Tag: Education

Language Acquisition with the help of ICT

By

Munnoor Anjaneyulu

M.A Eng. Litt., B. Ed, (PhD)

Dept. of English.

Osmania University,

Photo by Dany Castrejon on Pexels.com

Abstract

In general, a person’s attitude determines how well they acquire a language; if he desires to learn, he will attempt to do so in a variety of methods; as the adage goes, “Practice makes perfect.” He attempts to imitate others before attempting to communicate in the same manner with those he is following. He practices on a regular basis. With the assistance of information and communication technology-based resources, virtual classrooms, and social networks, language education is accessible to all. New learners are significantly impacted by network access, which grants them opportunities to interact with others, exchange information, seek clarification, and increase their cognizance in the target language. Nevertheless, the exponential growth of resources and instruments for learning a foreign language or a new one presents both advantages and disadvantages. Understanding the sequence of ICT in language acquisition is of the utmost importance, as it allows for the accommodation of the unique requirements of each learner. In addition, it is critical that the use of ICT and its support be implemented in a sustainable manner across a variety of domains, culminate in clarification and reach a conclusion, while promoting the acquisition of a target language for lifelong learning. Modern web users are increasingly reliant on mobile devices, computers, and laptops; they can utilize a variety of media to communicate and convey themselves. These platforms may consist of traditional blog websites like YouTube and Blogger.com, as well as social networking sites like Twitter, Skype, Telegram, WhatsApp, and Facebook. While these sites still incorporate blog tools, they also promote user self-expression in accordance with their own criteria. Furthermore, the most prominent application of these spoken expressions tools in the context of a target language is in the exploration of the target language or a domain that arises within that context.  

Keywords: Language acquisition, Information, Communication, Technology.

INTRODUCTION

Now-a-days, English is one of the most important languages which has played a major role in the process of globalization and knowledge explosion. It is the most common means of communication throughout the globe. English termed as Link Language, Global language as well as Lingua Franca. In Indian context it is treated as EFL (English as a Foreign Language) and ESL (English as a Second Language). We eagerly interested to acquire the English language as much as early with an intension. The use of English language has become vital for better learning and earning with employment. Therefore it is necessary to learn English and develop English language skills among the students from the school level. There is a little information on the value placed on language acquiring in the former days, when the people used to learn foreign languages and what they did with their newly acquired language. English motivates, passion and goals must be inferred from the people’s behavior and what is known of the overall context. Here one fact immediately stands out: the absence of overt prescriptions. 

As many general opinion of the intersection between ICT (Information and Communication Technology) and language learning comes to a close, the discussion turns ever more towards language learning rather than language use, how the nature of language learning have changed along with, or possibly in response to technological progress, that it is easy to acquire and understand the target language, like any other human activity, is subject to the influence of social developments and trends. It makes it possible to discern trends and patterns and reveals insights of relevance to the current situation and to current debates. But most of them are traditional, less interesting, in effective as well as lack of motivation. So it is necessary to use modern approaches and tools of ICT to develop better understanding and acquisition of basic skills like L-S-R-W (Listening-Speaking-Reading-Writing) of English language among the students at different levels and the people in the society. ICT has a lot of things to both teachers and students for the enhancement of their vocabulary and improvement of English language skills. Now-a-days ICT tools and approaches are being used widely due to their convenience, omnipresence, and effectiveness and being their status in the society. The integration of the ICT on the internet with English facilitated the creation of a virtual environment that transformed learning from a traditional passive experience to one of discovery, exploration, and excitement in a less stressful setting. 

Language acquisition is an area where open access resources, online courses, virtual classrooms and social networks based on information and communication technology are being increasingly used to give learners access to information, promote interaction and communication. ICT enhance digital literacy skills. However, the rapid development of tools and resources presents both opportunities and challenges. In order to maximize the potential power of ICT in a target language learning, it is a crucial that it is used in the individual needs of the learners. It is also important that the use of ICT is introduced and supported in a sustainable way of learning a language and it is for promote lifelong learning.  

The modern age is termed as the era of knowledge explosion. This explosion has become possible due to the progress of Science and Technology. Now ICT is being used in a number of fields like, education, research, aviation, media, health, entertainment, movies and TV programs, games and sports, transportation, industries, fashion designing, textile, agriculture etc. with a single click, we can get exchange a lot of information from the different areas and directions of the world due to the use of ICT. The field of education is not untouched by the ICT. Now we cannot imagine education without the use of information and communication technology. It has made exchange of thoughts, ideas, experiences and feelings very easier with the help of ICT a lot of persons can get education and training simultaneously at low cost. Here the use of computers, Internet, Television, Radio, Projectors, mobile phones, emails, Wattsapp, Face book, online audio and video conferencing as well as new applications has made the teaching and learning process and Training attractive and convenient. It is also helpful in saving time, energy and money. So, we can say the most important and pivotal role in the learning of new la Some of these approaches, facilities and teaching Aids are CAL (Computer Assisted Learning), CALA (Computer Assisted Language Assessment), CALI (Computer Assisted Language Instructions), CALL (Computer Assisted Language Learning), MALL (Mobile Assisted Language Learning), TELL (Technology Enhanced Language Learning), Blogs, wiki, e-mail facility, Digital Library, multimedia, mobile learning, free and open source software and social media, Virtual Classrooms, documentaries, Digital class rooms, Digital storytelling, mobile applications,  i-pods, Digital note books, Tablets, smart phones, record audios – videos materials, online spoken tutorials, Digital pronunciation dictionaries etc. These facilities have paved the way of individualized learning and provided freedom of learning anytime. Technological sophistication is a significant and promising force for increasing efficiency in education more so in English language teaching and learning. In the past, most teaching was either verbal communication between teacher and students or written communication from printed materials. These communication channels continue to play important roles in the teaching-learning process even today, all the students are learning from pictures, television, recorded lessons and other media etc.

The Advantages of ICT:

There is no more doubt that the use of ICT has positive effects on foreign language acquiring. The impact is highly dependent on the way it is used for the following impacts seem to be the most obvious ones when using ICT to support a new language learning. The possibility to adopt easily the teaching aids according to the circumstances, learner’s needs and response, ICT allows reacting upon and enables the use of recent news; it offers access to authentic materials on the web. Possibility to combine basic skills like texts and images, and audio and video etc. learners become more interesting with the topics, ICT enables to focus on one specific aspect of the lesson like Pronunciation, vocabulary, stress and intonation marks, parts of speech etc. The advantages of ICT usage in foreign language learning as listed: 

  1. Capacity to control presentation: It marks the difference between computers and books, books have a fixed presentation, unlike computers, which can combine visual with listening comprehension, text with graphics, models and pictures with original colors of the object or module.
  2. Novelty and creativity: a learner can use different materials for each lesson, not like in teaching with texts, where all classes presenting a certain topic are the same.
  3.  Feedback: computers provide a fast feedback to the learners answers through error correction. It not only spots the mistakes but also correct it, sometimes even giving the appropriate advice.
  4. Adaptability: computer programs can be adapted learners to suit their standards, needs and level of the of the learners and subject knowledge.  

The Internet and Language Learning:

The internet offers the best way to learn language other than immersion in an English speaking area. The advantages of online learning can be summarized under the following headings:

  1. Access: Internet offers the possibility to experience English without the need of travel. Even without the need of leaving home or bedroom.
  2. Flexibility: to learn language when they want, where they want.
  3. Response: the possibility of instant feedback to the learners. It greatly enhances the learner’s experience.
  4. Repeatability: the learner can encounter the language in a repetitive fashion until mastery is achieved.
  5. Durability: the internet is 24/7 and 365 round the clock. It never tires, it does not take breaks or rest, it never feel bore.
  6. Modality: it is a multi model learning tool. It stimulates in a rich sensory and cognitive and thus fertilizes language acquisition successfully.
  7. Specificity: the language learner choice and variety in both in what and with who will be learned. Learning can be tailored to the language learners precise make up and needs.  
  8. Cost: it is a business model which due to economies of scale, can offer service for usage of software. It also offers to widen access through a pay as you can dynamic.
  9. The internet mediated communication allows users to share not only brief messages, but also create lengthy documents, thus facilitating collaborative learning.
  10. Furthermore, the learners can share graphics, sounds and video. Thus, the internet helps create an environment where authentic and creative communication is integrated into all aspects of the course. 

A computer-Assisted learning, particularly integrated learning systems, and outcomes with respect to a target language. Some of the important ICT tools and applications used in the field of English language Teaching is following: 

  1. Computers: This is the most important tool of Information and Communication Technology and backbone of modern education system. It is helpful in storing preparing, collecting and preparing of data for communication. It is helpful in the development of L-S-R-W skills. It’s very helpful especially Listening and Speaking skills.
  2. Over Head Projectors: it is an important tool of displaying information and process to a large number of people simultaneously. It can be used in teaching and training of personal. Prepared forms of information, slides, pictures etc are easy to display, convince, understanding and to explain with the help of OHP.
  3. Radio: it is very useful in the Education and Training for the rural area students. Many courses like Distance and Open Education programs are being conducted with help of Radio. It is also useful in audio conferencing. Programs relayed on radio are helpful in the development of language skills, especially commentaries, storytelling, conversations, dialogues and dramas.
  4. Television: it is useful in education as well as entertainment of the people. It is found that it is helpful in developing in listening skills, useful learning is situational language as well as it is highly motivating also. It is very helpful in understanding the language of mass media. A large number of students may be benefited with the programs of television for class lectures, debates, group discussions, seminars, workshops, conferences simultaneously. Many distance and open universities are running their educational programs on television, such as Indira Gandhi National Open University, Maulana Azad National Urdu University, Dr. B. R. Ambedkar Open University, T-SAT, Gnandarshan, Nipuna etc. it is an important tool of audio visual – video conferencing. Live telecast of training and discussions are done through the television for better learning from home.
  5. Lingua Franca: this tool is very important in language training of the students. A number of students can practice speaking and hearing drills with the help of lingua phone. It is especially useful in the training of English language listening and speaking skills. 
  6. Internet: it is the most important facility of communication in all the aspects from dawn to dusk. All the modern communication takes place through this. It has made the communication very fast, convenient, accurate, economic, reliable and attractive. There are so many advantages with the internet like.
  7. Social Media: Social media has become an important tool of communication. It provides a platform for sharing thoughts and ideas. Blogs are made on it. Teachers and Students can add themselves with the English language learning groups and take advantage of sharing information. More and more social sites are available on it like, Watts App, Face book, Twitter, Instagram, Telegram etc. it is helpful in learning the situational language.    
  8. E-learning: online facilities for English language learning. A lot of online facilities are available on internet for the development of language skills. Some of them are e-guidance, e-tutors, e-teaching, e-journals, e-magazines, e-books, e-library, digital libraries, online training courses, virtual classes, e-programs, e-classes, e-reading, etc.
  9. E-courses: online language related courses are available on internet. Some of them are Free and some of them are Payable. Students can enroll themselves in these courses and get education and training easily on their own place. Students can watch online and off line videos of language learning for the enhancement of their language skills.
  10. Films and Videos: Films and videos can be used in the teaching of English language. It may be documentaries, videos, lectures, seminars, workshops, conferences, group discussions, debates, conversations, presentations etc educational and entertainment based programs. These can arouse high level of motivation to the learner. It results in a most satisfying experience of learning. Using short and feature-length videos is an engaging way to work on skills like vocabulary and comprehension. Videos help to expose students to the use of natural English. Young children really enjoy short cartoons and animated movies, and older students can learn about current events through news broadcasts.
  11. Apps: Apps on smart phones and tablets are great ways for students to practice English and have fun while doing it. For practicing grammar rules, apps like grammar up allow students to test their knowledge on specific topics (verbs, prepositions, etc.). 
  12. Digital Field Trips: Students absorb a great deal of information through experiential learning, but field trips are not always an option with limited school budgets.
  13. Podcasts: Students can listen to podcasts to improve their comprehension. They can also create podcasts to practice their English speaking abilities. There are multiple podcasts tailored specifically for English language learners. Teachers can also have students create podcasts to give them opportunities to practice their speaking skills. With just a microphone and a computer, students can create reports and presentations. 
  14. Pen Pals: Since snail mail is becoming a thing of the past, students can have pen pals that they email or write to on a discussion board. Make an arrangement with an English-speaking class in another state or country and have students write to their pen pal on a regular basis. This is a great way for them to practice their English writing and reading comprehension skills, 
  15. Web Quests: Web quests are a fun way for students to use the Internet to build English proficiency. Students are given a task and rely on their content knowledge and grasp of English language to complete it. 
  16. Online Games: Students can master spelling, grammar and other English skills by playing games on the computer or mobile devices. For younger students to increase English literacy skills. Digital versions of hangman, Scrabble and Boggle are also entertaining for all ages of students. Many of these games can be put up on interactive white boards to get full class participation.
  17. Blogging: Class blogs provide great forums for students to practice their writing skills. One of the reasons that students find blogging appealing is that it is more of an authentic writing experience, as a wider audience typically has access to read posted entries, which means students tend to put more effort into their blogs. 
  18. Skype: Skype is a great way for students to practice their speaking and listening skills with other people from any location. Students can have question-and-answer sessions with authors of books, attend video-conferences and virtual field trips, interview professionals, and connect with students from other cultures and countries. Skype can even be used to conduct parent-teacher conferences or connect with students’ family members who may be abroad.
  19. Judge and Jury: Show two video clips that have opposite view points. For example, you might show one that argues for creationism and the other for evolution, or any debatable topic. Have students write down the arguments for each side as they watch. They should then work in smaller groups to decide which arguments are most important and finally, come to a conclusion based on the points presented in the videos. They can debate between themselves and come up with a unanimous decision.
  20. Quiz Time: Prepare some questions ahead of time and let the students know that they should pay careful attention to the dialogue while they are watching the video. Once it is over, ask them the questions. If the students have trouble with the questions, watch the clip again so they can find the answers, rather than simply telling them. It’s a good way to practice listening with them.
  21. Create a Storyboard: Watch a fairly short video that has some different action and plenty of dialogue. The video should have several distinct parts that will be easy to map on a storyboard. Allow students to watch the whole thing while taking notes, then go back and watch each segment. Pause between segments so students can draw the scene and note what happens between the characters. Another option is to make the storyboard on the whiteboard at the front of the class, calling on students to tell you what should be included. They can take their own notes and then help you design the actual storyboard.
  22. Pick a Character: Have each student choose a character to pay particular attention to. They should observe everything from how the person reacts to various situations to how they speak and how emotional they are. After the video, have students write down diary entries for their chosen character.

CONCLUSION:

In the domain of language acquisition, open access resources are utilised. ICT provides students with an effective learning environment. ICT is regarded as an effective tool for educational practice in any discipline; it can be seamlessly incorporated into the learning process, provided that instructors provide learners with extensive training and knowledge. By establishing and maintaining communication and a connection through the use of ICT, we can inform them of our support with a single click, while simultaneously granting them the autonomy to focus on the aspects of their education that are most significant to them. Additionally, these tools facilitate self-preparation and foster genuine communication in a setting where such input is scarce, while also offering the advantage of being convenient and time-efficient. As the intersection of ICT and language learning draws to a close, the discourse shifts from language use to language learning itself, emphasizing how the characteristics of language learning have evolved in tandem with technological progress, potentially in response to its facilitation of effortless acquisition and comprehension of the target language. As with any other human endeavor, language learning is susceptible to the impact of social developments and trends. Examining technological aspects of language evolution can contribute to a more comprehensive comprehension of the challenges faced in applied linguistics, thus influencing the trajectory of future developments. It enables the identification of trends and patterns and reveals pertinent insights regarding the present circumstances and ongoing discussions. However, the majority of them are conventional, uninteresting, ineffective, and devoid of motivation. As a result, it is imperative that contemporary approaches and ICT tools be utilised to facilitate the acquisition and comprehension of English language fundamentals such as L-S-R-W by students of all levels and members of society. ICT offers numerous benefits to educators and learners alike, including the ability to expand one’s vocabulary and improve proficiency in the English language. Present-day ICT tools and methods are extensively utilised on account of their efficacy, pervasiveness, and convenience, as well as their social standing. 

References:

  1. Blok H. Oostdam R. Otter M. Overmaat M. Computer-assisted instruction in support of beginning reading instruction: A review Review of Educational Research 2002 72 1 10130
  2. Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain Bloom B.S. Longmans Green New York 1956
  3. Chia J. Duthie B. Primary children and computer-based art work. Their learning strategies and context Art Education 1993 46 6 23 35
  4. Commission of the European Communities The eLearning action plan. Designing tomorrow’s education Directorate General for Education and Culture Brussels 2001 
  5. Condie R. Munro R. The impact of ICT in schools – A landscape review. Report 01/DD06-07/145/PC/2k BECTA Coventry 2007  
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  7. Cox M.J. Researching IT in education International handbook of information technology in primary and secondary education Voogt J. Knezek G. Springer Berlin 2008 965 81
  8. Cuban L. Oversold and underused: Computers in the classroom Harvard University Press Cambridge MA 2001 
  9. Cuban L. Kirkpatrick H. Peck C. High access and low use of technologies in high school classrooms: Explaining an apparent paradox American Educational Research Journal 2001 38 4 813 34

Study on Innovative and Effective Pedagogical Practices

By: Sushila & Dr. Yogendra Nath Chaubey

  1. Need of the Innovative and Effective Pedagogical practices:

Many research scholars have desired to move into a pedagogical approach that is more active, cooperative and learner-centered. However, the importance of explicative studies is undeniable; they clarify theoretical constructs or assist in the understanding how particular population samples differ. Biswas-Diener and Diener (2001), for example, sought to investigate the life satisfaction and subjective well-being of individuals living in poverty based within Calcutta. While the findings reported a negative perception of life satisfaction, it was found that each of the three groups differed, as did the level in which income impacted on satisfaction and levels of subjective well-being. Although it was found that, on average, participants in this sample maintained an overall negative life satisfaction score, they were ‘fairly satisfied’ with aspects of the ‘self’ and ‘social relationships’. Biswas-Diener and Diener (2001) additionally make a cultural observation of because; 

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“Indian respondents do not rate global areas higher than specific, it appears they do not exhibit a ‘positivity bias’ … [and that] it may be the Indians evaluate areas in a more even-handed way without focusing primarily on their best areas as Americans seem to do”.

There is an evident importance towards the student having a positive relationship with a teacher. The student-teacher relationship is mentioned in various whole school evaluation management, leadership and learning (WSE-MLL) as being “dynamic … [which] has resulted in caring, confident learners”. It is clear how the key strength in the provision of the curriculum is how teachers deliver the curriculum. There are recommendations of how teachers should consider using the local community and landmarks into their lessons by “researching and collating local history as part of the Local Studies strand of the history curriculum”, which speak more towards enhancing the curriculum rather than its delivery. 

Several WSEs report how there should be “greater use of collaborative, activity-based methods together with further Information and Communication Technology (ICT) initiatives”. Opportunities provided by extracurricular activities are said to cater for the “holistic education of pupils” and that by providing opportunities “to participate in a broad range of community-related events and extra-curricular activities” allow students to “benefit” in various ways. Teachers were also praised for their collaboration with members of staff in order to “provide a broad and balanced curriculum” and for their dedication in voluntarily leading “curriculum initiatives and pupil-support measures”. 

It is difficult to apply the findings from both the Department of Education and Skill (DES) and Growing Up in India (GUI) data for the purpose of supporting this research; what can be applied, however, are possibilities. It is mentioned in the GUI that 27% of students like school, 66% like school sometimes, and that 7% never like school; it is also reported that 53% of students like their teacher, 41% like their teacher sometimes, and that 6% never like their school teacher. 

The problem with using a Likert scale of three is that it can be difficult to determine whether the middle value is either positive or negative. For example, it is reported on the second page of this report that “a large majority of 9-year olds (93%) said they liked school at least ‘sometimes’. The remainder said they ‘never’ liked it”; this finding could also be written as ‘a large majority of 9-year olds (73%) said they never liked school at least sometimes’. The same is true for a student liking a teacher, 53% like their teacher ‘Always’ in comparison to ‘Never’ (6%). With regards to the 2012 dataset, 64.8% of students reported liking school more than ‘quite a bit’; while 7.1% reported not liking school very much and 2.4% reporting hating school. The specific percentages will need to be interpreted with some caution, however, but it can be argued that the general experience of students liking school within the GUI sample is positive. It can also be argued that the only certain finding in these statistics is that a student likes the teacher more than they like school (in the primary cohort only). 

  • Theme of the Research:

When observing each of the themes, from both primary and secondary school, it is apparent that a teacher is somewhat of a gatekeeper, being responsible for the planning, organisation, and assessment (all of which must be in line with the curriculum) of the students in their classroom.

In addition, the role of the management is to support the students by assisting the teacher, inside and outside of the classroom, by giving direct support to students that may need additional help. There is a slight difference in this WSE sample with secondary schools employing academic and personal guidance support, receiving special educational needs resource hours, support from the School Completion Programme, and having designated times for classes in ‘Social, Personal, and Health Education’. Primary schools appear to focus more on in-class support and whole class initiatives that support individual targeted students; taking the form of sports activities or after school groups. In both WSE samples, however, there is a need for additional student and teacher support in the form of organisation at a management level; by designating the available resources more appropriately, timetabling initiatives to support student wellbeing, revising and updating policies, and following the departmental guidelines for particular curriculum balances. However, while the qualitative WSE findings above indicate the importance of the development and delivery of a lesson, highlighting how teachers must prepare and organise the content of the lesson whilst taking into account the various other factors such as school policies and the availability of resources, there is no mention of teacher supports. 

There are advantages of having a management with a clear structure that allows its members to communicate and be communicated to, be active and support the school as a whole. In supporting the school as a whole also includes the staff. The theme of ‘Ownership and Management’ and ‘In-School Management’ talks mainly about the abilities of the board of management to adhere to the needs of the students and the requirement of the teachers in facilitating this need, to a certain extent. By taking this information and applying it to the articles that had been shared throughout social media creates an additional context outside of the WSE findings. For example, several articles draw attention to teacher strikes as a result of issues such as Junior Cycle reform. These issues would naturally cause some form of influence within the school environment, and therefore, the classroom. Although more research has been conducted on this topic outside of the context, Baker (2013) and Wills (2014) both highlight the negative effects that industrial action has at a classroom level. For example, when factoring for individual school and cohort characteristics, Baker (2013) found that teacher strikes can have a significant negative affect on a students’ test scores. Similarly, Wills (2014) claims that the “magnitude of the effect is roughly equivalent to a quarter of a years’ lost learning despite the average strike duration in these schools representing only seven per cent of official school days that year”. 

Wills (2014) found that in particular types of schools the performance of a student where a subject taught by a striking teacher was 10% of a standard deviation lower when compared against a subject being taught by a non-striking teacher and that there may be “lingering disruptive effects on student learning” as a result of strikes. These studies provide a particular perspective to this research project that had previously gone unnoticed. They raise the question of how effective a school community is at being able to communicate issues and support the staff that may be undergoing various levels of anxiety and stress. What this means is that, if the board of management was successful at communicating and supporting the teaching staff, the atmosphere would most likely be positive and reassuring but, if not, one could argue that this may cause an atmosphere of confusion, isolation, and increased levels of stress throughout the school. From the data gathered above, it is clear that there are multiple factors that influence the atmosphere and culture of a school, and by extension, educational research. 

  • Brief Literature Review 
  •  Importance of Interaction 

Wubbels and Brekelmans (2005) adopt the systems approach, proposed by Watzlawick, Beavin and Jackson (1967), arguing that every behaviour displayed by an individual while in the presence of another is a form of communication. Falling under this category, education is considered a continuous cycle of interaction where “one cannot not communicate when in the presence of someone else” which also infers that “whatever a person’s intentions are, others will infer meaning from this behaviour” (Wubbels & Brekelmans, 2005, pg. 7).

  •  Dynamics of Pedagogy 

As mentioned earlier that, because the learning environment and classroom dynamics are in a constant state of change, teachers are often placed into a position where they need to adapt (Edwards & Edick, 2013). The Teaching Perspectives Inventory (TPI) (Pratt & Collins, 2000) was initially considered, but it was felt that using a scale that focused on the implementation of pedagogical skill rather that the identification of a particular type of pedagogical skill would be more practical in this research. For this reason, a scale was needed that could measure the way in which a teacher integrated a number of elements to their everyday classroom practice. The Technological Pedagogical and Content Knowledge (TPACK) was designed to observe the relationships between a teachers’ ability to integrate technology, pedagogy, and content knowledge into their teaching practice (Koehler & Mishra, 2008).

  •  Need of Psychological Support 

Moving forward with the topic of relationships, interaction, and environment, Maslach (1976) was curious about how individuals working within the human services (dentistry, nursing, teaching, etc.) felt throughout times high emotional arousal and the various coping strategies the individuals employed. Through this research, among others, Maslach (1976) labelled a concept known as ‘burnout’ that caused individuals to feel emotionally exhausted to the point where negative perceptions towards clients, patients, or students, were formed. Later research by Maslach, Jackson, and Leiter (1996) explain burnout further as being a “syndrome of emotional exhaustion, depersonalisation, and reduced personal accomplishment that can occur among individuals who work with people in some capacity”.

  • Conclusion 

In some ways, the importance of the teacher in the classroom is made evident through statements such as “pupils’ positivity towards school is reflective of teachers’ efforts to deliver a broad, balanced and interesting curriculum”. As mentioned earlier in this paper, Pratt (2000) argues that each individual teacher will naturally hold a unique “set of beliefs and intentions that give direction and justification to our actions”, meaning that each individual classroom is a completely unique environment; further developing this ecosystemic perspective and that each school is made up of a series of ecosystems. 

In moving forward with this research, what is now currently known about the educational environment is that nothing is completely certain; the collected data above reveals possible indications of what may be happening on a classroom level. While students have identified liking their teacher more than they like school, possibly indicating that the student places greater emphasis on the student-teacher relationship, it is unclear whether this dynamic extends into secondary school. 

The lack of information and data surrounding the interactions between the students and teachers is interesting from a context, considering the length of time one spends with the other. There is a reported gender imbalance throughout each level of education, with the number of male primary school teachers reducing as seen in the DES statistics and, as suggested by the GUI, a possible difference in teaching strategies and styles in both male and female teachers. It is known that both teachers and principals experience high levels of stress, but also experience high levels of satisfaction. This dynamic of the student-teacher relationship is not made explicitly clear. 

Despite the importance of a teacher preparing lessons that are ‘engaging’, as identified in the WSE, the delivery of this class is dependent on numerous factors. For example, a lesson plan is developed for a class based on what the teacher feels the class is capable of; it states the learning outcomes, how these are measured, what materials are used, or whether the teacher needs to cater for any special educational needs. Because every class is different, if a teacher intends on giving the same lesson to another group, the plan itself will need to be adapted to suit the needs and requirements of the next class. In other words, the teacher needs to understand the students and who they are in order to effectively deliver the content of a lesson; this implies numerous factors that were not addressed in the above datasets. 

Digital pedagogy in various forms is the future of education, requiring adjustments in teaching and learning methodologies. Keeping aligned with the methodological framework of this research, the purpose of this research was to critically review and evaluate pre-existing data, concerning the education environment, with the intention of giving a direction to this research. What the findings of this current study are initially showing is that there is need to explore the dynamics of the relationship between students and their teachers. This desk research has provided three specific research directions which have, to this point, led to more questions than it has answered.

Later, Biswas-Diener and Diener (2006), using a larger sample group of both Indian and American participants (N=183), reported almost identical findings to the previous 2001 study. Similarly, all three groups in this study reported high levels of satisfaction with the ‘self’, which was considered a cultural difference in the previous study. However, while the American samples reported negative levels of subjective well-being and social relationships, the Indian sample reported positive levels of subjective well-being social relationships. Biswas-Diener and Diener (2006) propose that macroeconomic factors, such as the communistic government or high poverty rate, as being a significant contributor to the differences between the samples. If they are the same, as was the case with Biswas-Diener and Diener (2001; 2006) great; if not, an analysis of population differences will most likely uncover a new way to view the phenomena under study.

REFERENCE:

  1. Baker, M. (2013). Industrial actions in schools: strikes and student achievement. Canadian Journal of Economics/Revue canadienne d’économique, 46(3), 1014-1036.
  2. Wills, G. (2014). The Effects of Teacher Strike Activity on Student Learning in South African Primary Schools. Economic Research Southern Africa working paper.
  3. Mittal, S. (2015). Evaluating the benefits of E-learning Systems as perceived by School Teachers in India: An SEM approach. BVIMR Management Edge, 8(1).
  4. Biswas-Diener, R., & Diener, E. (2001). Making the best of a bad situation: Satisfaction in the slums of Calcutta. Social Indicators Research, 55, 329-352. 
  5. Biswas-Diener, R., & Diener, E. (2006). Subjective well-being of the homeless, and lessons for happiness. Social Indicators Research. 76, 185-205.
  6. Breeman, L. D., Wubbels, T., van Lier, P. A. C., Verhulst, F. C., Van der Ende, J., Maras, A., & Tick, N. T. (2015). Teacher characteristics, social classroom relationships, and children’s social, emotional, and behavioural classroom adjustment in special education. Journal of school psychology, 53(1), 87-103.
  7. Watzlawick, P., Beavin, J. H., & Jackson, D. (1967). The Pragmatics of Human Communication. New York: Norton.
  8. Edwards, S. & Edick, N.A. (2013). Culturally responsive teaching for significant relationships. Journal of Praxis in Multicultural Education, 7(1), 4.
  9. Pratt, D. D., & Collins, J. B. (2000). The teaching perspectives inventory (TPI). Adult Education Research Conference (Paper 68). Retrieved 16/6/2015 from http://newprairiepress.org/aerc/2000/papers/68/
  10. Koehler, M. J., & Mishra, P. (2008). Introducing tpck. Handbook of technological pedagogical content knowledge (TPCK) for educators, 3-29.
  11. Maslach, C. (1976). Burned-out. Journal of Human Behaviour, (9):16-22.
  12. Maslach, C., Jackson, S.E. and Leiter, M.P. (1996). MBI: The Maslach Burnout Inventory: Manual. Consulting Psychologists Press, Palo Alto, CA.

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An Educator’s Guide to Implementing Impactful Educational Tools

Modern classrooms need more educational tools for efficient teaching and learning. Using the correct educational tools and resources is crucial to maximizing student learning. This blog article will discuss the advantages of well-implemented instructional tools for students and instructors.

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We will discuss best practices to incorporate essential technologies into the classroom effortlessly. We want to provide educators with actionable information to make educated judgments on educational technologies that make learning more enjoyable, individualized, and effective for every student. With the correct tools and tactics, every teacher can maximize student potential.

Benefits of Educational Tools

Educational tools may transform teaching and learning when chosen and used correctly. Among these benefits:

Better Engagement and Interaction

Compared to conventional educational materials, multimedia, simulations, gaming, and online peer collaboration have enhanced student engagement. An MIT research revealed that curriculum-aligned video games substantially increased student involvement independent of gender, color, or performance levels.

Self-paced learning

Depending on their progress and topic mastery, students may access course material with tailored scaffolding or acceleration using adaptive learning technology. AI platforms analyze in real-time and adjust courses so students may study at their speed.  These technologies empower teachers to facilitate learning and intervene when needed.

Improve Critical Thinking and Problem-Solving

Simulations, design challenges, and other digital creation tools help students build future-ready abilities, including analyzing complicated information to make educated choices, understanding data, and solving open-ended problems creatively. Scenario-based tests increase cognitive flexibility.

Thoughtfully chosen teaching technologies may significantly increase what students can experience, produce, and exhibit while enhancing results.

Types of Educational Tools

Today’s instructional tools range from technology-enabled resources to hands-on items for in-person learning. Major categories:

Digital Tools

This broad category includes learning applications, computer software, video games, augmented and virtual reality simulations, and internet-accessible teaching material. Math apps that adapt problem sets based on students’ mastery, game-based science simulations that let students experiment with electrical circuits or ecosystem restoration, and augmented reality tools that overlay interactive 3D images on real-world surroundings are examples. Well-designed digital tools allow self-directed learning and make complicated or abstract topics extremely hands-on when connected to curricular requirements and student skill levels.

Hands-On Materials

Even in our increasingly digital environment, research suggests that tactile teaching products that reinforce information via visual, aural, and kinesthetic pathways are valuable to kids. Letter blocks, Cuisenaire rods, base-ten blocks, fraction pieces, 3D molecular model kits, scales/balances, abacuses, flashcards, geometric solids, magnifying glasses, and more are popular. Many tools educate arithmetic, reading, chemistry, and anatomy.

Audiovisual/Multimedia Resources

Multimedia tools help deepen teaching ideas and material. Examples include curriculum-aligned videos, streaming instructional programs, podcasts, audiobooks, interactive online experiences, DVDs/CDs, and music playlists. Multimedia tools may improve memory and accessibility by using pertinent pictures, infographics, animations, sound effects, narration, and more.

Implementing Educational Tools Effectively

The rising range of instructional tools has great promise, but more than access is needed. For schools and educators to reap the most advantages, thorough implementation requires planning and assessment. Best practices are:

Train and support educators

Teachers require time, training, and assistance to master new instructional technology before using them in the classroom. Quality professional development maximizes tool use and integrates them into curricular frameworks to enhance learning rather than complicate it. Training should include technical skills and tool-based pedagogy.

Align Tools with Curriculum and Learning Objectives

Educational tools should support learning objectives and academic standards rather than drive teaching. Tools should address student learning requirements in particular curriculum areas, grade levels, or demographics. Strict alignment optimizes finances and education.

Get Teacher and Student Feedback

It is crucial to survey teachers and students across audiences on their experiences with new educational technologies. Feedback helps identify functionality, technical concerns, and policy or training changes required to overcome adoption hurdles. Feedback monitoring maximizes learning.

Ensure Accessibility and Inclusion

Educational technology must be accessible and beneficial to all students, regardless of aptitude, language, socioeconomic situation, or handicap. Captioning, multi-language, adaptive interfaces, speech-to-text, and more promote inclusivity.

Conclusion

In conclusion, well-chosen educational tools boost student engagement, allow tailored competency-based learning, foster critical thinking skills for success, and enable new mastery demonstration approaches. These advantages need careful selection and execution based on best practices, including thorough teacher training, tight curricular integration, frequent assessment, and accessibility for all learners. Teachers have a remarkable ability to transform education. Review these ways to effectively use instructional technologies to empower the next generation of students. Start constructing education’s future now by assessing needs and possibilities.

Significant tips to Succeed in the International Maths Olympiad

Primary school kids are still in their early learning days, especially years one, two, and three. They need constant teaching on various subjects such as maths. Both parents and teachers can put their hands together to ensure that primary school kids get the best math enrichment both at school and at home. Participating and excelling in the International Mathematical Olympiad (IMO) requires dedication, practice, and a strategic approach. Here are some significant tips to help you succeed:

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Develop Problem-Solving Skills:

  1. Practice Regularly: Solve challenging mathematical problems regularly, exploring various topics and difficulty levels.
  2. Understand Concepts Deeply: Ensure you understand the fundamental mathematical concepts thoroughly. This includes algebra, number theory, geometry, combinatorics, and more.
  3. Work on Proof-Writing Skills: IMO often involves proof-based problems, so practice constructing clear and concise mathematical proofs.

Resources and Preparation:

  1. Study Materials: Use textbooks, online resources, past IMO problems, and solutions to practice.
  2. Join a Math Club or Study Group: Collaborating with peers can expose you to different problem-solving techniques and approaches.
  3. Attend Training Camps or Workshops: Some countries organize training camps for IMO; attending these can significantly enhance your skills.

Problem-Solving Strategies:

  1. Systematic Approach: Understand the problem before attempting to solve it. Break it down into smaller parts if needed.
  2. Trial and Error: Experiment with different methods, strategies, and approaches to solve problems.
  3. Look for Patterns: Often, problems contain hidden patterns or symmetries that can simplify the solution process.

Time Management and Exam Techniques:

  1. Practice Time-Bound Tests: IMO problems are time-constrained, so practice solving problems within a limited timeframe.
  2. Review Past Papers: Familiarize yourself with the structure and types of questions asked in previous IMOs to understand the exam pattern.
  3. Focus on Accuracy: While speed is crucial, accuracy matters more. Ensure your solutions are correct and well-presented.

Mental Preparation:

  1. Stay Calm: The IMO can be stressful, so practice mindfulness or relaxation techniques to manage stress during the competition.
  2. Develop Confidence: Trust in your abilities and preparation. Confidence can help you approach problems with a clear mind.
  3. Learn from Mistakes: Analyze your mistakes in practice tests and use them as learning opportunities.

Miscellaneous Tips:

  1. Stay Updated: Keep up with mathematical advancements and new problem-solving techniques.
  2. Healthy Lifestyle: Prioritize good sleep, nutrition, and exercise; a healthy body supports a healthy mind.
  3. Seek Guidance: Consult mentors, teachers, or former IMO participants for advice and guidance.

Remember, success in the IMO comes from a combination of hard work, dedication, and a deep understanding of mathematical concepts. Keep practicing and challenging yourself regularly!

A Study Of Alternative Tertiary Education – A Look At Online Degrees

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In an era where education is continually evolving, the surge in online degree programs has offered a fresh perspective on tertiary education. This exploration into the world of online degrees is more than just a glance at a trend; it’s a deep dive into how alternative forms of learning are reshaping the academic landscape.

The Rise of Online Education

The digital revolution has transformed various sectors, and education is no exception. Once viewed as unconventional, online degrees have emerged as a mainstream choice for many. This shift is fueled by the increasing demand for flexible learning options that cater to diverse lifestyles. Whether it’s a working professional aiming to upskill, a parent juggling family responsibilities, or a student in a remote location, online education has become a beacon of accessibility and convenience.  If you are looking to partner with an education provider to craft effective learning experiences, visit this website.

The Quality and Credibility of Online Degrees

A common misconception is that online degrees lack the rigor and recognition of their on-campus counterparts. However, this couldn’t be farther from the truth. Many online programs are offered by esteemed institutions, ensuring that the quality of education received is on par with traditional settings. Accreditation plays a key role here, as it serves as a benchmark for the educational standards maintained by these programs.

The Flexibility Factor

One of the most appealing aspects of online degrees is their flexibility. Students can learn at their own pace, balancing their studies with other commitments. This flexibility doesn’t mean a compromise in learning; instead, it empowers students to develop time management skills and self-discipline, which are invaluable in the professional world.

Popular Online Degrees and Their Prestigious Providers

Online education’s versatility is evident in its diverse array of popular degrees, designed to cater to a wide range of interests and career aspirations. Degrees like Business Administration are highly sought, with institutions like the University of Pennsylvania offering robust online MBA programs. 

In the realm of specialized business education, Lamar University stands out with its BBA in human resource management, blending business acumen with people management skills. Computer science, another highly popular field, is represented by Stanford University, which provides cutting-edge knowledge and skills. 

The University of Southern California offers comprehensive online programs for those passionate about Psychology. Education enthusiasts can turn to Vanderbilt University for exemplary online courses, while Nursing, a critical component of healthcare, is covered by Johns Hopkins University’s online offerings. 

Cost-Effectiveness and Accessibility

When considering higher education, cost is a significant factor for many. Online degrees often present a more economical option compared to traditional college courses. Reduced costs in commuting, housing, and other campus-related expenses make online learning a financially viable alternative. 

Technological Advancements and Interactive Learning

The progression in technology has greatly enhanced the online learning experience. Virtual classrooms, interactive modules, and collaborative tools create an engaging learning environment that rivals physical classrooms. These technological advancements ensure that online students are not missing out on the interactive aspects of learning, making education both dynamic and effective.

Conclusion

Online degrees are no longer just an alternative but a vital component of modern tertiary education. They offer a blend of flexibility, affordability, and quality, making higher education more accessible. As we embrace a future where digital and traditional forms of learning coexist, online degrees stand out as a testament to the evolving nature of education, ensuring that learning is a continuous, accessible, and dynamic journey for all.

Big Leap of India in Research Publication

India is one of the
fastest growing research hubs
in the world. But not all of that
research matters. And that
may be a matter of concern,
according to the QS which
took a deep look at what is be-
ing published, by who and
how much.
Between 2017 and 2022, In-
dia’s research output grew by
about 54%, according to re-
search insights database SciV-
al. This is more than double
the global average and far
greater than that of its more
academically established
western counterparts. The
global average for research
growth is at 22% between 2017
and 2022.
India’s research output
was the fourth highest world
wide (1.3 million academic pa-
pers between 2017 and 2022), be-
hind world leader China (4.5
million), the US (4.4 million)
and the UK (1.4 million). At its
current growth rate, India is
poised to surpass the UK for re-search volume in the near future. In all, India produced 1.3
million academic papers in the has scientific output that is
more than triple India’s size
2017-2022 period, generating 8.9
China has a scientific output
that is more than triple of Indian’s size and generates five times as many citations
million citations. But look clos-
er and there is another reality
at play. “When it comes to im-
pact of the research produced,
in citation count, India falls be-
hind, placing ninth in the world
for citations generated be-
tween 2017 and 2022, indicating that effort and funding would
be best directed towards high
quality, relevant research and
ensuring this research is dis-
seminated among the scholarly
community,” said QS research
director Ben Sowter.
China, on the other hand,
Times View: It is good
news that India is publishing
such a high number of
academic papers. However, the
goal should be improving the
country’s rank in the number of
citations, which is the real
indicator of the merit of an
academic paper.
and generates five times as
many citations. India’s most
prolific field of research is en-
gineering and technology
(52.6% of total research out-
put), in which its primary fo-
cus is evenly split between pet-
puter sciences, followed by an
roleum engineering and com-
almost equal proportion of re-
(36%) and life sciences and
search in natural sciences
medicine (35%). India pro-
duces 19% of its research out-
put along with international
collaborators, which is in
keeping with the global aver-
age of 21% and aligned with
that of its closest competitors.
India’s 11 public and private
Institutes of Eminence have
produced more than 1,50,000
academic papers, generated
1.4 million citations and re-
corded an average research
growth rate of 35% since 2017.

Types of Classes Offered at Summer School

The idea behind summer school is to provide students with a variety of learning and research options over the summer. The summer holiday, which typically lasts for three weeks to three months, serves as both a school break between school years and a break during the academic year. The length of the summer break varies depending on the nation. Instead of wasting valuable time, students can use this time to learn more about their discipline and to further their knowledge of it. In this manner, a student can excel in their field of study and gain greater understanding of it. This piece will go into detail about the different reading classes offered at summer school and the advantages of enrolling in a summer school

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What Kinds of Classes Are Offered in Summer School Programs?

In summer schools, three kinds of classes are typically offered. However, some summer schools only offer one or two kinds, while others offer all three course choices. The three kinds of classes that are offered in Summer School programs will be thoroughly covered in this section. 

Physical summer school classes

Physical classes are in-person classes that take place in a classroom or lecture hall on campus and involve direct interactions between the teacher and the students. Every summer study participant in this category is required to attend lectures only on campus. Some universities even allow summer students who enroll to remain in their residence halls for the duration of the program. Students who reside in and outside of the city where the summer school is located also have the option to take this kind of class. There are many advantages for physical summer school students. One of them is the improvement and growth of social skills, which come about as a result of direct communication between students and even their teachers. A physical summer school class also benefits the student by fostering relationships between the instructor and the pupils, enhancing focus and the ability to remain on task in class, and improving motivation and involvement in the learning process.

Virtual summer school classes 

A few summer schools offer online courses. A virtual class is a teaching and learning environment that takes place online in which teachers and students present the course materials, engage and interact with one another, and work in groups. Virtual classes are conducted using video conferencing tools like Zoom, Google Classroom, etc. For summer students who live far from their summer school location, this form of class works best. It can also be an ideal option for international students. A summer school student who enrolls in a virtual class stands to benefit from doing so. The development of digital abilities is one way this happens. Every online course is delivered through a digital channel. Summer students’ digital abilities are developed as they work on their academic tasks on a daily basis using the latest technology, building their confidence in the use of digital devices as a result. An online course offers summer students additional advantages like greater inclusiveness, easy accessibility, and improved learning progress.

Hybrid summer school classes

Another type of class that is offered at a summer school is the hybrid class. A hybrid class is made up of both physical classes and online classes. Only those activities that cannot be achieved maximally in an online class are reserved for a physical class. Additionally, the amount of time required for virtual classes may be higher than for physical classes. Anyone who enrolls in hybrid summer school courses receives premium benefits. More flexible work schedules, higher retention rates, cost-effective learning, better learning support, reduced tension and anxiety, higher participation, improved communication skills, and broad accessibility are just a few advantages of hybrid summer school classes. They also offer some advantages over traditional summer AP classes. These advantages are justified by the reality that the benefits of a physical class and those of a virtual class are combined.

What Advantages Do Summer Schools Offer?

Summer school offers significant advantages to its participants. This section will examine a few of them. Let’s explore them now.

Learning in a rigorous and active environment 

Attending summer school gives you the opportunity to learn in a rigorous and active environment. A rigorous learning environment is one in which each student is expected to learn at a high academic level. Because of this, the students receive all the assistance they need to study at a high academic level and are closely watched to make sure they do so. An active learning environment encourages students to interact with the course material through discussions, problem-solving, case studies, role-playing, and other techniques in order to participate in worthwhile activities and critically evaluate new information. 

Due to the short learning period of summer school, this form of learning environment is necessary. As a consequence, classes are condensed, and fewer learning hours are needed. The instructors design very concentrated and comprehensive study plans for the students to meet their objectives.

Improvement of grades 

The ability to better your grades is another advantage of enrolling in a summer school program. The subjects you will study during this time will prepare you for any challenges you might encounter in your subsequent scholastic endeavors. Additionally, it improves your subject-matter expertise. You will acquire some useful skills that will aid you as you pursue higher education. You will also learn how to complete your academic tasks under time constraints. Other benefits of attending a summer school program include improving one’s resume, learning new skills, meeting fellow students from other schools, and fostering independence, creativity, and curiosity.

Conclusion

You must prepare in advance for any classes you intend to take for your summer school in order to fully profit from them. Making sure the summer school you want to attend is relevant to your field of study should be part of your planning process. You can discover this info by doing extensive study on the summer school you want to sign up for. 

Online MBA Curriculum is Recognized as Superior and Valuable 

Students have access to a variety of perks via online MBA programs, which has contributed to the rise in popularity of these programs in recent years. The following are some of the motivations for the availability of online MBA programs:

One of the most significant advantages of enrolling in an online MBA program is the increased flexibility it affords students. Students are allowed to work at their own pace to complete courses and assignments, provided that they hand in their work by the appropriate due date. Students are able to maintain a healthy balance between their academic pursuits and other obligations, such as their jobs or their families.

Convenience

The fact that students in online MBA programs do not need to travel to campus or move makes online MBA programs potentially more convenient than conventional on-campus programs. This may be of particular use to those who reside in regions that do not offer MBA programs or who have other obligations that make it impossible for them to attend class in person.

Cost 

Because online MBA schools often have lower tuition prices and do not require students to pay for housing and board, it is possible that online MBA programs are more economical than conventional MBA programs.

Students have access to a greater selection of programs since institutions all over the globe now offer online master’s of business administration (MBA) programs. This allows students to choose a program that is tailored specifically to meet their individual requirements and objectives.

Technology advancements in the field of online education 

Students now have an easier time enrolling in online MBA programs as a result of technology advancements in the field of online education. This encompasses the use of online platforms, video conferencing, and other technologies that allow students to engage with their instructors and classmates and finish their schoolwork online. Examples include the usage of Google Classroom, Blackboard Collaborate, and Moodle.

Online MBA programs are often developed to be responsive to the requirements of the business world. This indicates that they may be more focused on current industry trends as well as the abilities that are in high demand in the workplace.

The ability to get a degree online has seen significant growth in popularity over the last few years. This is due to the fact that students who may not be able to attend a regular college or university may benefit from the flexibility and convenience that online degrees provide. 

In general, it is reasonable to state that online degrees may be just as genuine and prestigious as conventional degrees so long as they are received from qualified universities. This is the case even if the degree is earned from a non-accredited college. The process of evaluating educational institutions, such as colleges and universities, to determine whether or not they are up to the required levels of excellence and difficulty is what is known as accreditation. 

Check For Accreditation

Accreditation is awarded only after an institution has been subjected to a stringent evaluation procedure and shown to fulfill certain criteria. This ensures that graduates of accredited institutions get degrees that are widely regarded as being of a superior quality.

Accreditation may take on a number of distinct forms, and schools, like Xavier University, and universities have the opportunity to get all of them. The regional accreditation that is awarded by one of the six regional accrediting bodies in the United States is one of the types of accreditation that is considered to have the highest level of credibility. 

Both the United States Department of Education and the Council for Higher Education Accreditation have acknowledged these organizations as being trustworthy sources of information on the quality of education offered by various universities. When a college or university is recognized as having achieved regional accreditation, it indicates that it has been subjected to a rigorous evaluation procedure and has been deemed to fulfill certain quality and rigor requirements.

National accreditation

There is also something called national accreditation, which is awarded by organizations that are known as national accrediting agencies. Regional accreditation is often more commonly acknowledged than national accreditation (https://en.wikipedia.org/wiki/Accreditation) is, despite the fact that national certification might be an indication of quality. This is due to the fact that national accrediting organizations often apply various requirements to a variety of institutions, such as trade schools and vocational schools, and concentrate their attention on these specific kinds of schools.

It is essential to take into consideration the reputation of the educational establishment that is providing the online degree, in addition to the accreditation requirements. It’s possible that certain online schools and universities aren’t as well-known or renowned as others in the academic world, despite the fact that they provide online courses and can be accessed from anywhere at any time. Before enrolling in a degree program that is offered online, it is a good idea to conduct some research and find out what other people have to say about the school and the programs that it offers.

In general, degrees achieved via online study may be just as genuine and acceptable as degrees received through more conventional means, provided that the online degrees are obtained from authorized schools that have a strong standing in the community. It is important to make sure that the school you are thinking about attending is accredited and has a good reputation. 

Parents Can Find a Good O-Level Maths Tutor for Their Child

In International school Singapore the math’s syllabus taught are linked in detail throughout all its levels. . For instance, topics taught in JC are just extensions of some basic concepts from O-level or secondary mathematics. Speaking of links, O-level maths basic concepts like speed and differentiation, probability, and percentage are also used and applied to the sciences such as physics and chemistry. But in the long run, maths is a compulsory subject in JC and university, so mastery of O-level maths is vital to building a strong maths foundation for the future. For this, parents can find a quality O level maths tutor to help students overcome learning difficulties and failing grades, the transition from basic to advanced topics, or strengthen the maths foundation.

What parents can expect from an O-level maths tutor

For the first few tutoring sessions, the teaching sessions and maths practices will be targeted towards learning the student’s learning pace and weaknesses and finding ways to help overcome these deficiencies.

As the sessions go on, math tuition in Singapore slowly increases the student’s confidence to understand maths problems given from the classroom lessons and to answer any maths problems effectively. These sessions are reinforced by access to the tutor’s accumulated practice test and exam papers and other learning resources.

Qualified and experienced maths tutors have simple and concise ways to explain any maths concepts and applications, especially when real-world scenarios are involved. As the one-to-one teaching sessions progress, the teaching becomes more personalised based on the student’s learning needs and speed. All this occurs in the comfort and safety of the home, in full view of parents or guardians. As the tutoring progresses, parents will see marked improvements in their children’s maths test scores and grades.

How much is the rate for O Level maths tuition?

The rates for tuition lessons for secondary level maths will greatly depend on the qualifications of the tutor recommended by the agency or selected by the parents, whether a part-time or full-time tutor is preferred, and the location of the home. In Singapore, maths tutoring rates can range from $40 – $95 per hour. Again this is based on the type of tutor parents will select. But normally, once the rates are quoted, there are no additional agency fees.

Parents will get peace of mind with O-level maths tuition

Your children may consider other options for their schooling and future. Some may opt for the Integrated Programme (IP) track. Most will go to the O-level system and JC path, but others may decide not to proceed to JC. But whatever school/career path your children decide on, they still need to take up O-level maths at the secondary level. Everything depends on this continuity that will affect their long-term decision or performance.

Take for example a student who decides not to proceed to JC, so there is no need for any maths continuity. But what if the student suddenly changes his/her mind a month or two just before the scheduled O Level examinations? Whether a student is good at maths or struggling with the subject, this sudden lack of continuity may affect their studies and confidence in taking the exams.

Whatever scenario a student is facing with O-level maths, parents will find the best solution when they get a good O-level maths tutor. O-level maths tuition can provide that continuity and help that any child needs because of the dedicated one-to-one private maths tutor. A highly qualified and experienced tutor, whether part-time or NIE certified and trained, will know the student’s weaknesses, capabilities, and pace, and thus, adjust accordingly. The tutor is more than capable of bringing out the best in any student because of personalised attention.

Number 1 private home tuition in Singapore

As parents, if you have heard stories about tutors pulling out students from slumping failing grades and the student eventually passing with flying colours, then just take a look at our strong track record in improvement rates at FamilyTutor. Where else can you find a home tuition agency with a 98% happiness score from parents and students? When it comes to searching for an O-level maths tutor, you can depend on FamilyTutor because we carefully hand-pick and rigorously interview our tutors who are all outstandingly qualified and experienced. We highly protect all our clients against substandard tutors. Call us today! 

Paper Writer Service: Get Better Grades with Less Hassle 

It is not a secret that students are often stressed about grades. The pressure to succeed can be overwhelming, especially if you are struggling to keep up with the workload. If you are looking for ways to get good grades with less hassle, hiring a professional paper writer service may be the answer.

There are a number of reasons why you might want to hire a professional paper writer. Perhaps you are struggling to find the time to write your own papers. Maybe you are not confident in your writing skills and fear that you will not be able to produce a high-quality paper. Alternatively, you may simply be too busy to write your own papers. 

I recommend you read Essaypro reviews on the web if you want to know more about this. You can find Essaypro reviews left by other students on Trustpilot. 

A professional paper writer will be able to produce a high-quality paper in a fraction of the time it would take you to write it yourself. They will also be able to edit and proofread your paper to ensure that it is free from errors and plagiarism. They will use a checker and a typer. This means that you can submit your paper with confidence, knowing that it is of the highest standards.

Another advantage of hiring the best essay writing service is that they will be able to help you with the research process. They will be able to find relevant sources of information and compile them into a coherent paper. This can save you a lot of time and effort. That’s easy. Just buy a paper or pay for cheap essay help. And they will assist you in the blink of an eye. 

Amazing Benefits of Essay Writing Services

There are many benefits of professional essay writing services. Perhaps the most obvious benefit is that you will receive a well-written essay. The essay will be free of grammatical errors, and it will flow well. It will be well-organized and well-researched. In addition, the essay will be tailored to your specific instructions.

Another benefit of expert essay writing sites is that you can save time. If you are a busy student or working professional, you may not have the time to write an essay on your own. Hiring a professional essay writer can free up your time so that you can focus on other important tasks.

In addition, a pro essay writing service like Thevillafp.org can help you improve your writing skills. If you hire the best paper writing service, you can receive feedback on your essay. This feedback can help you learn from your mistakes and improve your writing skills.

EssayPro Review Is It the Cheapest Service? 

If you are a student, you have probably come across EssayPro while looking for an online essay writing service. This is one of the most popular essay writing websites on the internet, and it is not hard to find essay writing service online. 

With a large team of professional writers, a user-friendly website, and reasonable prices, it is a great choice for students who need help with their essays. 

I have also used Thevillafp.org myself, and I can attest to the fact that it is a great legit, and top rated service with amazing customer support. The writers are all very professional, and they were able to help me with my essays in a very short amount of time. 

I would definitely recommend Thevillafp.org to any student who needs help with their dissertation, custom essay, or another assignment.