Going Over Homework

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by Dr. Charice Hayes, CEO

Over the past few years, we have been asked by potential clients and clients for our tutors to go over homework. Our response to that is that we don’t go over homework, but we provide homework assistance/help. Let’s explain.

-Going over homework does not instill skills for autonomy.

-To promote autonomy, we promote and use effective research-based modeling.

-Once a client displays independence with that skill, he/she will be comfortable with doing his/her own homework assignment.

All of our tutors are trained in research-based techniques. We are in the business of not only improving content/skill level and grades, but character too.

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2015 Year in Review 

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by Charice Wofford, CEO

  
It’s been another fabulous year for All 4 One Tutoring.  This past year, we’ve diversified and expanded our company and programming. Within the first few months of 2015, we established an office in the Pikesville, Maryland area.  At our office location, we provide tutoring and training. 

In the summer of 2015, we were able to run a summer tutoring program. We also added new tutors to our family this past summer. The summer of 2015 was spectacular. 

During the last quarter of 2015, All 4 One Tutoring formed a partnership with another educational company in India. We’re looking forward to great things in 2016 with this partnership. 

Our after-school program continues to get praise by administrators, community leaders, and parents. This school year, we initiated more project-driven instruction and projects. We are looking forward to finishing the school year with a field trip to a STEM center. How exciting!!!! 

Last but not least, for a second year in a row, we’ve been recognized as the best in Baltimore for “educational services.” We would like to thank the Baltimore Recognition Program for such a prestigious honor. Being the owner of such a blossoming and empowering organization is such an honor. We are proof that when we work together to achieve a shared goal, we can expand quality education and learning so that everyone can strive for positive social change. We have more plans underway for 2016!!!!

  

Here’s a look at what’s coming in 2016:

-more partnerships (international and nationwide)

-becoming an approved testing site for CASAS testing (for adult education)

-offering more training and workshops 

I’d like to thank everyone who has had a positive impact and who has supported All 4 One Tutoring. Together we can reach the goal of educational EMPOWERMENT. 

A Great Year

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by Charice Wofford CEO

What a great year All 4 One Tutoring has had. In our second year of operation, we serviced over 100 clients. This has increased from from the 65 clients we serviced during our first year of operation.

As I look back over the past year, I am
so grateful to have the opportunity to serve such wonderful people. You came to All 4 One Tutoring wanting help in math, Spanish, English, language arts, assistance with homework, etc. My team of tutors fought hard to help you achieve your goals, and I’m elated to say that not one client left All 4 One Tutoring without achieving his or her goal.

I celebrate you the client, the learner, and the supporter. We at All 4 One Tutoring look forward to continuing serving others throughout the world. Have a prosperous new year. Let’s Blossom!

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Educator Tools

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This website http://www.digitalliteracy.gov/content/educator allows practitioners in service-oriented organizations—such as libraries, schools, community centers, community colleges, and workforce training centers—to find digital literacy content. These trusted groups can, in turn, reach into their communities and teach residents the skills today’s employers need. This is great! Please visit.

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Math Anxiety

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Great guide by Deb Russell, About.com

What is Math Anxiety?

Math anxiety or fear of math is actually quite common. Math anxiety is quite similar to stagefright. Why does someone suffer stagefright? Fear of something going wrong in front of a crowd? Fear of forgetting the lines? Fear of being judged poorly? Fear of going completely blank? Math anxiety conjures up fear of some type. The fear that one won’t be able to do the math or the fear that it’s too hard or the fear of failure which often stems from having a lack of confidence. For the most part, math anxiety is the fear about doing the math right, our minds draw a blank and we think we’ll fail and of course the more frustrated and anxious our minds become, the greater the chance for drawing blanks. Added pressure of having time limits on math tests and exams also cause the levels of anxiety grow for many students.

Where Does Math Anxiety Come From?

Usually math anxiety stems from unpleasant experiences in mathematics. Typically math phobics have had math presented in such a fashion that it led to limited understanding. Unfortunately, math anxiety is often due to poor teaching and poor experiences in math which typically leads to math anxiety. Many of the students I’ve encountered with math anxiety have demonstrated an over reliance on procedures in math as opposed to actually understanding the math. When one tries to memorize procedures, rules and routines without much understanding, the math is quickly forgotten and panic soons sets in. Think about your experiences with one concept – the division of fractions. You probably learned about reciprocals and inverses. In other words, ‘It’s not yours to reason why, just invert and multiply’. Well, you memorized the rule and it works. Why does it work? Do you really understand why it works? Did anyone every use pizzas or math manipulatives to show you why it works? If not, you simply memorized the procedure and that was that. Think of math as memorizing all the procedures – what if you forget a few? Therefore, with this type of strategy, a good memory will help, but, what if you dont’ have a good memory. Understanding the math is critical. Once students realize they can do the math, the whole notion of math anxiety can be overcome. Teachers and parents have an important role to ensure students understand the math being presented to them.

Myths and Misconceptions
None of the following are true!

You’re born with a math gene, either you get it or you don’t.

Math is for males, females never get math!

It’s hopeless, and much too hard for average people.

If the logical side of your brain isn’t your strenght, you’ll never do well in math.

Math is a cultural thing, my culture never got it!

There’s only one right way to do math.

Overcoming Math Anxiety

1. A positive attitude will help. However, positive attitudes come with quality teaching for understanding which often isn’t the case with many traditional approaches to teaching mathematics.

2. Ask questions, be determined to ‘understand the math’. Don’t settle for anything less during instruction. Ask for clear illustrations and or demonstrations or simulations.

3. Practice regularly, especially when you’re having difficulty.

4. When total understanding escapes you, hire a tutor or work with peers that understand the math. You can do the math, sometimes it just take a different approach for you to understand some of the concepts.

5. Don’t just read over your notes – do the math. Practice the math and make sure you can honestly state that you understand what you are doing.

6. Be persistent and don’t over emphasize the fact that we all make mistakes. Remember, some of the most powerful learning stems from making a mistake.

Find out more about the myths of doing math and you too will overcome math anxiety. And, if you think making mistakes is a bad thing, look again. Sometimes the most powerful learning stems from making mistakes. Find out how.

Great Tutoring Tips

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Study Guides and Strategies provide some excellent tutoring tips. Here they are:
Tutoring
A tutor provides expertise, experience, and encouragement.
They do not provide “answers,” but rather assist in problem solving, in getting answers.
The challenge is to focus on assignments within the context they are assigned.
Tutors should not be expected to diagnose learning disabilities.
Diagnosis should take place outside of the tutoring process by a professional academic counselor. If a larger problem becomes apparent, referral is the best strategy.
Tutoring strategies:
Seek out training to be a more effective tutor:
This includes subject matter as well as the tutoring procedures
Clearly establish expectations for your learner
What are the expectations of the learner?
of the teacher? and of those close to the learner
(classmates, department, school, family, etc.)
Keep and follow a consistent set of rules
Write them down; post them; refer to them!
Rules are necessary, but must be mutually agreed upon with the learner.
They must be fair and enforced consistently.
Rules cut down on unnecessary struggles.
Have a clear idea of your own strengths and limitations,
and what skills or knowledge you can offer as a tutor.
One reward of tutoring is the opportunity to use and apply what you have learned
Know the learner
Discover his or her strengths and challenges in learning.
Under what circumstances does he or she learn best? poorly?
(Do not assume that everyone’s learning styles or conditions are the same,
or similar to yours)
Build a relationship and trust.
Be aware of the differences between you and the learner.
You are not trying to change the learner, but to accommodate and use their learning style(s) in order to complete the tasks.
Since you are more experienced,
it is your challenge to adjust, adapt, or find a way
Be open and honest
Sarcasm and condescension are not productive.
We do not tutor to impress, but rather to help.
Do not be afraid to acknowledge
that the chemistry between you and the learner isn’t right,
and that another tutor might be more effective.
The goal is to help, not endure
Make sure the learner knows it is safe to not succeed at first
Learning is a process that often involves unsuccessful attempts.
This is not failure since options are eliminated toward the correct solution.
Learning and problem solving require passing through a period of sorting through facts and options toward success.
The tutoring session:

Listen closely to work out the real problem
Check to see if the learner has prepared with some time and effort
and attempted the assignments
Assess the situation
Think in terms of realistic objectives; develop a “contract” of
agreed upon learning outcomes
expectations of communication
(availability, one/several sessions;
means of communication (face-to-face, e-mail, telephone, etc.)
Use questions to enhance problem solving

Demonstrate or model similar processes

Don’t be afraid to reveal that you don’t know something
You can refer the learner to more sources, including the teacher
You can take the opportunity to learn/problem-solve, and bring back answers,
and demonstrate that you are in a learning process as well
Give positive feedback, use encouraging vocabulary
Find success, and reinforce effort, in even minor accomplishment
Summarize and review: Enable follow up
Celebrate accomplishment!

Keep records for future reference

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