences,” appeared in Vox, speaking to some very important and, tragically, very widespread misconceptions regarding the gender “math gap” in education. According to Kurtzleben:

“A new working paper from the National Bureau of Economic Research suggests that something else might be at work here shaping the supposed ‘choices’ girls and women make. It shows that young girls’ teachers have biases that push girls away from math and science early on, which could be influencing where they go later in life.

Economists Victor Lavy from the University of Warwick in the United Kingdom and Edith Sand from Israel’s Tel Aviv University looked at Tel Aviv sixth graders’ test scores both on standardized tests and internal tests in Hebrew, English, and math.”

In this research, Lavy and Sand tested to see if there was any difference in test scores if the ones responsible for grading the tests knew or did not know the test-takers’ gender. Their results clearly suggest the existence of a “systematic bias against girls in the marking of math exams.” And as Lavy and Sand followed their sixth-graders through the eighth grade and high school, they found that “those early teacher biases led to significant improvements on the later math exams for boys and negative and significant effects in math for girls.”

Of course, as Kurtzleben also points out, “this is a working paper, meaning its results are preliminary, and it studied students in a different culture and school system, so we can’t assume US students would see the exact same magnitudes of effects” (emphasis added). However, what’s most important about this research now, as Kurtzleben explains, is that it shows how powerfully “socialization takes hold early on” as well as showcases

“the power of biases — discourage a child from pursuing a subject, and she will, years later, later perform worse on that subject (encourage her, meanwhile, and she’ll do better). So when you discourage a whole swath of the population from pursuing high-paying fields, all those people will be much more likely to have lower-paying jobs.”

What does this mean for us in the here and now? What does it mean for us as parents, teachers, and/or fellow students? It means constantly interrogating ourselves and our assumptions. It means asking ourselves hard questions before we hand back that test or agree with our daughters that Yeah, math really is boring or Yeah, math is super hard, when we might be telling our sons, Yeah, but you can do it or Yeah, but you want to be a marine biologist one day, don’t you? The insidious evil of sexism is that you can sometimes be adding to the problem and perpetuating old sins without ever realizing it or meaning to.

This is a trend and social failing that should both greatly concern and anger you, for your sake as well as for the rest of the world’s. After all, as Kurtzleben so well explains:

“This isn’t just a problem for women; it’s a problem for society. This study suggests that girls were just as capable as boys at math at the start of the observation period, but they were slowly pushed away from math. To diminish an entire demographic’s talent at once is to squander their potential productivity, and economic growth.”

If we want to one day live in a better, more just, more equitable, and more peaceful world, then there’s really no better or easier place to start than right at home with the editing, improving, and monitoring of our own attitudes, perspectives, and actions. The hard truth is, we will only have justice and equality for all when we begin treating others justly and equitably.

 

All quotes and facts here were drawn from Danielle Kurtzleben’s Vox article, “Grade-school teachers can push girls away from math, with huge consequences.”

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