Acapella - Maths tutor -
1st lesson free
Acapella - Maths tutor -

Acapella

  • Rate J$7,902
  • Response 1h
Acapella - Maths tutor -

J$7,902/hr

1st lesson free

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1st lesson free

1st lesson free

  • Maths

Experienced tutor in Mathematics, Acapella offers private lessons tailored to your needs.

  • Maths

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About Acapella

Teaching is one of the most challenging careers a person can pursue. Expect to work long hours in what can be a highly stressful environment. However, teachers hold the power to influence their students’ lives very deeply, which can be very rewarding. Whether they’re guiding preschool play groups, designing lessons for high schoolers, or leading college students toward new frontiers of scientific research, teachers find great satisfaction in developing their students’ potential. Before you start applying to teaching programs and signing up for certification exams, you should talk to teachers or read interviews, volunteer in a classroom and evaluate your strengths and experiences as they pertain to teaching. A little self-awareness and a taste of practical experience will go a long way.



Technical skills training is a basic component of employee education because it is a primary way for you to develop the skills you need in your role. Employees who are already competent in their jobs can undergo further training to gain new skills and stay current with the latest technologies and processes.

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About the lesson

  • Primary
  • Lower Secondary
  • Upper Secondary
  • +9

    • levels :

    Primary

    Lower Secondary

    Upper Secondary

    Lower Sixth Form

    Upper Sixth Form

    Diploma

    Tertiary

    Adult Education

    Master’s degree

    PhD

    MBA

    Kindergarten

  • English

All languages in which the lesson is available :

English

When working with a prospect, the most important aspect of the entire process is building a rapport. At this point in time, students have potentially struggled with various topics, so the importance of instilling confidence in them before any tutoring begins is essential to their success. Nevertheless, prior to scheduling sessions, I like to meet with the student and/or parent(s). We work hand in hand to build their specialized plan of action. Students create a detailed description of their current situation and their desired results. Next, we come up with a set of goals and how to implement the plan of action appropriately in order to accomplish said results. This plan depends on the immediate needs of the student, but many plans include some sort of accommodation to pre and post-session communication inorder to track progress.



Cruel

Every school has bullies. They tend to target those that cannot or will not defend themselves. There are always underlying causes of cruel behavior that motivate students to act out—these can include anything from extreme insecurity to trouble at home. A teacher should never dismiss a student that is mean to others because they often need just as much help as their victims, sometimes more.

Bullying can be physical or emotional, so be on the lookout for both. Be diligent about spotting bullying as soon as it happens so that you can quickly put an end to it. Teach your class to stand up for each other to prevent bullying from getting out of hand when you don't notice it. Once you have identified cruel tendencies in a student, begin trying to find out what is hurting them.

Leader

Everyone looks up to these students. Natural leaders are typically enthusiastic, well-liked, and well-rounded individuals that have tremendous impacts on their classmates. They are respectful and respected. They might not notice other students looking to them as examples because they don't seek out attention. Leaders still need to be mentored and nurtured but probably don't need the same type of guidance from you as their classmates. Show these upstanding students their potential and help them make positive differences in and out of your classroom. Remember that even wise and influential students need teachers to help them grow.

Energetic

Some students have energy to spare. This can make it difficult for them to concentrate and even cause them to misbehave without meaning to. The activity of energetic students, from constant bouncing to persistent distraction and blurting, can overwhelm any classroom. Work with them to develop strategies for success—they might need accommodations to help them focus and get their work done. Sometimes these students have undiagnosed behavioral disorders such as ADHD that should be addressed by a professional.

Overly Silly

Every class has students who take it upon themselves to keep everyone entertained—the class clowns. They tend to love attention and don't mind if it is positive or negative as long as they get a response. Overly silly students often get in trouble when they let their desire to stand out get the best of them and they stop following rules in order to amuse. Rather than immediately referring these students to administration for disciplinary action, try reasoning with them. Find out what you can do to help them set a good example instead of always trying to make others laugh.

Motivated

Motivated students are naturally hard workers. They hold themselves to high standards and go above and beyond to achieve their goals. Many teachers enjoy having ambitious students because they don't need to be convinced to do their best but be careful not to dismiss their needs. Students with large appetites for success tend to have low tolerances for failure and might be unfair to themselves when they don't perform as well as they would like to. Encourage them to find a healthy balance between pushing themselves and making mistakes.

Gifted and Talented

Students with above-average intelligence bring an interesting dynamic to the class. They tend to move more quickly through material and exhibit skills beyond their age, which you can draw on occasionally to enrich your instruction. However, there are two ways that other students generally respond to those gifted and talented and neither is favorable: They might shun them because they are different or quirky or rely on them for academic help. Both of these scenarios can be detrimental to the well-being of an exceptionally bright student, so watch for signs of them being mistreated or taken advantage of.

Organized

These students are always prepared for class. Remembering to complete homework is not an issue and they probably don't need your help keeping track of their materials either. These students prefer order and predictability and might have trouble dealing with anything that contradicts this. Put their skills to use with class jobs and encourage them to set examples for others on how to stay organized. If they find functioning in disorder and chaos difficult, teach them strategies for coping and adapting.

Quiet and Subdued

Some students are introverted, shy, and withdrawn. They more than likely have a few close friends and interact very little with the rest of the class. They won't always participate in class because sharing their ideas in discussions and working with others is well outside of their comfort zone. Find a way to connect with these students so that you can accurately assess what they are able to do, what they know, and what they need. Zero in on the traits that make them good students and do not punish them for being quiet (this will probably make them even less likely to communicate).

Disengaged or Unmotivated

Every class will have students that frequently seem disconnected or even appear to be lazy. Sometimes these unobservant and non-participatory students have trouble focusing their mental capital on academics and other times they just check out when they don't understand. These students don't usually call much attention to themselves and will fly under your radar if you're not careful. Find out what is keeping them from succeeding: Is it a social problem? Academic obstacle? Something else? Students like these need you to tend to their hierarchy or needs before they can apply themselves in school because there might be much more pressing issues on their minds than schoolwork.

Dramatic

Some students create drama just to be the center of attention. They might gossip or instigate to get other students to notice them and don't always have great reputations. Don't let these students manipulate others—they are often adept at taking advantage of different traits in people to get results. Similarly to bullies, these students might just be using drama to cover up their problems. Dramatic students might desperately need your help and not know how to express this.

Social

There are always going to be a few students that seem to get along with everybody. They love to talk and thrive in social situations. Social students bring life to discussions and unique harmony to the class—use their skills before their socializing gets out of hand. They have the ability to reach out to subdued students, quell drama, and help leaders positively impact the class. Teachers sometimes view these students as nuisances but they can be really valuable additions to a group.

Opinionated

Some students just want others to know what they think. Though their intentions might not be to upset you or others, opinionated students have a tendency to point out flaws and question everything, sometimes derailing your teaching. They are often quick-witted and more aware than their peers, making them feel as if their classmates must want to hear what they have to say (and often they do). Don't let these students get under your skin when they talk back. Instead, guide them to become leaders.

Disorganized

Some students seem unable to stay organized. They forget to turn in homework, don't keep their backpacks or lockers organized, and don't possess strong time-management skills. Many teachers scold disorganized students for making mistakes when really they should be equipping them with tools and strategies for effective organization. Teach disorganized students organization tips just like you would teach anything else before their inability to be neat keeps them from learning.



1. ASK ALL THE QUESTIONS

Unless you’re very extroverted, you might hold back on asking questions. Maybe you don’t want to bother anyone or you don’t want to look stupid.

Try really hard to get over that. You need to be asking lots of questions this term: Questions about classroom procedures, grading, and technology. Questions about how your host teachers handle tricky situations, how they manage to steal bathroom breaks, and how they determine whether an 89% is an A or a B. If you don’t ask, you’re not going to learn.

If you feel like you’re taking up a lot of your host teacher’s time, keep a list of questions as you think of them, then ask several at once. Or ask different people different questions, so you’re not “bothering” the same people all the time. Seriously, though, it’s really not a bother. Most experienced professionals love sharing their expertise, so ask away.

2. GET A BUDDY

When I did my student teaching at Penn State, my friend Dan had also been assigned to the same school. Everyone in my program had been placed in schools all over Pennsylvania, so we were pretty isolated, and it was a huge blessing to have Dan around. We didn’t have much chance to talk during the school day, but about once a week we would have dinner and talk about things that were going well and things that weren’t. We asked each other the stupid questions we were afraid to ask anyone else. And we gossiped like crazy. It was a great stress reliever, and it really helped to have another “outsider” to talk to.

If you don’t have another student teacher in your building to share the experience with, find someone else in your program and set up some kind of regular check-in. If that’s not an option, look around online for a community. Find someone who gets you, someone who has a similar amount of pressure on them, and schedule time to hang out. You’ll be glad you did.

3. OBSERVE LIKE CRAZY

The best way to learn what good teaching looks like, and what not-so-good teaching looks like, is to observe LOTS of teachers. Chances are your program is going to require you to do a certain number of these; my advice is to triple that number. Use your planning period to sit in the back of someone else’s classroom; grade papers if you need to multitask. You’ll still pick up plenty of instructional techniques and tweaks, bits of presentation flair, and classroom management strategies. You’ll get cool ideas for organizing materials, establishing good procedures, and even decorating a classroom.

Although it’s vital to observe teachers in the same content areas and grade levels as yours, observing outside these parameters will also be hugely informative, so seek out teachers who teach something different from you. And don’t limit your observations to classroom instruction: Sit in while a colleague makes a parent phone call (those are tough, and there’s an art to it). Attend an IEP meeting if you are allowed. Watch a colleague coach a sports team or run a club meeting.

How do you ask for these observations? Just tell the teacher in question that you want to observe in as many classrooms as possible, then ask if you can stop by 5th period. Simple as that. They will almost always say yes.

4. NETWORK

Just like substitute teaching, student teaching is an excellent opportunity to get to know lots of people in your field, which can eventually lead to securing a full-time position. Schools are much more likely to hire someone whose work they are familiar with, so make sure people get to know you during your student teaching semester. This means going to the social events, introducing yourself to people you don’t know, eating lunch in the staff room (at least sometimes) and putting your hand up when volunteers are needed to sell tickets at the basketball game. Every person you meet is a potential connection for later employment, so make lots of connections now.

5. PUT TOGETHER A PROFESSIONAL WARDROBE

This is an area that a lot of student teachers get wrong. In general, when dressing for school, your clothes should be a little more conservative and a little more dressed up than what you usually wear. If you are young (in your early twenties) and are teaching students who are older (i.e., high school) this is especially important because you need to look different from your students. Before school even starts, learn your host school’s dress code for teachers and follow it, keeping in mind that some of the other teachers in your school may not necessarily do so. Never mind that: You don’t have the seniority to thumb your nose at any dress code. Follow it. And for those gray areas, if you have even a tiny doubt about something you’re wearing (Is this too low-cut? Too tight? Would this t-shirt offend anyone?), don’t wear it.

For inspiration, women should start by searching for Teacher Fashion on Pinterest, then check out The Styled Teacher‘s blog, where you can find tons of photos of ensembles that are beautiful AND appropriate for the classroom. For men, Pinterest also has a lot of great ideas for male teacher fashion, and check out this article on building a male teacher’s wardrobe from Real Men Real Style.

6. CLEAN UP YOUR SOCIAL MEDIA

If you haven’t already done so, you need to SCRUB every one of your social media accounts until they sparkle. Untag yourself from incriminating photos, delete any posts that might be considered controversial, un-like any pages that might cause administrators, parents, or students to make unflattering assumptions about you. Switch public settings to private when it is reasonable to do so. Basically, look at your online footprint through the eyes of an administrator who is thinking about hiring you, and remove anything they might object to. You are about to begin the phase of your life when you are no longer just a private citizen; part of you is now somewhat public-facing, so your online presence needs to be professional.

If you think your students are going to want to connect with you on social media, go ahead and set up a “teacher” account right now (e.g., Mrs. G’s Instagram Account), where you will refrain from posting your real-real-life stuff, and send students there.

7. TAKE SMALL BITES

Remember: This is just practice. You are not expected to be able to know everything and do everything, and you’re certainly not expected to do it all well. So when you start to feel overwhelmed by all the things you’re supposed to be learning and all the other things you could be trying, just remind yourself to take small bites right now. Good teachers spend their whole careers trying to get it right, and some of the very best will tell you they still have a lot to learn, so cut yourself some slack.

8. KEEP A “NEXT YEAR” NOTEBOOK

It’s human nature to think you’re going to remember all the ideas you come up with this semester, all the lessons you learn, all the things you want to do differently next time around. I’m here to tell you that you won’t remember half of them if you don’t write them down.

9. FIND YOUR MARIGOLD

If you’ve never read my article about teachers and marigolds, go read it now. I’ll wait.

Okay, that applies to student teachers too. To really have a wonderful student teaching experience, you need to find one person in the building who embodies everything you want to be in a teacher, then spend as much time with them as you can. If you’re very lucky, this could be the person who has been assigned to be your host teacher. If it’s not, go find them. It will make all the difference in the world.



ANSWER:
Today, I am going to share with you a recent event that made me happy. A month ago, my friend and I attended a hip-hop and contemporary dance performance sponsored by the Japan Foundation Center, Goethe Institute, and L’Espace Center called “Europe Meets Asia”.

The tickets were free so we did not see any reason for not going; we both like dancing a lot. The performance was given by artists from Japan and Israel. It was a combination of hip-hop and contemporary dance.

With their talents, they created such an amazing performance. We were surprised to see how flexible they were while performing. The dance also delivered a message which could be interpreted differently by different people. To me, it was about young people in the modern world, bored with the daily routine of life and trying to escape from this boredom in order to do something spectacular or at least pursue their passions.

After a 40-hour workweek, this event was like a fresh breeze in my life. It was a new experience that I had rarely had before, because in Hanoi, we don’t get to see art performances by foreign artists that often.



A few things worth thinking about before reaching out
1. What’s being learned?

What’s the topic? Now, what exactly is being learned within that topic? 

What does it seem like the teacher wants us to focus on? What are they emphasizing?

Is this is a concept, competency, or skill? Something else? Is it specific, like a skill, or vague like a concept or idea?

Is this review of something we’ve already learned, extending previous learning, or new learning?

2. What seems most important about what’s being learned?

At first glance, what’s the ‘big idea’ of what’s being learned?

What is the teacher explicitly stating is important? What are they implying is important?

What about this can help me grow as a person?

If I only learn one thing from this lesson, what should it be?

3. What do I already know and not know about this?

How does what’s being learned fit into what I already know?

What other ‘things’ (content areas, real-world thinking and jobs, etc.) is this connected to?

Where have I seen this or something like it before (inside and/or outside of the classroom)?

What do others seems to know about this or ‘things’ like it?

4. Why is this important?

Why is learning this important?

What is the value of this to me as a person?

How do others use this ‘in the real world’ and how might that change how I approach the lesson or activity?

How do I think I might use this is in my daily life?

5. What is my role in learning this?

What do I need to be prepared (knowledge, vocab, materials, schedule, etc.)? What resources will be available to me?

What mindset will benefit me the most?

How can I use my strengths to learn this?

What do I need to do in order to learn this? What happens if I don’t? 

During Teaching & Learning?

1. What’s going on?

What’s going well?

What makes sense?

What’s interesting?

What’s surprising?

2. What seems most important?

What’s being emphasized?

SNCC: What’s simple? What’s new? What’s confusing? What’s complex?

How can I separate what’s ‘new,’ what’s ‘confusing,’ and what’s actually ‘complex’ and not confuse the three?

How could I concept what’s being learned to indicate a hierarchy or priority?

3. What am I doing to help me learn?

What specific questions do I have?

How can I document questions and/or the most important ideas for future reference? Visual notes? Combination notes? Do I know how to take Cornell Notes? Record the audio? Simply ‘pay attention’ and ‘do the work’?

When learning this, what are others doing (or what have others done in the past)?

What observable ‘things’ should I be ‘doing’ or not doing to help me learn?

4. What is my mind doing?

How is it helping me or could it be better helping me? Where is my attention?

Where do I need curiosity? Self-discipline? Enthusiasm? Patience? An open mind?

What’s my mindset–has it changed since the beginning of the lesson?

What am I thinking or feeling and how it is affecting my learning?

5.  What is this connected to?

What does this remind me of? Where do others use this in the real world?

What patterns am I seeing?

What have I learned previously that can help me learn this and what do I think can or should be ‘taught’ next?

What do others seem to be learning?

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The first free lesson with Acapella will allow you to get to know each other and clearly specify your needs for your next lessons.

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When you have a group it’s much harder. So demand a payment for a set number of lessons in advance, and if they cancel – they lose the lesson. Also, adjust the price so it’s not too small where the students think, “Well, if it’s only …., I’m not really losing anything.”

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levels

Primary

Lower Secondary

Upper Secondary

Lower Sixth Form

Upper Sixth Form

Diploma

Tertiary

Adult Education

Master’s degree

PhD

MBA

Kindergarten

All languages in which the lesson is available

English

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