This post is part 3 of a 3-part series. Check out our previous posts if you missed Reason #1 and Reason #2.

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This post is part 2 of a 3-part series. If you missed Reason #1, check out our previous post.
One of the questions I ask potential tutors during our interview process is “What are some reasons that well-intentioned, hard-working students don’t see the kinds of success they think they should?” [Read more…]

Students put a lot of time into studying, but not all study time is created equal.
On one hand, you can study by spending focused, uninterrupted blocks of time on reading, thinking, taking notes, and working through practice problems. On the other hand, you can spend that same amount of time, but be constantly interrupted by chat notifications, checking Instagram and Facebook, and playing Fortnight “for just a few minutes.” [Read more…]

The idea of getting ahead in their classes might sound impossible to students. As much as they might realize that part of the reason they are struggling is because they are constantly reacting (rather than pro-acting), they often don’t feel like they have time to get ahead. Instead of listening to lectures with sense of familiarity and engagement, students end up frantically taking notes.
To help your kids learn how to be in a primed “ready state” in class, try this preview technique to get a jump-start on their next textbook chapter. The goal is to get the student to actively preview the material so that when they sit down for a lecture, they’ve already got an idea of the big picture of the chapter, making the lecture more valuable (and making notes they take more useful). The best part? This exercise only takes 30-60 minutes. [Read more…]

In the past, we’ve written about the different types of learning styles. That is one theory which posits we should be teaching based on how our students like to learn, or how they learn best.
But there is another theory that, while sounding similar, is not. It brings about another opinion on how we should view our human ‘smart-ness.’ It says we should be viewing many forms of aptitude as ‘intelligent’ and thus, teach by recognizing a person’s core strengths. We’ll unpack that in a bit. [Read more…]