Choosing the Best Resources For Helping Students Learn Tutoring

Choosing the Best Resources For Helping Students Learn TutoringYou have a great deal of choices in the online resources for helping students learn to tutor. You have an ample variety of learning strategies that have been developed to help students achieve the results they seek. However, which is the best choice among the many available resources? The following is a summary of the four categories of resources that can be chosen to help students learn tutoring.Classroom based tutoring is the best form of online tutoring for students. This is the most familiar form of learning for students, because it is free and has the greatest accessibility. Students have the flexibility to review and reschedule lessons to fit their schedule.Online tutoring is the next best option for those students who do not have the resources or the access to a classroom. This form of tutoring has the advantages of variety, responsiveness, and flexibility. With this type of tutoring, students are not only assigned the number of lessons to be completed and when they should be completed, but they can also select their own times and subjects of study.Online tutoring requires payment for each lesson and is the least costly among the four options. It also has the added advantage of time schedule flexibility. If the online tutor schedules a lesson when the student needs to be working, this can be very convenient. This flexibility in time and place is also a key reason students prefer to do their lessons online.Online tutoring is the next most popular option for those students who have the money and resources to do the work. It is not possible to schedule lessons that are off-hours. It also does not have the flexibility that the classroom or home study have. However, online tutoring has a disadvantage. It does not save money, as can be learned when students conduct sessions at the classroom.Technology has made available to students more than ever the resources for learning. However, when students h ave access to these resources, they also have the ability to find the best resources for helping students learn to tutor. You need to make sure that you get access to the best resources to assist students learn tutoring.If you are unsure of which is the best for students to learn to tutor, you should consider visiting the website of The American Tutor Association (ATA). This is a resource for tutors, teachers, and other students in the field of teaching. You can be sure to find the resources that are most suited to your needs.

Ask an Admissions Expert Bev Taylor

Ask an Admissions Expert Bev Taylor Varsity Tutors brings you insider tips and advice straight from nationally recognized admissions experts. Bev Taylor is the president and founder of The Ivy Coach. Before starting The Ivy Coach, she served as a high school college counselor in Long Island, New York. She has also presented seminars to admissions officers and guidance counselors. The Ivy Coach provides guidance from Ivy League-educated consultants for each step of the admissions process. VT: How far ahead of time should a student begin working on his or her college application? Bev: A student should begin and finish working on their actual applications(and the many supplemental essays that go along with these applications) during their junior summer. Do many students procrastinate and come to us after their junior summers? Yes. And we can take them on because our first batch of students are done before school starts. Students should not have to juggle working on these intense applications and all the many admissions essays with demanding school work. Students need to maintain great grades during their senior year of high school in the most rigorous curriculum possible (and then some) to stand out in highly selective college admissions. VT: What is the biggest mistake a student can make on a college application? Bev:There are so many mistakes students not only can but do make on college applications. Is there a single biggest mistake? No. There are so many traps, so much quicksand. VT: What is the typical process an admissions officer goes through to evaluate applications? Bev:They go through the students transcript, testing, the Common Application, the supplemental essays, the letters of recommendation, the alumni interview evaluation, etc. Its nothing entirely surprising. Its a holistic process. Students with perfect grades and perfect test scores are denied admission at the top colleges every year. But its not random. There is reasoning behind it. And that reasoning is indeed a science. VT: What do you think is the single most important thing a student should make sure they present in the best possible way on their application? Bev:Their story. VT: How should students go about determining the culture of a university, and whether they would be a good fit? Bev:Visit the colleges! Smile at students. See if they smile back. Its a good indication of whether or not theyre happy at the school. See if they have purple hair. Maybe you dont want to go to a school where the students have purple hair. VT: Early-action, early-decision, binding/non-binding, regular decisions... With so many choices when applying, what do you recommend to students? Bev:To not apply Early Decision or Early Action is to waste one of the few valuable cards that each student has in his or her back pocket. Youre going to have to commit to a school in the end anyway. You might as well commit early when the odds are in your favor. VT: How important are grades and standardized test scores when admissions decisions are being made? Bev:Very important! VT: What tips do you have for students asking their teachers for letters of recommendation? Bev:Help your teachers write their letters. Teachers are not paid to write letters of recommendationon your behalf. They do so out of the goodness of their hearts and you should thus show your appreciation to them. The time they spend writing these letters is time away from their families, often over the summer months. So save your teachers some time and give them the information that you want in that letter. But what so many students think should be in those letters is the exact opposite of what actually should be. Visit The Ivy Coach for more information. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Top Questions to Ask at a Campus Information Session

Top Questions to Ask at a Campus Information Session The following piece was written by Joie Jager-Hyman. Joie has been featured in our Admissions Expert series and is a former Assistant Director of Admissions for Dartmouth College. She is the founder of her own admissions consulting service, College Prep 360. As spring break approaches, many families with 10thand 11thgraders are gearing up to hit the road for campus visits. Many students and parents are tempted to focus on certain data points like size, location, selectivity, cost, and choice of majors.All of these are important things to consider in your college searchbut not at the expense of overlooking how you feel when you are on campus.Researchers have discovered that we make good decisions using both reason and emotion.If you step onto a campus and dont feel like you belong there, dont ignore your gut!Emotions dont just go away if we ignore them.The right college for you will have all the rational things you need (location, size, cost, majors, etc.) and feel like a place where you can truly thrive. Many students will want to sign up for tours and information sessions given by admissions officers.These information sessions are good opportunities to ask questions aboutadmissions and financial aid.You wont always have access to the person who could potentially be reading your application next fall, so take advantage of your time with him or her by asking good questions (and dont forget to take notes)! Questions to Ask During the Information Session: Is there any advantage to applying Early Decision/Early Action? What are the acceptance rates for students who apply early decision vs. students who apply regular decision? Are there particular courses that you want to see on a high school transcript? How do you factor in the rigor of courses when you look at a high school transcript? What standardized tests are required for admissions?Does it help to take more tests than those that are required? How are standardized tests factored into admissions decisions? How important is GPA or class rank in admissions decisions? How important are extracurricular activities?Are there certain activities that you like to see more than others? How do you look at students who have part-time jobs? Do you consider whether a student is applying for financial aid when you make your admissions decisions? How many admissions officers read each application?How often do you make admissions decisions by committee? In your opinion, what makes a good college essay? How many letters of recommendation are required?Who should I ask to write on my behalf?Can I send additional letters of recommendation? Do you look at art or music supplements? What does your ideal applicant look like? What are some common mistakes that you see students make on their applications? Do you have any samples of applications or essays that you really liked? Check out CollegePrep360, or Joie'supcoming book,for more information. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Surface Area of Rectangle Tutors

Surface Area of Rectangle Tutors A rectangle is a closed 2-dimensional geometric figure and it consists of 4 sides and 4 their respective angles. In a rectangle, the opposite sides are parallel to each other and they are also equal in measure. Each angle in a rectangle is equal to 90 and all the 4 angles are equal to each other. A rectangle has 2 dimensions because it has length and width as its measurements. Surface area of a rectangle is the area of the rectangle, and it is equal to the product of its length and its width. Example 1: What is the area of a rectangle whose length is 10m and width is 8m? Given: length of the rectangle, l = 10m Width of the rectangle, w = 8m In order to calculate the area of a rectangle, we can use its area formula. Area of a rectangle, A = (length) * (width) Applying the above formula, we get: Area of the rectangle, A = (10m)* (8m) This gives: Area, A = 80m2 Therefore, area of the given rectangle is 80m2. Example 2: What is the area of a rectangle whose length is 6m and width is 5m? Given: length of the rectangle, l = 6m Width of the rectangle, w = 5m In order to calculate the area of a rectangle, we can use its area formula. Area of a rectangle, A = (length) * (width) Applying the above formula, we get: Area of the rectangle, A = (6m)* (5m) This gives: Area, A = 30m2 Therefore, area of the given rectangle is 30m2.

One Trick to Make Your Guitar Solos Amazing

One Trick to Make Your Guitar Solos Amazing Megan L. It takes a lot of skill to stand out as a guitarist. Here, guitar teacher  Bernard M.  shows you exactly what it takes to pull off an amazing solo and how you should approach phrasing You may or may not be ready to play a guitar solo, but its good to know what elements go into one. What is it that makes a great guitar solo? While there are many ways to answer this  question, there is one crucial element that often goes overlooked by even the most experienced  players: phrasing. Phrasing is the way in which a musician or composer combines notes to create a musical  sentence, or phrase. Although it can be very subtle, it often makes the difference between a  memorable solo and “note soup.” What does this mean for you guitarists? Play less, leave space. Let your ears lead the way, not your fingers. Many musicians suffer from the misconception that faster, more technical playing is somehow better and more musical. This can be very discouraging to new players, who have trouble  competing with their more experienced peers. Never fear! Creativity and imagination are what  make great music, and this is what phrasing is all about. Check out these two samples to hear the difference between a busy solo and one that uses  creative phrasing. The Problem: A Run-On Not bad at all, but can you hum a bar or two of that solo? Does any part of it stick in your  memory? The problem with this solo is that it’s practically one long phrase. Like a run-on  sentence, it’s difficult to follow and needs to be broken up! In this next sample, I add space and punctuation to the previous solo, creating different  musical phrases. The Solution: Adding Space By simply adding space to create distinct phrases, I have made the solo much more  memorable and effective. Each phrase has room to breathe before moving on to the next. By  playing less, the notes that are played gain much more power, adding strength to the solo as a whole. Hopefully, by now I’ve convinced you to focus on your phrasing the next time you go to  take a solo. This, however, is easier said than done. Phrasing is very elusive and intangible. It  has a closer link to creativity than technique, and therefore, is difficult to learn or teach  methodically. Instead, it’s something that constantly develops as  you grow  more experienced and  more tasteful. Here are few suggestions to help you develop your phrasing and taste. Take your time. This is perhaps one of simplest yet most profound suggestions on how to improve your  soloing. Being comfortable and confident while playing allows you to sound your best. If you try  to fill your solo with every last lick you can conjure up, you will very likely end up feeling  rushed, nervous, and stumbling through the solo. Slow down! Savor the solo and don’t overthink it. When you relax and give yourself  plenty of time, it allows your creative instincts to take the wheel. Some great ways to leave  yourself this room to breathe include long, expressive bends, sustained notes with some tasty  vibrato, and even simple rests. Break it up. Even the most creative players can fall into the trap of putting their fingers on auto-pilot,  aimlessly playing up and down familiar scales in monotonous eight notes or triplet lines. One of  the best ways to combat this common ailment is to break up the patterns. Playing a long descending eighth note line? Throw a rest or two in there to punctuate  your phrase. This can be a very powerful move and make an otherwise boring lick fresh and  interesting. Think like a drummer. We guitar players spend a lot of time thinking about chords, scales, arpeggios, and  intervals. While there’s absolutely nothing wrong with that, we sometimes forget about  something just as, if not more, important; rhythm. Thinking about what you are playing rhythmically is at the core of phrasing. What are  you doing on the third beat of the measure, or the “ of 2?” What beats do you want to highlight  or downplay? Do you want to play along with the beat, or use syncopation to emphasize  unexpected accents? This might seem overwhelming to players who are not used to thinking this  way, so I will refer to my advice above; take your time, play what you are comfortable playing  and above all, follow your creative instincts. Emulate the experts. My final piece of advice is to study the players that inspire you the most. How do they  use phrasing in their solos? Learn your favorite guitar solos, note for note, and study them  closely. This is a great way to pick up the playing habits of your heroes and start developing your  own individual sound. Studying the solos of players like David Gilmour, Eric Clapton, or Derek  Trucks, who have a keen sense of phrasing, will help you make even the simplest licks powerful,  expressive and inspiring. Some of my favorite songs  to play are  classic rock guitar solos. They feel good and they sound incredible. As always, make sure you set aside time for plenty of practice. Try to not go a day without playing for 15 minutes. You will start to see significant progress in just a couple of weeks! Post Author:  Bernard M. Bernard M. is a guitar and songwriting instructor in Philadelphia, PA. He teaches lessons online and will travel to his students.  Learn more about  Bernard here! Interested in Private Lessons? Search thousands of teachers for local and live, online lessons. Sign up for convenient, affordable private lessons today! Search for Your Teacher

Italian Language Course Examination PLIDA

Italian Language Course Examination PLIDA Learning Italian: Why Pass the PLIDA? ChaptersWhat is PLIDA, Exactly?Variations of PLIDAEvaluation CriteriaHow to Prepare for PLIDAWhere Can You Sit for PLIDA?To Sum it All UpCurrent statistics count more than seventy million native speakers of Italian.Further tallies indicate that more than one hundred twenty five million people claim Italian as a second language.Do you want to be among that number? Certify your Italian skills.If so, you should know about the PLIDA: Progetto Lingua Italiana Dante Alighieri.In English, that would be: Italian Language Project Dante Alighieri.PLIDA is a language certification program attesting to your competence and degree of mastery of Italian as a second language.On the surface, PLIDA bears great similarity to CILS and CELI, most notably in the structure of language competence  levels, from A1 to C2.One distinguishing difference is with the institution that administers each programme.CILS is sponsored by the University of Siena.CELI is the brainchild of the University of Perugia.PLIDA is the exclusive purview of the Società Dante Alighieri, or The Dante Alighieri Society.Let us now find out everything we can about sitting for (and passing!) PLIDA. institutes of higher learning as well as research facilities.Clearly, PLIDA carries substantial weight!Whether your aim is to enroll at the University of Rome as an exchange student, or start your career in fashion in Florence, PLIDA is THE distinguishing factor on your resume, possibly serving as the deciding factor for admission.Even better: attaining a Level B2 or C1 PLIDA certification entitles you to enroll with the Italian university of your choice without having to prove your language ability through their in-house exam.You should check with your target university's admissions office, because some institutes accept B2 while others insist on C1.The European student exchange program, Erasmus, requires potential enrollees to present a B2 level certification before matriculating anywhere, just as an example.We recomme nd you test for your actual level of Italian language ability! Source: Pixabay Credit: Michael GaidaVariations of PLIDAAs with CILS, the Italian Language Project exam comprises of six levels, all independent of one another.These competency levels were established by the Common European Framework of Reference for Languages, or CECRL (acronym derived from the French language).You do not have to take the basic Italian exam (A1) if you can speak Italian at intermediate level, for example.Of course, if you test successfully at Level C2, indicating mastery, clearly you know how to conjugate irregular verbs and all about Italian grammar, and no further testing would be required.It is vital to test at the level that corresponds to your actual Italian speaking abilities.Sitting for a test level lower than your abilities with the language will give you bragging rights, but does not accurately reflect how much you've learned from your Italian  lessons.An excellent score on the B2 bears less im port than a moderate to good score on the C1.PLIDA differs from other certifying Italian language exams because it offers versions for specific target audiences.Junior PLIDAThis assessment is meant for non native Italian speakers aged 13 to 18.Formulated for adolescents, the topics included in this exam range from school and learning experience to family life and pastimes.Proctors tend to be less formal in their interview methods for the spoken Italian portion of the exam, ever-mindful of not exacerbating the stress young linguists may labour under.Teenage test takers may elect to test for Levels A1 to C1.Business PLIDAThis exam is targeted to anyone in finance, commerce or industry, who might have dealings with such  concerns in Italy or engage regularly with Italian counterparts.Here again, test topics are selected based on the population that would sit for this exam.Thus, any candidate may be exposed to writing in Italian about the economy, manufacturing or retail practices regar dless of what his business environment actually is.Professionals taking this test have the option of testing at B1, B2, and C1 levels.written, which cover the remaining two.PLIDA administrators understand that the ability to express oneself, to communicate and to comprehend, happens incrementally.Learning to speak Italian; grasping the nuances of language and culture: all of these can be proven in stages, as follows.Level A1This is the test for those who have just started their language courses.The exam comprises of vocabulary used in everyday Italian. The proctor would use simple terms and speak Italian slowly, to give the candidate every chance to demonstrate understanding of spoken Italian.Italian learners should be able to construct simple sentences, describing where s/he lives, family members, and buying food at the grocer's, using only Italian words.Level A2This low to mid-intermediate level test measures conversational Italian ability, as well as the grasp of grammar fundamen tals.Word order and using the correct verb tense  are benchmarks of mastery for this exam.Gender assignment for nouns and using the proper pronoun in context are also considered.The candidate would demonstrate the ability to exchange simple information â€" ordering food in a restaurant, for example, or asking directions.At Level A2, you should be able to order a meal in any restaurant in Italy! Source: PIxabay Credit: JoshuemdLevel B1A learner sitting for B1 â€" the mid- to high-intermediate exam, would be required to understand key points of Italian conversation, without necessarily grasping every detail of the exchange.S/he should be able to recount experiences at school or university, talk about hobbies or even work-related issues.Coherent narratives over specified subjects, albeit related in simplistic terms is the objective for this level of Italian.Level B2This certification attests to the candidate's ability to grasp relatively complex information, and render opinions on any given subject  according to the proctor's prompt, who should be a native speaker of Italian.At this advanced intermediate level, those speaking Italian as a second language would have an expanded knowledge base, both of the culture and language nuance, to include the more common regional dialects.Standard Italian, based on the Tuscan dialect, features prominently, but the examinee may also need to understand the Florentine dialect, or the speech patterns of Rome, for example.Level C1Testing at this point suggests that the candidate is fluent in Italian and has assimilated a measure of culture and history.The exam comprises of dissecting long, complex texts and of rapid-fire dialogue, the expectation being that there will be no stalling or searching for appropriate words.Correct use of idioms or popular expressions in Italian are used to measure the degree of the candidate's cultural integration.Verbal and non-verbal communication will be assessed.That latter includes: proper tone an d inflection for the context, body language and other signals that indicate control of the discussion in proportion to the proctor's input.Level C2Here, the non native speaker certifies mastery of the Italian language at or near native speaker level.With these language capabilities, the examinee could argue anything from complex social issues to technical matters.Topics addressed in this exam may include the history of Italian art, or the impact of religion on modern Italian society.From this breakdown you can see the importance of correctly assessing one's language level.Considering the diversity of these stages, you may wonder whether a candidate testing at B1 would sit for the same amount of time as a C2 examinee.How much time you are allotted for each exam depends on the level you sit for Source: Pixabay Credit MonikaWIn fact, the timetable for each ordeal is:Exam Listening    Reading    Writing    Speaking    TotalA1       35 mins       30 mins    40 mins    10 mins      1h55A2       25 mins      30 mins    40 mins    10 mins      1h45B1       35 mins       30 mins    50 mins    10 mins     2h05B2       35 mins      30 mins    50 mins    10 mins     2h05C1       35 mins       45 mins    90 mins    15 mins     3h05C2      40 mins       45 mins    135 mins   15 mins     3h55ScoringWhereas the timing for each level is slightly different (save for the B stage), scoring remains the same across all levels.Any candidate can achieve a maximum of thirty (30) points on each of the four portions, with the bar set at eighteen (18) for passing.Should you attain a score over 18 on three of the four areas, your passing scores would remain valid.You would only have to retake the exam segment that was found to be insufficiently proven.How to Prepare for PLIDAAs you learn French, as you learn Russian; as you learn Korean or Arabic, so it is with learning Italian.Learning any foreign language requires time and effort.Before tak ing any proficiency exam, you should maximise your chances of earning high marks by taking a preparatory course that focuses exclusively on the standards of this assessment.There are several ways to do that.The Dante Alighieri School in Siena offers an intensive immersion program that lasts two weeks.As a student there, you would enjoy three hour-long lessons per day, Monday through Friday, for a total of thirty lessons.Of particular mention: these preparatory language lessons are held in small groups, of no more than five students per session.The cost for these concentrated Italian lessons is €750.00, plus the cost of a trip to Italy. Nowhere in the UK is this type of tutelage offered for Italian language courses.Well, that is not exactly true. You could engage a private tutor; one who may employ such immersive tactics.If you live in the Manchester area, you could address yourself to the Dante Alighieri Society on the University of Manchester campus.They offer weekly preparatory courses for all levels of PLIDA. If you live elsewhere in the UK, you could request their help online; they do support distance learning.On the other hand, if you are willing to take Italian courses online, you could surely find all manner of apps and chat partners that can further your ability and confidence in speaking this romance language.You may even get lucky and find free Italian lessons! Think of how your Italian pronunciation and comprehension would improve, conversing with native Italian speakers online!There are three PLIDA testing centers in the UK Source: Pixabay Credit: PexelsWhere Can You Sit for PLIDA?Any official centre recognized for the administration of the PLIDA complies with directives of the Dante Alighieri Society in Rome, even though each centre operate autonomously.Dante Alighieri Society is therefore recognized as the official coordinator  of the PLIDA exams.Their partnership with the Sapienza University of Rome ensures delivery of the most  academically s uperior, culturally relevant and up-to-date test materials possible.If you are already in Italy, you could sit for the exam in Pisa, Turin, Milan or Tuscany... just to name a few of the more famous  cities.Should a sojourn in Italy not be on your horizon â€" and you're not there already, you could sit for PLIDA at any of UK's three approved testing locations:University of ManchesterCambridgeExeter University.Please check here for the most recent updates to the testing schedule, for all locations, worldwide.As for cost: all rates are set by the Dante Alighieri Society  as follows.Both A level exams cost €65.Level B1 € 85Level B2 € 95Levels C1 and C2 € 135An additional €15 is attached to your testing fee to provide you with one year's membership in the Dante Society.Considering the benefits and advantages this relationship brings you, we may consider that money well spent!To Sum it All UpYour ability to speak Italian will be recognised at the highest levels of government and academia in Italy, meaning you can pursue your higher education at the university of your choice, from Naples to Sardinia.Furthermore, you can let go of any worries over working in Italy, or forming any business partnerships with native Italians.After demonstrating proper use of Italian vocabulary, you will be in full compliance with the laws regarding foreign transactions.Earning PLIDA certification, at any level, translates to official validation of one's Italian language skills.It is vital to test at your level, rather than too high or too low. Besides the obvious money factor, a certification mismatched to your true abilities will, in the end, hamper your efforts and momentum, rather than help them.Taking a PLIDA prep course would serve you well in determining your level â€" how well you know Italian words and phrases. Another reason for taking such a class would be to speak more fluently, and gain greater exposure to Italian audio.These preparatory classes are designed to refl ect the most current exam standards, which means that you will gain exposure to mock tests and perhaps even the exam proctors, who may function as tutors when no exams are scheduled.No matter which way you slice it, certifying your Italian learning through PLIDA will only bring you beneficio.Dai, caro!Consider taking DITALS: Didattica dell'italiano come lingua straniera.  A  pair of exams meant for non native speakers who intend to teach Italian as a foreign language. Or the CIC,  Certificato dell'Italiana Commerciale â€" in English: Certificate of Commercial Italian.Find a private tutor to take Italian lessons on Superprof:Learn Italian onlineItalian classes LondonItalian classes Glasgow

What is it Like to Attend the University of British Columbia

What is it Like to Attend the University of British Columbia Kevin earned his bachelors degree in political science and philosophy from the University of British Columbia. He specializes in English tutoring, psychology tutoring, and a number of other subjects. Below, he shares his experience at the the University of British Columbia: Describe the campus setting and transportation options. Kevin: The University of British Columbias campus is truly like no other. Its about 1,000 acres on the tip of a peninsula that is separated from the vibrant city of Vancouver by a 2,000 acre belt of temperate rainforest affiliated with UBC. Because of this, you can go to one of the beaches or hike in the rainforest without technically leaving the university. The stunning natural beauty of the campus and the well maintained new buildings make it unsurprising that many movies and TV shows shoot on campus. The facilities are top notch; it has eight major on-campus libraries, seemingly endless classrooms and labs, a particle accelerator, anthropology and biodiversity museums, a concert hall, and much more. The campus is crisscrossed by several university and city buses and connected to Vancouver proper by several buses. A bus to Point Grey or Kitsilano (neighborhoods with a lot of student housing) takes about 15 minutes, while a bus downtown may take 40 minutes. Biking is easy, and a car is probably more trouble than its worth (parking is very expensive). The campus feels very safe, especially since it has its own police force and is surrounded on three sides by water and by a forest on the fourth side. How available are the professors, academic advisers, and teaching assistants? Kevin: As an arts student, I never had any trouble meeting with professors. They usually respond to emails within a day; the longest I had to wait for a meeting was three days. They all have office hours, and you can usually talk to them after, if not during, class. All of my professors were not just polite, but genuinely friendly and personable. Ive heard some professors can be more difficult to talk to in math and the sciences (especially in lower level classes), but I think this is the case in most universities. How would you describe the dorm liferooms, dining options, location, socialization opportunities with other students? Kevin: The two dorm complexes (Totem Park and Place Vanier) are on campus, but feel like towns in their own right. Each has the standard facilitiescafeteria and convenience store, coed or single-sex buildings/floors, and one common room per floor. Since the campus is so sheltered, almost everyone for literally miles is either a student or on staff. Because of this, after classes end for the day and most of the staff goes home, campus becomes something of a student city. There are many restaurants, and a cafeteria in each dorm, but groceries can be difficult to get, store, and afford. I should also note, campus security is taken seriously: the campus is well lit, regularly patrolled, littered with emergency help buttons, and a free safe-walk service is available (although crime is virtually unheard of). Which majors/programs are best represented and supported? Kevin: UBC is particularly proud of its engineering, forestry, earth and ocean sciences, computer science, cognitive systems, physics and astronomy, life sciences, international relations/political science, education, law, business, and anthropology departments. Forestry/earth and ocean sciences, engineering, physics, and life sciences (and increasingly computer science) seem to get the most funding. I double majored in political science and philosophy and minored in religious studies. I studied what I did simply because I loved it and I consistently had excellent professors. My case is a bit extreme, but the majority of students seem to graduate with at least a minor, if not a second major. Also, a large number of clubs and other academic societies are sponsored by UBC, permitting students to explore their field, meet other students with similar interests, and network beyond UBC. How easy or difficult was it for you to meet people and make friends as a freshman? Does Greek life play a significant role in the campus social life? Kevin: I am not the most social person in the world, but the dorm life and frequently small class sizes made making friends easy. Greek life exists, but only plays as significant of a role as you want. Personally, I never had to encounter Greek life, but I have some friends who seemed to enjoy it. How helpful is the Career Center and other student support services? Kevin: If you are in the sciences (especially forestry/earth and ocean sciences and computer science), the Career Center is absolutely helpful. Most of my friends in the sciences had no problem getting paid internships or lab positions. In the Pacific Northwest, the oil/minerals, lumber, finance, and tech industries are booming, plus UBC is a huge wealthy research institution hungry for talent. How are the various study areas such as libraries, the student union, and dorm lounges? Kevin: The total amount of study space is tremendous, but the student body is also very large. Given this, during most of the year good quality study space is easy to find, but it can get overcrowded come finals. Describe the surrounding town. Kevin: UBC feels extremely isolated despite being located in the middle of an urban area of over two million people. In their first year, most students live on campus and leave to go downtown or to the surrounding neighborhoods only about once a month, simply because everything you need is on campus. Buses connect UBC to the rest of Vancouver, but very few first years bother. Upper years tend to live off campus and more frequently go downtown or explore the surrounding neighborhoods, which are very nice, but also very expensive. Regarding outdoor activities, there are several nice beaches and large wildlife reserves, and the bay is great for sailing. The relatively close city of Victoria is also fun to explore. How big or small is the student body? Were you generally pleased or displeased with the typical class sizes? Kevin: The student body is very large (over 60,000) but upper level classes tend to be small. Many introductory classes are large120-200 studentsbut others are not. This is especially the case with the sciences (particularly biology) where large class sizes are the norm in 100 and some 200 level classes. For me, an arts student, even in my first year most of my classes had between 30 and 60 students and it was not difficult to get one-on-one time with professors. As you proceed to higher and higher classes, students specialize or drop out, so class sizes are smaller. By my fourth and fifth years (most students take five years), I would have maybe one class per term with 60 students. By the time I graduated, most of my professors knew me by name and I was on a first name basis with several. Describe one memorable experience with a professor and/or class. Perhaps one you loved the most or one you regret the most. Kevin: I graduated from UBC in 2014 and immediately went on to do two years of grad school in Europe. On my way home, I stopped back in Vancouver to visit some friends who still lived there and also just to be in the city. I decided to spend one of the few days I was there on campus. I looked up a former professor of mine and decided to drop by unannounced and say hi as he got out of his 100 level class. I waited outside the rooms glass door for his class to finish, but after he was done he was mobbed by five or six students who wanted to talk. Now, I hadnt talked to this professor in two years and he teaches five courses, which means something like 320 students per year. By the time he opened the door, he was smiling over an outstretched hand and greeted me by name. Good to see you, Kevin! Just a seconddo you have a second? I nodded and he continued answering the first years questions about Nietzsche with excited tones and wild gesticulations. After a few minutes, he turned back and we just started chatting like old friends. We talked about family, my time in Europe, and life in general. We walked to a cafe by his apartment and chatted for well over two hours before I had to run on account of dinner plans. That man changed my life, but unlike most professors at most schools, he is also part of my life. The thing about UBC thats so special is, yes, it will launch you onto whatever path you choose, but it also stimulates you as a person and helps you become, not just a professional, but a full human being. Check out Kevins tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Summer 2013 SAT group classes at AJ Tutoring

Summer 2013 SAT group classes at AJ Tutoring Now that summer is almost here, its time to start thinking about summer SAT preparation!   AJ Tutoring offers several group class options for SAT preparation in June, July, and August 2013.AJ Tutorings summer 2013 SAT classes will take place at our Palo Alto, Menlo Park, and San Jose offices.   Two classes will run each month, one on Mondays, Wednesdays and Fridays from 10 am-12 pm, and one on Mondays, Wednesdays and Fridays from 12:30-2:30 pm.   As part of the SAT class, students will take at least three proctored practice tests at the AJ Tutoring office on Saturday mornings.   Group SAT classes are limited to 8 students and cover the strategies and content necessary for a strong performance on the SAT.   For a complete SAT class schedule, please consult our website.To sign up for an SAT class or talk to one of AJ Tutorings directors about summer test prep options, please email info@ajtutoring.com or call (650) 331-3251.   We cant wait to work with your student this summer!

LOI English Teachers Jonathan Johnson

LOI English Teachers Jonathan Johnson In my opinion, the most interesting thing about learning English with native teachers is the possibility to speak English with people from different anglophone countries. The different accents and the multicultural aspect fascinate me as an eternal English student, that is why I loved the talk I had with  Jonathan Johnson, one of the LOI English teachers.Natural from Cape Town, South Africa, Jonathan lived in Rome and Milan, Italy, and now is residing in Paris, France. He is passionate about different cultures and is learning French. He is also fluent in Italian and Afrikaans, besides English, of course.Jonathan works with students from all over the world, but the majority is from Brazil, Japan, Spain and Russia. According to him, everyone has different strengths and should use the language in their most comfortable way to be able to communicate. But one thing is valid for every student:  training grammar, writing, speaking and having as much contact with the language as possible wil l build up their confidence and constantly develop their English skills.Jonathan said that the use of gestures and pictures, referring articles and his communication skills help the interaction with students. He has been teaching English for more then 10 years and has a lot of experience with job interview preparation, university level courses and preparation for presentations.About the concept of teaching English online, Jonathan told me that he has a cultural experience every time he teaches a class and that, in reality, the only difference between teaching online and teaching in a classroom is that there is no physical contact. Nonetheless, the teacher has the responsibility  to guide the students through the hour,  slowly working the students and building their confidence to make them feel that they are able to have a conversation in English.During our conversation, Jonathan confirmed something other teachers already told me, the majority of English learners translate instead of thinking in English and that shows in sentence construction. That is why the most important tip that Jonathan gives is to keep it short and simple, that will give you control over what you are saying and control over the conversation you are having as well.