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Welcome to our Ad-Free Education Blog for Tutors, Teachers and Parents

Weekly posts on educational topics, how-to-teach tips, parenting advice, kids health and more. Subscribe to the newsletter (on the left or below on mobile) for education blog updates by School is Easy Tutoring.

Teaching Kids How to Start a Newspaper (6): Tips and Resources for Fact Checking

Susan Cumberland Published: April 14, 2017 Last Updated Date: January 14, 2025

Teaching kids tips on fact checking

See other articles in this series:

  • Teaching kids how to start a newspaper (1): understanding the fundamentals of media
  • Teaching kids how to start a newspaper (2): the elements of a news story
  • Teaching kids how to start a newspaper (3): learning to write news copy (part 1)
  • Teaching kids how to start a newspaper (3): learning to write news copy (part 2)
  • Teaching kids how to start a newspaper (4): learning to research and identify sources of information
  • Teaching kids how to start a newspaper (5): learning to critique the media and spot ‘fake news’
  • Teaching kids how to start a newspaper (6): tips and resources for fact checking
  • Teaching kids how to start a newspaper (7): covering magazines and feature stories

In our previous articles on teaching kids how to start a newspaper, we covered a lot about the need to source information, do proper research, and identify fake news.

But in this article, we thought it useful to teach tips and resources for fact checking. Fact checking is something all journalists need to do. While working on fact checking their own articles (as opposed to just critiquing others’), kids can learn what effort goes into producing quality news stories. By learning how to fact check, kids can learn to spot high-standard journalism when they see it.

Aside from learning how to start a newspaper, this lesson is useful in other ways. Fact checking will be a part of writing research papers in virtually any other subject at school or university. Knowing great tips and resources to find information can help students in other classes.

These resources also relate to our article on teaching kids how to debate. We recommend checking out that article too.

Teaching kids tips on fact checking their news articles

Where do we find facts? How do we know that what someone tells us is true? In our article on learning to research and identify sources as journalists, we learned there are multiple ways to gather evidence for a news story. There is primary, secondary and tertiary research.

But let’s say you are interviewing someone for a news story at school, and they give you a ‘fact.’ How do you know it’s true? In our last articles, we mentioned having a curious mind, and consistently asking questions to cover both sides of a story.

Well, the questions need to come up with an answer. Based partly on this article by PolitiFact, here are some tips for teaching kids about verifying sources:

Find more than one source for your news article

Don’t rely on one person to tell you the whole truth. It’s true that journalists can be strapped for time and editorial space in newspapers. Sometimes that means there’s only room for one interview. But in the ideal journalistic world, that’s not the case.

In addition to getting opposing views on a topic, find more than one view of the same side. You’d be surprised what you can learn.

Ask your experts where they got their facts

This is important: asking ‘how do you know?’ Sometimes experts speak out of expertise. But their expertise had to come from some other primary or secondary source. Verify what they’re saying by trying to find that original data.

Teach kids to do an independent fact check with these Canadian fact-checking resources

This is where investigative journalism gets a little bit fun: finding information on your own. Teach kids to use Google’s advanced search functions, per PolitiFact’s advice. There is also Google’s search function to find scholarly articles. While that may be heavy reading for elementary-school kids, it’s good for older students to know about it.

But aside from Google, kids should learn to use their school or local library to find deeper information. It may be interesting to look through old archives of news or records. Perhaps the Who’s Who will help you find a notable expert without an online presence!

A librarian can also give a lesson to your class on how to use library resources to do research. Sometimes, this involves reading books to fact check – imagine that!

And of course, there are sites like FactCheck.org and Snopes.com. However, for a Canadian classroom, those may be a bit limiting. For Canadian sources, teach kids to fact check using:

Statistics Canada – a plethora of data on all things Canada can be found on this site. In fact, it can be a source for more journalistic story ideas! See if your classroom can come up with their own news stories as a separate assignment to fact-checking using this site.

Poynter.org – you’ll need to do some digging, but this is a site for International facts. Here is a search on their site for “Canada.”

Encyclopedias – these come in many forms, such as The Canadian Encyclopedia, Dictionary of Canadian Biography (also available in French), Britannica Kids (may require a subscription), Historica Canada’s learning tools, and more. Sure Wikipedia is out there, and hotly contested as a reliable source, since anyone can update it. However, kids can learn to start with Wikipedia, and then dig further into cited sources to find more in their quest to fact check.

Research institutes – the sites of organizations that do research can often publish findings in press releases or posts on their sites. If they are listed on government resources, that can be a reliable way to know they are credible. For example, here is a list of research and projects on the website for Polar Knowledge Canada (POLAR). If you do a Google search for “think tank Canada” you’ll also come up with sources like The Fraser Institute and the Canadian Centre for Policy Alternatives.

Teach kids that fact checking doesn’t stop when you’ve found nothing!

Fact checking only stops when the truth is out! That can be hard, especially if the above sources are not helping your student source the type of news articles they’re writing at school. So it’s ok to help them out with ‘easier’ sources, or to go lenient on them.

As an idea for teaching kids how to decipher quality sources from faulty ones, try ‘planting’ a real story and a fake story at your school. See if the kids can work in groups to find out which school news story is true and which one isn’t. Perhaps they’ll have to chase down teachers in other classrooms for interviews, look for unnamed eyewitnesses, or go on a scavenger hunt in the library to find the truth!

But after they’ve written about a story in their neighbourhood, like we suggested in our first article in this series, see if they can pick up a story that would show up in the National Post or Globe and Mail.

While we’ve given you some resources and tips to teach kids how to fact check, there is always more. Kids need to learn to find their own reliable sources, using the methods of determining fake news from real news. Sometimes, the start of research is in the news itself. But that’s not all – understanding what makes a quality website as a source of information is also important. How do you know the Fraser Institute is real and reliable? There should be clear signs that kids can learn about when you teach this lesson. And a librarian can help, as mentioned above.

How STEAM learning is changing STEM subjects, and why it matters

Susan Cumberland Published: March 31, 2017 Last Updated Date: June 26, 2024

STEM education and careers

In a past article we discussed ‘How the push for STEM education in Canada could change your child’s future.’ We talked about how modern curriculums are including science, technology, engineering and math as an interdisciplinary approach. We also discussed the way in which governments, businesses and organizations are investing in teaching and popularizing those subjects. STEM is becoming a framework for ensuring a viable workforce in Canada’s future.

However, a newer term has been popping up, called STEAM learning. The ‘A’ stands for “Art.” Art includes design, and it’s concepts. The newer acronym is changing the way we look at STEM subjects.

For one, it may get your kids more interested in pursuing STEM. And, it can change the approach to teaching these subjects by integrating the creative with the ‘modular.’

How STEAM learning affects STEM education and careers

In our last article on STEM education, we mentioned that STEM is invasive. It pervades our lives nowadays. It’s hard to meet someone who doesn’t own a piece of technology – be it a smartphone or a flip phone. Either way, even if your phone can’t tweet, it still needed people in STEM careers to make your life that much easier.

But STEM is not just about computers. It includes engineering and innovation in the things you don’t really notice or think about daily. Like the fuel efficiency of your car today compared to your parents’ time. Or the ability of your symmetrically-shaped glass windows to keep your heating bill down, compared to centuries ago. Or the systems that take your toilet waste and turn it into clean drinking water without you smelling or seeing it.

These all have the need for something that overlays STEM subjects: design thinking. Sometimes, this extends into a term called ‘whole-brain thinking,’ where business is added to science and creativity too. In short, the design component, while it may seem only creative, is not. The design is what decides how science is going to solve problems for humans in a way that they can adapt to it, or use it.

And so, the Rhode Island School of Design started a push to start changing the term STEM into STEAM. The idea is to combine art into the STEM subjects, because it’s still needed. The two fields are dependent on each other.

Their website, stemtosteam.org explains how art and science often converge. It gives the case study of a painter who discovered daguerreotypes – the precursor to photography. Photography, at the time, needed chemistry to develop film, an understanding of light to capture images, and more. Today, the way a camera is designed is reflective of how it needs science to work.

And we can see this in many areas, without a scholar needing to show us. The height of the Eiffel Tower is clearly related to its magnificent design, for instance. Buildings that grow plants on their walls or roofs are clearly a convergence of design and science working together. And so on.

Edutopia has a list of resources to help educators bridge STEM with art, and explain the need for both:

https://www.edutopia.org/article/STEAM-resources

How STEAM learning might encourage more students to pursue STEM

Since the need for STEM-educated students is rising, the ability to get kids interested in these fields is also proving to be a challenge. Around the web you’ll find articles and stats about diversity issues in STEM, and the reluctance of kids to want to pursue these subjects in post secondary schools. We covered some of that in our previous article on STEM, mentioned above.

However, when you add art and creativity into the mix, you suddenly have an avenue for getting kids interested in what STEM subjects can do. This is most prominently noted among the gender gap in STEM; girls are less likely than boys to pursue these hard skills.

This article on Lifehacker.com also explains how the application of STEM can get kids interested in studying it further. For example, music actually uses a lot of math. And cooking requires chemistry. And so on.

Google started an initiative called Made with Code to get girls interested in the field. You’ll notice that the way they attract girls to take on coding subjects is by things they may be interested in, that involve art: like fashion design.

Thanks to STEAM learning, students no longer have to pick distinct paths

With the realization that art and science can go together, and need each other, it makes the choice of picking a career much easier. In the past, students may have chosen a degree in the arts believing it could not be applied to traditional STEM projects. However, workplaces and educators are seeing that is not necessarily the case. In fact, the most freedom to be able to create can come from the STEM subjects, integrated as STEAM learning.

How the push for STEM education in Canada could change your child’s future

Susan Cumberland Published: March 24, 2017 Last Updated Date: December 17, 2024

STEM education in Canada
The Fourier Telescope. Image source: NASA on The Commons.

STEM education in Canada can be argued to be just as important today as it is in the USA, our close neighbour.

This is showing up in your child’s future with a push for the STEM subjects all around us; even toy makers have hopped on this trend – and we know they go where the money is. So make way, STEM is here to stay.

See related: Educational gifts for kids related to math and science

Here is how the push for STEM education in Canada could be shaping your child’s future as we speak:

Kids are being exposed to the STEM concept of learning in modern curriculums

STEM is an interdisciplinary approach to learning. Connecting the dots between subjects to make them more relevant and useful is not new. We’ve written about things like this before. For example:

  • 4 ways in which going to the movies can be educational
  • Focused learning: the history of tea and the science behind it
  • 6 Science lessons using chickens as the common theme
  • Focused science lesson: teaching kids about salmon controversies during the B.C. salmon run

When you were young, you may have remembered math as a totally separate subject from science. Engineering was probably barely touched on. And at most, you may have learned how to use a Mac computer to draw, or type up projects in those fun fonts.

Meanwhile, a strong emphasis may have been placed on developing your handwriting – remember when you were told to write your essays on paper before typing them up on the computer?

See related: Should kids still learn cursive writing?

Nowadays, it’s not just about learning how to use a computer, or learning these STEM subjects separately.

The whole learning concept of STEM is that these subjects are highly integrated, and directly relevant to our future as a society. Long gone are the days when kids could complain about math class being useless. And teachers don’t have to say, “math helps develop your brain” anymore either. Our modern economies need kids to learn this stuff, badly.

To produce a computer (not just use it), you need to know more than computer science. Computer science connects to math and engineering. And you can’t be great at making computers without understanding how they’re used, like for art (yes, even art needs STEM, and STEM needs art!). STEM is invasive.

Educators, along with parents, are realizing that STEM is important. And, the force of today’s tech culture is making kids aware of it too – although not enough, especially where diversity in STEM is concerned. Still, too few are pursuing the field.

Businesses, organizations and governments are investing in your child’s STEM future already

The Globe and Mail has reported the way in which corporations like Google, Microsoft and Cisco are investing in STEM programs. Sometimes these show up as after-school initiatives, since school curriculums may not be as up to date as the corporations need them to be for their future workforce. However, there are more. Best Buy has donated to help improve STEM learning at Canadian schools, for instance. Some companies work with organizations like Ladies Learning Code to help get STEM education out there.

The Federal Government of Canada has already invested in a program called BrainSTEM, to encourage the outreach of these subjects in schools and at conferences. Some provincial governments are also seeing the need to invest in STEM programs. The aforementioned Globe and Mail article states New Brunswick’s plan to improve STEM education in schools. Some of B.C.’s investments are outlined here.

However, in 2012, B.C. did cut back on funding that helped science volunteers visit schools to enhance STEM learning. The program continues, but as teachers themselves are not all equipped to put on these lessons, it shows a lack in resources.

Companies are also popping up to allow for STEM learning outside the classroom. One such company based in Canada is Scientists in School. And, non-profit organizations are also getting involved in the spread of STEM with B.C.’s new curriculum. For example, Science World and BC Hydro are some, in addition to teacher’s associations.

STEM is everywhere, and parents can help

While STEM is here to stay, it’s also obvious that fewer kids may be interested in pursuing it, given its perception of being ‘hard’ or ‘boring.’ However, that doesn’t need to be the case. As a parent, you can encourage your child to pursue STEM subjects. Whether it be through educational toys, registering for after-school programs, or merely being there to help with their homework, it all can help. Of course, as a tutoring company, we’ll also mention that a science or math tutor can help fill the gap if you feel your child is falling behind in STEM.

See our related articles for help on encouraging STEM in your child:

  • Helping students choose careers through role-playing
  • Inspiring kids with today’s popular scientists: who are they?
  • 3 Reasons to teach kids about modern-day scientists and their relevance to modern life
  • Get kids excited about math skills by showing them cool jobs that use it everyday
  • How to teach kids about computer hardware
  • How to get kids interested in engineering
  • Why kids should learn how to code

 

How to teach teens personal hygiene lessons

Susan Cumberland Published: March 17, 2017 Last Updated Date: June 26, 2024

Teach teens personal hygiene

Sometimes, teens just stink. As parents, we wonder if they even notice their personal hygiene problems. But truth be told, when we were that age, we were probably taught personal hygiene; it didn’t come naturally. And other times, the stink may not be the obvious giveaway that you need to discuss hygiene with a teen. Germs and bacteria can secretly cause sickness or infections right under our noses (sometimes literally – like in our mouths!).

The subject can be awkward. So, in this article, we will discuss how to teach teens about personal hygiene lessons.

When teaching teens about personal hygiene, make the conversation as normal and frank as possible

Bad personal hygiene is embarrassing. And sometimes, the teen may not even realize they need help in this area. Other times, they may not know what to do, or are too embarrassed to ask.

When teens hit puberty, their body is going through multiple changes. New sweat glands start operating. Not to mention, girls get their periods, and boys experience wet dreams. Both can be susceptible to yeast infections, acne, cold sores, cavities and so on. Who really wants to talk about this? Wouldn’t you feel ‘dirty’ if you had no idea how these things started happening to your body? And if kids at school are making fun of them, they can be even more embarrassed by them.

But when an adult makes them feel comfortable, and lets them know that this is normal, the teen may better get the impression that it’s ok to ask questions. Being frank when teaching teens about personal hygiene can help remove the awkwardness. Sometimes, having the same-sex adult tell a teen about personal hygiene practices can help too.

If you act like this is so secretive and ‘yucky’, or give them the “phewww! You stink!” glance, you might induce insecurity, which will prevent them from wanting to talk about it at all. And you need them to be open to talking about it, if you’ll get through to them.

If they act like they don’t care, teach teens the consequences of bad hygiene

Following up with being frank, a parent or adult role model needs to also tell teens why personal hygiene is important.

When they were little, they may have been taught to wash their hands after going to the bathroom, or before eating a meal. They also learned to cough with their mouth covered, and to brush their teeth before bed. These practices would prevent them from getting sick. Or maybe they did it just because mom and dad told them to.

But when they are teens, they may need more reason than “it’s a rule” to keep themselves clean.

It wouldn’t hurt to explain how bacteria grows on the skin to cause stink and infections, or that cross-contamination is a ‘thing.’ And, it’s in a teen’s best interest to follow self-cleaning routines; it can control acne, avoid itchy rashes, keep their adult teeth longer, reduce bad breath and make them smell nicer in front of friends – even those they are attracted to! (if they’re at that stage).

According to an article by WebMD, additional tips on this matter include:

  • Letting them know what is true and not true about commonly held beliefs on hygiene (for instance, oily french fries are not the cause of acne).
  • Making it a ‘chore’ if the teen is unmotivated to stay clean for their own interests. The article linked to earlier in this article also suggests writing down a hygiene schedule for special needs kids, who may need the extra help remembering.
  • Discussing puberty at the right time, so kids know what’s coming, and don’t believe the weird things kids at school may be telling them.
  • Asking a doctor to help out with the education needed, if necessary.

To teach teens about personal hygiene, you have to be a good role model

Also noted in the WebMD article, it’s important to be a good role model when teaching teens about personal hygiene. Don’t think kids aren’t watching – any parent can tell you they’ve been surprised by this. If you’re falling asleep on the couch and not brushing your teeth before bed, they can use that as an excuse to think it’s ok for them to do it too. And you don’t want to be paying for the dental bills as a result of those bad oral hygiene practices.

The same goes for showering, grooming, using deodorant (or antiperspirant) and so on. And, openly telling your son or daughter that you’re visiting the doctor for routine visits related to health may also set the example for them that they should be doing this too. If they see you sharing a water bottle or chapstick with someone, they may start doing it with friends, without regard to the fact that they can catch colds that way. So make sure they know when it’s ok, or not ok to do that.

You can make it fun for them too. For example, try hairstyles together, or shop for hygiene products together. Girls may like picking out the smells of some soaps. And boys may like making their cleaned hair look like a celebrity’s. Maybe not the best examples, but you get the idea. And sure, teens may not enjoy their parents being that intimate with them. So give them space if they need it.

As teens become more independent, their soon-to-be adult lives will need to be full of lessons on personal hygiene – just as much as they need to know about other life skills.

Teaching kids how to start a newspaper (5): learning to critique the media and spot ‘fake news’

Susan Cumberland Published: March 10, 2017 Last Updated Date: June 26, 2024

Teaching kids about fake news challenges

See other articles in this series:

  • Teaching kids how to start a newspaper (1): understanding the fundamentals of media
  • Teaching kids how to start a newspaper (2): the elements of a news story
  • Teaching kids how to start a newspaper (3): learning to write news copy (part 1)
  • Teaching kids how to start a newspaper (3): learning to write news copy (part 2)
  • Teaching kids how to start a newspaper (4): learning to research and identify sources of information
  • Teaching kids how to start a newspaper (5): learning to critique the media and spot ‘fake news’
  • Teaching kids how to start a newspaper (6): tips and resources for fact checking
  • Teaching kids how to start a newspaper (7): covering magazines and feature stories

In our last article in this series on teaching kids how to start a newspaper, we discussed the need to learn how to research and identify sources of information.

But there is a bigger societal issue at hand presently. And it’s becoming a buzzword people are using to denounce the state of journalism, as we know it on the internet. It’s called “fake news.” What does fake news mean? Well, it’s fake; it’s not true. But how do people get fooled by it? By not knowing how to identify reliable sources of information. We all need to learn how to research, not just kids.

Troublingly, reports are showing that kids nowadays can’t tell the difference between real news and fake news. And so, in our educational system, it seems wise to teach kids how to start a newspaper, so they can learn what goes into news storytelling. This will make them better-informed citizens of our future.

Learn to be critical of the media, recognize bias and spot ‘fake news’

We discussed the need to recognize bias in the media in our first article on this series. However, this comes into play when analyzing sources, especially secondary sources. As mentioned above, a good news story will simply report on its findings. Interpretation, opinion, conjecture and the like have no place in a ‘pure’ news article. But sadly, that’s not the state of all journalism these days.

So, kids should learn to be critical of the news, and to recognize bias. They should ask questions like, are there contradictory opinions on a subject? Or am I telling only one side of this story? Did the student, in their news article assignment, cover both those opinions by dutifully interviewing two opposing sources?

And, what happens when a primary source – say, someone you’re interviewing – makes statements about ‘facts.’ Do you check on those facts, to find out if they are true? How do you check? Kids need to learn how to find both primary and secondary sources, and to spot them in a news article.

One way to learn to research is by media critiquing exercises. Have students find a news article they believe to be true. Then ask them how they can know for sure it is absolutely true. Chances are, when learning to research, students will find a lot of nuance regarding the subject – and not all of it will be based on what they thought they knew (see this article, page 12). This can help kids get out of their own ‘bubble’ and see the subtlety in news bias.

See the article below for a story of teaching kids in school to spot fake news:

The Classroom Where Fake News Fails

This article explains the need for teachers to teach kids the elements of news stories that are assumed to be general knowledge. We forget as adults we carry lots of previously-acquired information that kids don’t always have, to be able to make these analyses.

And, while this John Oliver rant is not a video to show kids in a classroom, it can give a teacher a primer on the issue of native advertising, especially as it relates to being ‘fooled’ on news sites nowadays.

Plus, see our related article on this blog:

The impact brands have on children

Teaching kids about fake news challenges our own ‘truths’

One diagram being shared on the web makes an attempt to help people identify quality news. However, an opposing article makes the claim that in itself, the diagram is liberally biased.

This may spur an interesting discussion with your students. How do they themselves know what a reliable news story is, without someone having to tell them?

In short: we all have biases. And we all have a tendency to believe what we hear and read in the media, just because it’s our go-to source of information.

This lesson should challenge kids to question even the source that says “this is fake news.” It should direct kids to learn how to make well-informed critiques, instead of trusting what their favourite website or celebrity says. To do that, kids must learn how to research and fact-check, which we discussed in Part 4 of this series on how to start a newspaper.

Teaching kids how to start a newspaper (4): learning to research and identify sources of information

Susan Cumberland Published: March 3, 2017 Last Updated Date: June 26, 2024

Teach kids to back up their sources

See other articles in this series:

  • Teaching kids how to start a newspaper (1): understanding the fundamentals of media
  • Teaching kids how to start a newspaper (2): the elements of a news story
  • Teaching kids how to start a newspaper (3): learning to write news copy (part 1)
  • Teaching kids how to start a newspaper (3): learning to write news copy (part 2)
  • Teaching kids how to start a newspaper (4): learning to research and identify sources of information
  • Teaching kids how to start a newspaper (5): learning to critique the media and spot ‘fake news’
  • Teaching kids how to start a newspaper (6): tips and resources for fact checking
  • Teaching kids how to start a newspaper (7): covering magazines and feature stories

In our series on teaching kids how to start a newspaper, we can’t help but discuss the important need to teach kids how to research. When you teach kids to research, you are not only teaching them to be investigative journalists; you are enhancing their curiosity to want to know the truth behind everything.

Learning how to identify a reliable source, a primary source and a secondary source can also transfer to other areas of academics. Even if writing is not the focus, research always is in academia. Think of writing academic papers, scientific reports and so on.

Let’s begin.

Learn the difference between a primary source and a secondary source

When doing research, you have multiple ways of finding information. What types of information are there?

There are many ways you can categorize types of information. There is qualitative and quantitative data, for instance. In journalism, the two main information types to teach kids when learning to research are primary and secondary sources. There are also tertiary sources. The page below gives an overview of the types of information sources to use when doing research, and how they differ:

http://www.lib.vt.edu/help/research/primary-secondary-tertiary.html

A well-researched news article will use at least one primary source (i.e. an interview) or one secondary source (i.e. a scientific report). However, asking questions is what journalists are known for, so there will usually be a primary source in a current events type of article.

Scholastic has published a page on ‘How to Conduct a Journalistic Interview,’ which you can use in your classroom.

This article explains the steps to quality investigative journalism, which can be used to teach kids how to research and identify reliable sources of information.

This article also delves into how journalists can use data as a research method, and the need to do so these days.

Teach kids to back up their sources while writing

Quality journalism means not expecting your reader to take what you say at face value. Journalists always have to back up their sources. That means, they have to state where they found their information.

Journalism has specific standards for including sources in news articles, which we won’t get into fully here. However, as a form of habit, when teaching kids how to research, they should learn the difference between writing sentences as fact, and writing them as a report of what another source states. For example, note the difference between:

“The sky is blue.”

And

“Jane said the sky is blue.”

Or

“This scientific study, which you can find at _____, discovered that the sky is blue.”

The first example makes an assumption, and assumes the reader will believe the writer no matter what. The other two are backed by sources – either primary or secondary. They simply report on findings. They make no analysis, interpretation nor true or false statements. They also don’t give an opinion.

Teaching kids how to research makes them better learners

This is an opinion of ours: that if kids learn how to research, they can become better learners. (Notice that we haven’t sourced the statement, so it can only be an opinion!).

Learning how to start a newspaper is a great entry point into understanding where information comes from (hint: it’s not social media!). Students can learn the difference between fables and truth. They can understand what it means to verify that something is true before believing it. And so, when they learn new topics, they can think more critically about the information they are absorbing.

We plan to delve into this subject more in our next article on this series. Stay tuned!

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· School Is Easy Tutoring | 100 York Blvd, Suite 400, Richmond Hill, ON, Canada, L4B 1J8 | +1 833 473 2791 (Head Office)

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    587-355-9755

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              604 283 9914

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                587-355-9755

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                    587-355-9755

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