Chemistry Kit For Kids - Learning About Chemistry With Kids

Chemistry Kit For Kids - Learning About Chemistry With KidsHave you ever heard of a chemistry kit for kids? If not, it is time to change your thinking. You see, children like to explore and learn, so why not combine their fascination with the wonderful world of science with a fun chemistry kit for kids?What exactly is this kit? It is actually just an interactive toy that teaches them about chemistry, and how it can be used in various forms in a good learning environment.Kits are actually an ideal way to introduce children to the joys of science because there are many to choose from. The first thing that should be considered before buying any kit is that it should include the following parts: the pot, spoon, straw, thermometer, mixing bowl, and the book or booklet.When you have chosen the ingredients, it is now time to think about how your child will use these things. Will they drink tea from the pot? Or will they put everything into the bowl and mix it up for a delicious drink?Whethe r your child will be doing this or just watching you, you need to make sure that you will always have the kit ready for him or her. In order to do this, you can take along a clean bottle with some clear water, pour the solution into the pot, stir it and wait for it to cool down. Let the kit work for a while, and you can serve your child with a hot drink.What if you are planning to serve this kit in the kitchen? You can mix your own tea at home, add some sugar and lemon and let it simmer. Then you can add it to the hot water from the pot, stir and drink the tasty concoction.This is just one example of what you can do when you give your child a kit. Try experimenting yourself or ask your child for some ideas. Of course, the kit should also include those tools that are necessary for making tests on the different substances you use in your kits.

How Can Schools Find the Time for Tutoring

How Can Schools Find the Time for Tutoring With tightening budgets and a trend towards evidence-based decision-making, school leaders are under more pressure than ever to demonstrate additionality for their investments. Teaching staff are  increasingly overworked and  schools must find new answers to some familiar questions: which students should be targeted, how should we support them and who will provide that support? When it comes to tutoring, undoubtedly the main barrier for schools is cost. By using trained and experienced volunteer tutors the Tutorfair Foundation can bypass that issue, but the practical questions around organising support remain. Even when providing completely free tutoring to a school, there is one key issue that divides opinion, where school policies diverge the most and many different approaches are used. That is when should the additional support take place? The Foundation’s Director, Joss, gave us his thoughts on the problem of timetabling for tutoring in schools. Increasingly, the mainstream secondary schools I speak to are consciously moving away from requesting in-class support. This is not to say that they believe in-class support is not impactful or not welcomed by teachers; only that they’re aware that the impact of this intervention can be harder to show. Consequently, the well-publicised research into high-quality small-group tuition  (as well as its relative cost efficiency) makes this the more common approach â€" focused, high-impact and simple to monitor. So, let’s imagine we are planning to support a group of three Year 11 students with their maths. Their predicted grades are all 5, but they’ve been struggling with the fundamentals for a while and they’re at risk of falling behind where they need to be. We want to group them together and have them work with a tutor for an hour each week to work on individual difficulties, improve confidence and secure three good passes. Generally speaking, we have three main ways to deliver this. Firstly, we could arrange for students to have their maths tuition for an hour outside of teaching time. Sometimes schools will ask students to come in on Saturday mornings for this purpose, but more likely we’re looking at an hour after school or during lunch break. Secondly, we can take students out of their lessons in other subjects. Most often this means sacrificing an hour of P.E. or PSHE, but (depending on the student and the time of year) has sometimes included extractions from the non-core subject in which the student in question is least likely to achieve a passing grade. Thirdly, we can arrange for the sessions to take place during their timetabled maths lessons - for one hour per week they will go to a tutor instead of to their usual class. All three of these options offer obvious benefits, but each also has its pitfalls. So how can schools navigate their policies and make the right choice? Maths tutoring in non-teaching hours More than ever before I am speaking with schools who operate a strict policy of never removing students from their lessons for interventions â€" particularly in Year 11. Historically, it has been common practice for schools to operate a programme of extractions using their teaching assistants as an “informal” teaching resource for their most needy students. Although, undoubtedly, this was driven by efforts to provide additional support to the students who need it, evidence now suggests this is not best practice and is not the best use of teaching assistants’ time.   Perhaps partly as a reaction to this, I’m now more likely to speak with school leaders who are formally focused on keeping all students in their lessons and investing in interventions that directly improve or augment classroom teaching, rather than relying on a programme of extractions to address low-attainment. So, if students aren’t coming out of lessons, our Year 11s must have their maths tutoring after school or during lunch. The obvious upside of this is that it won’t disrupt learning in any other subjects â€" we’re only adding to learning time and never replacing it. But, of course, more learning does not mean better learning â€" evidence consistently shows that the quality of a provision (and our students’ engagement with it) has a much greater effect on outcomes than its quantity. The clear danger is that students asked to stay behind after school or miss lunch for additional maths support can feel singled-out and even punished as a result. This, in turn, limits the number of students for which the intervention will be effective. Only students that are highly motivated will settle to the provision long-term. Students that are anxious or disengaged with the subject will find it very hard to commit to and enjoy after-school support over a number of weeks, leading to issues with attendance and behaviour in the sessions. This also poses challenges for the tutor, who has to deliver their lesson appropriately to the situation â€" bearing in mind that the students may be predisposed to resent attending the sessions and may arrive either tired from a full day of lessons or needing to blow off some steam at lunch. A further problem is that (at least when considering our volunteer/tutor community) many successful tutors who would like to support a local school will be in high demand after 3pm and are likely to have their own clients booked for in-home lessons. As a result, we find that opportunities for after-school support are harder to recruit for than opportunities that take place during the day. Maths tutoring replacing lessons in other subjects Often, schools will operate a policy that allows for extractions from some subjects but not others. The usual suspects will suffer first (double P.E. here, a Careers lesson there) but, as exams approach, the number of lessons that can find themselves on the chopping block increases. This has always presented a problem in school; an understandable tension between departments as attendance begins to drop in one subject to insure against failures in another. All teachers are under pressure to demonstrate progress in their own subjects so, inevitably, grievances can occur when this method is used. As with tutoring after school, students can feel similarly singled-out and punished by being removed from other subjects â€" particularly when they enjoy those subjects more than they enjoy maths. More broadly, the notion that P.E., PSHE, history or computing should function as a reward for students who are succeeding in maths rather than important aspects of a students’ education in their own right is problematic â€" and not a notion that, in my experience, school leaders would stand by. But the time for interventions must come from somewhere and these decisions can be difficult. Removing students from lessons in other subjects enjoys the same benefit as tutoring during non-teaching hours (it means more maths support for struggling students) but faces many of the same drawbacks and more. Aside from the increased practical difficulty in timetabling sessions for a group of students that might be expected in a number of different subjects, it can put students off, stoke internal tensions and, most importantly, requires additional work to ensure that progress in tutoring sessions is meaningfully connected to the students’ maths lessons. Maths tutoring replacing maths lessons The final option to explore is removing students for tutoring during their maths lessons. This is an option that is more likely to be prohibited by school policy for students in later years â€" more popular as an intervention for KS3 students than those in KS4. The question posed by this method is that of where students should be during their maths lessons. Surely, if the maths provision at a school is adequate, the best place for students during their maths lessons is in their maths lessons! It’s hard to commit to the notion that they should be somewhere (anywhere) else during this time, but it’s obvious that in some cases students will benefit from more individualised help with the topics at hand. This approach carries the highest risk and the highest reward. The risk is that if an intervention is unsuccessful (whether because it fails to settle over a number of weeks or simply because the standard of tuition isn’t high enough) then not only have our three Year 11 students not been helped by the sessions, they’ve also missed crucial maths lessons that they would otherwise have attended. The reward stems from the fact that tutoring is so much more likely to be impactful if it is directly and meaningfully connected to teaching in the classroom. By taking students from their maths lesson to a small-group setting, tutors can start from the same themes, resources and approaches used in the lesson â€" offering individualised support with minimal divergence from the content of the lesson they’ve been taken from. This means their next maths lesson will follow on intuitively from the session and we’ll see impact from the tutoring more effectively translated back into the classroom. Ideally, this approach encourages a closer working relationship between the tutor and the maths department â€" where, for example, in after-school sessions there is no guarantee the tutor would even have met their students’ teacher, let alone regularly communicate and share resources. This approach will see the highest attendance and engagement from sessions and encourages students to see the support as augmenting their learning â€" not singling them out or punishing them for struggling. Choosing a route Whilst tutoring during scheduled lessons has the highest potential to be impactful, effective support that is directly connected to classroom teaching, we know that it has the highest risk and can challenge policies that rightly value classroom teaching as the indomitable provision. Once tutoring is underway and a relationship is established between tutor and tutee, however, it’s difficult to deny that more individualised support once a week would be a fantastic resource for any struggling student. Perhaps, where there is room to make a choice as to which route to take, it would be best to begin a programme of tutoring during non-teaching hours or via extractions from other subjects. After 3 or 4 weeks, once a relationship is established and the provision is judged to have settled effectively, the sessions could move to take place during timetabled maths lessons. This would capitalise on the likely increased impact of connecting to lessons, whilst mitigating the risk of an unsuccessful intervention. The burden on other subject teachers would be lessened, and students wouldn’t have to commit time after school or during lunch for the entirety of the provision. If you have any questions or comments or would like to discuss having our volunteer tutors support students at your school, feel free to get in touch us me at foundation@tutorfair.com. I’ll be delighted to hear from you.

How I Learned to Speak 5 Languages (and You Can, Too)

How I Learned to Speak 5 Languages (and You Can, Too) How I Learned to Speak 5 Languages (and You Can, Too) In August of 2015, I made one of the scariestâ€"but most rewardingâ€"decisions of my life.I decided to become a polyglot. I wanted to successfully speak five languages: English, Arabic, German, French and Berber.At the time, I only knew very little French vocabulary that I learned from school and had intermediate Arabic skills. I also spoke Berber natively.Its been a little more than two years since I made that ambitious decision.  Where do I stand today?Well, for one thing, Im able to write this blog post in English! Ive also met hundreds of German, French and Arabic speakers along the way and have communicated with them in their native languages. As of this writing Im an expert in Berber, upper-advanced in Arabic, advanced in English and intermediate in French and German.If youre an aspiring polyglot, Ill show you exactly what Ive been doing in the past two years to be able to speak five languages today. There are five key strategies I used to learn my target languages, which you c an apply to your own multilingual goals.Ready to join the polyglot club? How I Learned to Speak 5 Languages (and You Can, Too)1. Taking One-on-one Online Language LessonsLearning a language by yourself is an admirable (and totally possible!) goal. Solo education can also work for learning multiple languages, but if you have the time and some spare funds, one-on-one lessons make the process so much faster and more effective.A language tutor will help you tackle the most important facets of your target language(s) and identify your personal linguistic weaknesses. But as expert language educators, theyll also be able to help you accelerate the language learning process in general, with tricks you can apply to more than one languageâ€"whether its improving your memory for vocabulary words, finding cognates between languages, etc.Theyll also keep you accountable in your studies, always pushing you forward.To make learning fun, I always make sure I connect with teachers who share the sa me interests. I find this a crucial strategy to have a successful learning experience, especially as it minimizes um moments and keeps the conversation going.Just recently, I met a Spanish teacher from Catalonia and talked to her about her experience studying translation in Barcelona (which is something Im interested in) and she helped me learn more about the courses available in Spain. Throughout our conversations, shes taught me some basic Spanish vocabulary related to academics and translation.Besides Spanishâ€"which I dont speak fluentlyâ€"Ive also scheduled online language lessons for learning German and English.There are a number of great online platforms where you can find tutors in any language. In particular you might want to check out Wyzant, which allows you to find experienced, vetted tutors both locally or online. That gives you tons of flexibility for learning a range of languages, no matter where you are or what your busy schedule looks like.2. Making Language Partner s on HelloTalkLanguage partners are two people who each want to learn the others native language. For example, during a language exchange session between an English and Spanish speaker, the conversation could be in English for 30 minutes and then Spanish for 30 minutes, so both people get to practice their target language.After testing many language exchange  platforms, the mobile app  HelloTalk  stood out to me in particular.For me, what sets HelloTalk apart is the chat features (e.g. instant translation, voice-to-text recording, grammar correction, video and audio calls). Its language learning forum and huge user base (over 7 million members from all over the globe) also make it appealing.With the basic free plan, you can only communicate with learners of your native language and speakers of one target language. But if you get a pro subscription, which costs about $2 per month depending on length, youll be able to switch between multiple target languages.You may decide to chat in one language for a set period of time (say, a month) and then switch to another for the same period.To ensure I dont get ignored when I pitch prospective language partners, I usually include a hook in my first message. Heres one of the messages I recently sent to a language partner from the U.K.:Hi Jessica! They say an Englishman laughs three times at a  joke. The first time when everybody gets it, the second a week later when he thinks he gets it and the third time a month later when somebody explains it to him. Is this true?I only copied this joke from Reddit, but it was enough to leave a positive impression and win a new language partner.3. Watching Authentic Videos on FluentUDeveloping a native-level accent and comprehension skills is hard enough with one target language. How can you possibly achieve this for five separate languages?Fortunately, there are innovative online tools that make it totally possible. FluentU is one that I always recommend when my friends ask me how I le arn languages. FluentU will expose you to real-world videos, like movie clips, funny YouTube videos, news broadcasts and more, whichve been supercharged with interactive captions. Just click any word you dont recognize and youll get an in-context definition and native pronunciation.Each video also comes with flashcards and exercises to ensure that you retain the new words. Its an efficient and entertaining way to build your vocabulary, while absorbing your target languages the way they sound in real life.Best of all, its quick and easy to flip between multiple languages. Just select your language on the Settings page and FluentU will reload with the relevant videos. FluentU has videos in many Romance languages, Asian languages, English, German, Russian a polyglots paradise!4. Keeping a Language(s) JournalSince I set off on my language learning journey, Ive always kept a multilingual language diary to expand my vocabulary and improve my writing.My method consists of jotting down rand om words Ive learned throughout the day and then mixing them up to create a story, opinion or to capture an idea.Usually, I start off with English, then I translate the text into French and German.At the beginning, I was only capable of writing one to three sentences a day in each language, which sometimes has taken me up to an hour. But now, because I worked at this consistently, writing has turned out to be one of the easiest and most enjoyable daily language learning activities I do.In fact, I now  am able to write one to two pages of German, English or French text in just a few minutes.If you want to use this method, I highly recommend taking advantage of Google Translate (to translate idioms and words) or  Ludwig (to learn how to put words and expressions into context).Visual Thesaurus is another great tool for finding synonyms in English, German, Dutch, Italian, French or Spanish. Its especially useful for language learners because it creates animated, interactive word maps to show you how different synonyms are related.This is more memorable than a simple list of unfamiliar words that you get from a traditional thesaurus. You can even get the results displayed in multiple languages!5. Integrating Foreign Languages into My Day-to-day LifeIf you can make the move to regularly exposing yourself to a language’s vocabulary while going about daily tasks, chances are youll get them down pat more easily than with a textbook or grammar books.I first started integrating foreign languages into my day-to-day life using my devices. I changed the display language on my phone, computer, Facebook account and games I sometimes play. I also switched the language I used in my hobbies. For example, I watched YouTube travel vlogs in German.This can apply to you too. Whether you like watching football games, listening to podcasts, watching TV series or anything in between, you can always do those activities in one of your target languages.This technique is useful even if y oure only learning one languageâ€"applying it to learning five languages is very simple. Just head to your calendar and assign a different language to different weeks or months.  Because this learning technique is designed to give you an immersive language experience, its advisable to focus on one language for a set period of time.For example, I recently changed my email and Twitter languages to French, after Id used them in German for the last six months.Even though my language learning experience has totally improved important aspects of my life, I should admit that it wasnt all sunshine and rainbowsâ€"especially when I first started out.Therefore, if you also want to embark on a language learning journey, stay consistent and patient until you reach your target level.Stay fired up!Yassir Sahnoun  is a writer, polyglot and content strategist.  You can learn more about Yassir at  his website.

Private Irvine English Tutor 4 Apps to Improve Spelling

Private Irvine English Tutor 4 Apps to Improve Spelling Tips From a Private Irvine English Tutor: 4 Apps to Improve Spelling Tips From a Private Irvine English Tutor: 4 Apps to Improve Spelling Many students are tempted to forgo their spelling skills with the advent of programs such as ‘spell check’. However, it’s incredibly important to be able to spell at any age and this valuable skill starts in the preschool years. Because most preschoolers would rather be outdoors playing after school, its essential that any supplemental material to help them learn to spell is fun, interactive, and can hold their young attention spans. Additionally, its great for parents to have access to spelling apps that are completely free of charge. These apps offer just that to their users. They are engaging and interactive for the young student but wont break the bank for mom and dad. Although most of these apps have in-app purchases available, students can learn a ton from the free versions improve your childs spelling abilities with the help of a private Irvine tutor. 1. SpellingCity One of the best ways to get a kid to learn about spelling is to make it fun. SpellingCity offers several games within the app; some offered only to premium members, that can make this topic more exciting. Students can work with word lists including words that sound alike and compound words. Spelling TestMe reads the word aloud and uses it in a sentence; students are allowed to work at their pace to avoid frustration.  HangMouse is similar to the game of Hangman and allows users to practice spelling using one of our favorite traditional games. Missing Letter allows students, especially those of a young age, to attempt to figure out which letter is missing in a word.  Spelling in Standard American English can be tough because a lot of the rules dont make sense to a young learner. Because memorization is so important to spell words correctly, its essential to keep a student’s attention and make this long term activity fun and engaging (READ: 5 Reasons Why Students Should Blog). 2. Spelling Notebook This app allows students to create their own customized list of words they need to practice. This is a great option for students who are given a specific spelling list from their classroom teacher. Spelling Notebook allows users to hear the word without seeing it if it fits their particular learning style. This app also provides its own dictionary of words to be learned so that students dont accidentally type in a word incorrectly.  Although this app is relatively simple, sometimes simplicity is one of the best ways to work on a subject where practice makes perfect.  Although the initial app is free, there are in app purchases available. 3. ABC Spelling Magic (free) This spelling app helps users learn the sounds of certain letters as well as the spelling of words. There are two levels available so that students can continue to use the app as they progress. In the first level, users will have a limited alphabet in which they can build a simple word spelled correctly. The second level offers students the opportunity to use the entire alphabet to build words. This app focuses on phonetic sounds and short vowel words.  This is a good app for students who want a more interactive experience and who are engaged enough to create their own words from scratch (READ: 5 Tips for Success in English Class). 4. Phonics Tic-Tac-Toe Interactive Game (free) Kids of many generations enjoy playing tic-tac-toe so why not turn this game into a way of learning how to spell. This app does just that. Students can learn about vowel sounds and syllables while playing this interactive game that will allow them to stay more interested in spelling. This app offers a fast-paced environment to help students keep up with the ever fast-paced classroom and help them eventually recall how to spell words quicker. Writing and reading are two of the most important skills for every student. Make sure your child is performing at the highest level with the help of a private Irvine English tutor. Call us today for more information! All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

Power-naps Make Students Smarter

Power-naps Make Students Smarter American students are chronically under-slept. An healthy and inexpensive solution to our tardiness are power-naps which make students smarter by retaining better information and boost productivity and creativity. As a nation we drink on single day 400 million cups of coffee a day to make up for our lack of sleep. But is coffee really a good solution of our sleepiness problem? Coffee consumption is associated with elevated risk of heart disease and elevations in cholesterol levels. A much better solution of being tired and sluggish are power-naps! They improve your creativity, productivity by giving your brain a break. Power-naps even lower your risk of heart disease and make you feel happier. Important to know is not all power-naps are created equal. After some naps you feel ready to greet the world. After other you feel disoriented, groggy and even more tired then before the nap. How come? Groggy power-naps come to be if you enter the deep sleep phase or REM stage. During this phase your body has completely shut down for sleep so to it is not healthy to wake up during this phase. Therefore, power-naps shouldnt be longer than 20 to 40 minutes depending how long it takes you to fall asleep. Moreover, long sleep messes with your circadian rhythm. Therefore, try to avoid napping after 3 PM. In a nutshell, power-naps make you alert again, improve your learning-ability and even your healthy. The key to successful power naps is do them mid-day and wake up after about 30 minutes. I wish you a glorious power nap today.

Teach Away Telegram - April 2011

Teach Away Telegram - April 2011 Spring is upon us! And while the weather changes and we look forward to more time outside, it also means that summer is just around the corner, bringing an end to another school year for many of you! We know that things can be particularly busy around this time of year, so we hope you will sit back and relax, and enjoy the latest issue of the Teach Away Telegram.We are pleased to report that all Teach Away teachers in Japan are safe and sound, though the country continues to deal with the aftermath of recent events. This month, we are featuring a story from a Teach Away teacher who was in Japan during the earthquake. We also look at common misconceptions about living overseas, and try to dispel some of the myths. With report card time looming closer and closer, you may be interested in reading more about assessment practices around the world.- The Teach Away TeamIn this issue:A Teacher Story: Surviving the Earthquake and Tsunami in JapanCommon Misconceptions about Living AbroadStuden t Assessment Around The WorldSurviving the Earthquake and Tsunami in JapanOn March 11th 2011, Japan experienced one of the largest earthquakes recorded in recent history. The subsequent 10-metre tsunami devastated the northeastern coast of the nation, which continues to lie in ruins. The hardest hit prefectures include, Fukushima, Miyagi, and Iwate. This is the story from one Teach Away teacher living in a coastal town in Iwate when the quake and tsunami struck.Joseph Hinds, a 27 year-old Canadian, departed for his Assistant Language Teacher post in northern Japan in the Fall of 2010. Before the quake of March 11th, Joseph had experienced multiple minor tremors, as is the norm, in fault-line teetering Japan. He had become accustomed to the short stoppages in the workday before returning to the daily routine of teaching English in Japanese public schools. However, the March 11th earthquake was different.  â€œThere were alarms and announcements being played throughout the city, but I didn’t understand them. Shortly after the earthquake, electricity, water, and gas had been shut off.” Usually, Japan’s structural stability can withstand shakes up to around 6.0 without this occurring. “I saw many people walking on the streets going in the same direction. I suspected they were evacuating,” something only practiced with the severest of disasters.“A random Japanese lady driving past me stopped to see if I was okay. The woman had just seen on the news that tsunami waters were flooding the city, though my area remained largely unaffected. I didn’t understand the rest of the conversation in Japanese. Cell phone lines were busy and I couldn’t get through to anyone.” One remark from the woman that Joseph could understand:“I have never experienced an earthquake like this in my entire life!”Joseph decided to bunker down in his semi-safe home for the night. The next morning, he drove to a Japanese friend’s printing company for more information. Other f oreign teachers had also congregated on this local print shop, quickly turning it into a refuge from the disaster. Their only access to the outside world was a computer powered by a car battery, allowing them to access the internet and inform family of their conditions. “We all spent the night at the print shop office, sharing what little food and water we had.”The next day at the grocery stores, “people were only buying a little more than usual and seemed to be mindful if there would be enough left of other people. Everyone inside the store was calm and collected.”As Joseph left the store, another car pulled over to offer assistance. A teacher from where he works offered him a ride to an evacuation area, making Joseph “feel safe and well taken care of by the Japanese people.” Although dealing with the ordeals of the earthquake, tsunami, and impending nuclear scenario, Japan’s solidarity truly shines in these times.“The earthquake and tsunami reveal the respectful an d polite culture instilled in Japanese people.”Joseph is now in a safe area, and is eager to help Japan recover from this disaster in whatever way he can. He continues to be humbled and grateful for the solidarity demonstrated by the Japanese people.Common Misconceptions about Living AbroadWorking and living overseas brings about many questions and concerns, especially for those who have not ventured abroad before. Common questions include: What will a typical work week look like? Will I have a support network? Is it safe?As every country around the world has its own unique culture, each will have different expectations in the workplace. A Monday-to-Friday, 9AM-5PM work week may not be the norm in many countries. It’s quite common in some countries to work from Sunday-to-Thursday, 7AM-3PM, or even have 4-day workweeks. That is why being flexible and adaptable to new situations is vital for any overseas position. Here, we aim to address some of the more recent questions and conce rns in the following regions:JapanThe triple-disasters of the earthquake, tsunami and nuclear concerns in Japan have caused alarm with many of those who were recently eager to teach in the country’s public school system. Although a tragedy, Japan’s infrastructure is built to recover from disasters. Much of the country is still unaffected, and teachers are still being sought in those areas.United Arab EmiratesAlthough in the Middle East, the UAE is not involved with the recent unrest in neighbouring countries. The affluent areas of Dubai and Abu Dhabi extend beyond the reach of the political issues plaguing other parts of the Middle East. Teach Away teachers have reported no immediate concerns on Teach Away’s Facebook pageChinaOften regarded as a country shrouded in mystery, China is home to a growing expatriate population. Despite being a Communist nation, locals and foreigners in China enjoy many of the same freedoms common in other parts of the developed world. Internet cens orship, for example, has decreased significantly in recent years. As well, modern amenities are not exclusive to Shanghai and Beijing. Many of the smaller cities in China are quite large by Western standards, with populations of 2 to 7 million people, and offer the same allure of larger cities with less congestion, pollution, and a reduced cost of living.KoreaSince the Korean War in the 1950’s, tensions have continued to linger between South and North Korea. A 2 kilometre wide demilitarized zone has separated the nations since. However, North Korea continues to cross into the mainstream news and raise concerns. The Western world views any news stemming from North Korea as possible threats of another World War, but this has been occurring since the end of the Korean War in 1953. South Korea is a first-world nation with a prosperous future, stemming from large electronics and automotive markets. Hence, South Korea’s continued need for English teachers to help develop their interna tional commerce.Vietnam/ThailandSoutheast Asia is notorious for its low cost of living, making it a popular destination for travelers on a budget. Working in Vietnam or Thailand, teachers do not necessarily make more money, but they can expect their dollar to stretch a little further. As is true of any country, researching the cost of living and the typical costs of groceries, utilities, and everyday expenses can help when trying to budget for your new life abroad.Student Assessment Around the WorldWhen considering a teaching placement overseas, common questions might include what kind of curriculum is used, what can be expected in a typical school day, and how students are assessed.Recent studies comparing student ability levels around the world have drawn attention to worldwide student assessment methods and their efficacy in compiling meaningful results. Historically, educational assessment consisted mainly of tests and quizzes, as these methods are easy to standardize and quanti fy. During the industrial age, education emphasized knowledge of basic skills and being on par with baselines.However, now that more is known and understood about learning styles and multiple intelligences, teachers are able to employ methods such as differentiating instruction and creating student-centred learning models. These different teaching techniques have necessitated the use of different assessment methods, as older models of assessment were proving inadequate.Indeed, although there is a focus on testing students in order to compare educational outcomes between countries, many developed and developing nations are opting for student-centred models and assessment methods. While some developed countries are reluctant to make the shift to a less teacher-centric classroom style, education reforms in developing countries like Malaysia are demonstrating that assessment is changing rapidly.While key performance indicators and learning objectives may vary from region to region, the major trend in assessment is creating tasks and opportunities for students to demonstrate their learning. Rather than assessing with standardized testing, which does not allow for multiple intelligences or differential learning styles, educators are making a concerted effort to allow for more non-traditional modes of assessment. Project-based learning, centres and workshops, culminating activities, and performance pieces are increasingly common in both elementary and secondary school settings.While the use of creative assessment methods is becomming more popular, students are improving in academic achievement. Teachers now have more options, and when teaching overseas, a wider perspective on education can be gained. Teachers with a flexible and adaptable attitude can learn about new assessment techniques overseas - a gain for teachers and students alike.

Introduction to Rosetta Stone English Learning

Introduction to Rosetta Stone English LearningRosetta Stone English Learning is an interactive software which will help you learn the English language by using several different approaches and strategies. This software has been developed by Rosetta Stone, a corporation which provides more than a thousand education modules to children and adults alike.The Rosetta Stone English Learning software is meant for all ages, with varying levels of experience. It should be able to help you be able to speak and comprehend more English words and sentences. However, it has been made by combining all of the best known English language learning software programs into one single application.For a beginner, it is possible to use Rosetta Stone English Learning with the English Beginner's Learning software, which is created specifically for people who are just beginning to learn English. It is simple enough to use and best of all, it has been designed so that you do not need to be a native English spea ker to benefit from this software.Rosetta Stone English Learning is also ideal for those who would like to improve their knowledge and skills in speaking and writing in English. The language is such a versatile one, and some of the best grammatical structure can be learned even without the use of native English. There are many other languages, which are extremely similar to English, and have in common certain grammatical patterns as well.Since so many different languages are spoken throughout the world, it is becoming increasingly common for people to learn English as a second language. This means that English is being used as a second language more often, so the ability to speak English fluently is now an asset that can be exploited for business and professional purposes. Rosetta Stone has given learners an advantage by making the software that is used so easy to use.You do not have to be a native English speaker to benefit from this software, but it does mean that you will have to be good at grammar. You also need to be able to grasp the concepts of sentence construction, tense, and tense endings. While there are many learning tools that you can use, one that will allow you to get the most out of these and most other tools is Rosetta Stone English Learning.Even though it is meant for new learners of English, it is easy to use and is a great deal more affordable than some of the other English learning software programs. All in all, it should prove to be one of the most effective and helpful English learning tools that you can find.