Tutors

Math is one of the most dreaded subjects in school and requires the most private tutoring either online or offline. This should also be enriched with much prevalence and effectiveness. Online maths tutors will take you through concepts at your own pace without putting you at a disadvantage. Games and interactive exercises are now included in math tutoring. In addition, you'll get specialised instruction tailored to your specific needs. At SelectMyTutor, you'll get the tutoring you need to achieve your goals fast.
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Noorani Qaida is the first step in the journey of reading the Holy Quran. It forms the basic concept of learning the Arabic Language. Qaida starts with Arabic alphabets, and then it shows the connection between Alphabets. It also teaches the accent of Zabr, Zehr, and Paysh. So, it helps a lot in reading the Holy Quran even if you are unfamiliar with the basic rules of Tajweed. So, it’s crucial to learn the Norani Qaida in the journey of reading the Holy Quran.

Media/Technologies in Distance Education

Distance education is distinctively and widely acknowledged for it’s exhaustive utilization of information and communication technologies for teaching – learning process. A variety of media such as radio, television, computer and Internet etc are being used as a part of learning material by many Open and Distance Learning (ODL) institutions. As a result, course delivery in such institutions is multi-channel; multi-media mix (Kulandai Swaymy, 2002). The requirements of the distance education for developing the course material using the multi-media approach has necessitated, apart from print material, embracing of technologies such as radio, television, audio and video cassettes. Last decade has witnessed a virtual explosion in the advancements made in several areas of technology especially those relating to computer, networking and communications, which have a direct bearing on the distance education system

There are some positive educational implications associated with using technologies in Distance Education, like the availability of greater variety of learning resources; improved opportunities for individualities learning; the possibilities of greater control for students over their learning; more extensive coverage via technologies and therefore greater access to them; greater flexibility offered by the wide range of technologies; characteristic fall in the cost of new technologies as they become established; and there is a higher degree of interactivity as convergence occurs between old and new technologies (Khan, 1996).

While Teaching Assistants (TAs) have been regularly used in large lecture courses and beginning design education in the United States for over 150 years, their preparation, use and empowerment has not been carefully examined.  More recently, the preparation and use of Teaching Assistants has become increasingly codified to meet the ever-changing demands and expectations of students, Teaching Assistants, faculty, universities, professions, and the general public. 
This paper is organized into three sections:  First, we will examine how the role of a Teaching Assistant has radically changed in the past 40 years, from its past focus on assisting an individual faculty in the teaching of their class to becoming an integral member of a co-teaching team of students, Teaching Assistants and faculty today.  Second, we share a series of best practices for preparing, collaborating with and empowering Teaching Assistants.  Our advice is based on the authors’ past 40 years of experience working with over 100+ Teaching Assistants and teaching over 15,000 freshmen and sophomores campus wide in both face-to-face and online classes.  Third, we will invite you, and other Teaching Assistants and faculty, to join the discussion, share your own experiences and innovations, and lay the foundations for your own future teaching pedagogy and research.  While our paper and recommendations are primarily for first-time Teaching Assistants assigned to large lecture classes and beginning design studios, they are also broadly applicable to many teaching situations in both face-to-face and online courses throughout the university.

For students struggling with maths, it has proved that getting help from experienced maths tutors is important. As a good tutor, one should be well-versed in the subject and have ability to communicate difficult concepts in a simple manner. Maths tutors must have a desire to teach and create an open environment so students can ask willingly.
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The relevance of the research problem due to the need for effective adaptation of the first year students to the study of linguistic disciplines in the framework of Federal state educational standards of higher education realization of a new-generation, for getting information on the difficulties faced by the first-year students due to the appearance of new disciplines, innovative curricula, forms and methods of training, as well as the interest of organizers of educational process in high school in the high results of development of educational, personal and professional competences. The goal of the article lies in justification of the possibility and necessity of conducting various activities, which aimed at the successful adaptation of the students. The leading method to the study of this problem is empirical, which allows to monitor the process of adaptation of the first-year students, to carry out the measurement using a specially developed assignments, tests, etc., and comparison of the indicators; as well as the methods of mathematical statistics and graphical display of results. The set of activities are developed and tested which is necessary and sufficient for the efficient adaptation of the first-year students: organization of the tutors´ work, the use of game situations on a professional theme, various activities outside the classroom, etc. The article can be useful in practical work of linguistic disciplines teachers not only in universities, but also at schools, colleges, as well as interesting to all who are connected with the professional pedagogical activity.

This research sought to determine if a teaching intervention using tutors in a South African university could promote epistemological access to university for first-year students. Although hiring, developing and managing tutors takes money, time and energy, the effectiveness of tutors in the South African context is underreported. The first-year class under study was diverse in terms of gender, race, ethnicity and geographical origin. The tutors were all postgraduate students, and similarly diverse. In terms of research design, student test results were compared from one test to another. The students also rated the tutors. Students who attended the majority of the assigned tutorials improved their marks by an average of 20%. Even students whose tutorial attendance was haphazard fared better academically than those who did not attend at all. Students who skipped all the tutorials saw a dramatic decline in their marks, suggesting that tutorial attendance should be obligatory. Individual tutors matter, however. It seems that some tutors can explain, facilitate understanding and engage their students better than others. Students assigned to such tutors achieved the greatest academic gains. Thus, recruitment strategies and tutor training are crucial. Tutor popularity (based on student ratings) did not correlate with positive academic improvements. Thus, student ratings should not by themselves strongly influence hiring decisions. In conclusion, resources allocated to tutors were worthwhile and the tutors enabled epistemological access for many.

Much educational research is currently devoted to determining the most effective instructional strategies for raising student achievement. The instructional strategy used in this study is curriculum integration, which is defined as the process of students and teachers collaboratively designing curriculum and studying real-world problems. The purpose of this study was to understand the implementation of curriculum integration with upper elementary school students in an afterschool program. For this study the guiding research question was What are the dynamics of implementing curriculum integration with fourth through sixth graders in an afterschool program setting? The subquestions were (1) What is the teacher\u27s role in implementing curriculum integration in the program? (2) What is the role of student diversity in the implementation of curriculum integration in the program? (3) What is the role of the democratic classroom model in curriculum integration in the program? and (4) What is the role of college-age tutors in curriculum integration in the program? There are several factors to consider when examining a complex concept like curriculum integration. The study concluded that a number of conditions impact the success of implementing curriculum integration in an afterschool program for fourth to sixth graders, including the impact of the federal No Child Left Behind accountability act on the tutors\u27, parents\u27, and children\u27s perceptions of the value of instructional activities that were not textbook-based and awareness of the importance of homework. The study concluded with eight recommendations for those who attempt to implement curriculum integration in an afterschool program. All stakeholders should understand the program\u27s goals, and all program staff should have extensive training in curriculum integration and homework tutoring before and during the program\u27s operation. Resources should be allocated with flexibility. Program evaluation should take into consideration factors not easily quantified. The program should meet daily for at least 3 hours at the school site. Ongoing supervision should prevent a lapse in program implementation. Program implementation should be considered on a continuum, with the goal being a fully implemented program. Mandatory staff meetings should be held each week. More research needs to be conducted on the full implementation of curriculum integration

Choosing an ideal tutor for your child with extensive subject experience is quite difficult sometimes but essential also. Identify the field in which your children is struggling and keep your child's learning style in mind. SelectMyTutor has a bunch of knowledgeable and expert tutors, they are available uniformly. Choose which is best, hire a private or online tutor for your child.
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Данная статья рассматривает вклад французких гугенотов в воспитание нидерландского дворянства. После анализа воспитательной программы гугенота Жана Ру, написанной специально для сына Фрисландского штатгальтера, на примере династии Оранских-Нассау, мы рассмотрим воспитательный процесс как со стороны родителей и детей, так и со стороны самих воспитателей. Особое внимание уделено выбору гувернера и его соответствию требованиям поставленным родителями. В статье использованы архивные документы из Британской Библиотеки и Королевских Архивов в Гааге.
This article deals with the impact of the French Huguenots on the upbringing and education of the Dutch nobility. After having analysed the educational programme of the Huguenot Jean Rou, written especially for the son of the Frisian Stadtholder, based on the example of the Orange-Nassau family, we will assess the educational process both from the side of the parents and their children, and from the side of the tutors themselves. The article contains archival documents from the British Library and the Royal House Archives in The Hague.

This article describes the creation of a Peer-led Team Learning tutoring initiative in the English department of a French university. It utilises the implementation staircase model of group steps to provide greater understanding of the progression of the initiative from policy to tutoring sessions down and up the staircase. The feedback findings highlight the success of the initiative and the subsequent recommendations will be of use to teachers considering adopting peer tutor programmes on university courses.

Ключевые слова: дистанционное обучение, духовно-нравственные ориентиры, институт тьюторов, куратор, образовательная траектория, первокурсник, тьютор, тьютор в вузе, тьюторант, тьюториал
Статья посвящена проблеме определения роли института тьюторов в вузе в процессе адаптации первокурсников к требованиям высшей школы. С учетом рассмотренных культурных особенностей тьюторов в вузах разных стран и опыта автора публикации в должности тьютора студенческой группы, сформулирован вывод о том, что тьютор является организатором профессионально-личностного роста участников образовательного процесса, оказывающий непосредственную поддержку первокурсникам с целью их динамичной адаптации к новым условиям образовательной среды при помощи методики выстраивания образовательной траектории. Студенты-первокурсники, испытавшие насыщенность учебно-развивающего процесса ХГУ«НУА», посетившие разные культурно-массовые мероприятия, становятся более уверенными в новой образовательной среде, чувствительными к вопросам гуманитарного характера, устойчивыми к социальным изменениям. В дистанционном режиме обучения функции тьютора также включают педагогические навыки сетевого взаимодействия, навыки технического применения дистанционного обучения, создания учебного дизайна, поддержки обучения, оценивания обучения онлайн.

Natalia Molodcha
INSTITUTE OF UNIVERSITY TUTORS AND ITS ROLE IN ADAPTATION
OF FRESHMEN TO HIGHER EDUCATION REQUIREMENTS
Abstract
The article is devoted to the problem of determining the role of university tutors in the process of
freshmen adaptation to new conditions of the educational environment. Considering the stated cultural
characteristics of university tutors in different countries and the experience of the author as a tutor of a
135
student group within two years, the conclusion is formulated that a tutor is an expert, organizer of professional
and personal growth of participants in the educational process, providing support and guidance directly to
freshmen with the aim of their dynamic adaptation to new educational environment using the method of
designing an individual educational path. Freshmen, having experienced the richness of the educational and
developmental process at the People’s Ukrainian Academy and attended different cultural events and citywide
events, have shown more confidence in a new educational environment, sensitivity to humanitarian issues,
resistance to social changes. In distance learning, the tutor’s functions are stated to include pedagogical
skills in networking, skills in distance learning, educational design skills, supporting learning process skills,
online learning assessing skills.
Key words: educational trajectory, distance learning, freshmen, institute of university tutors, tutor,
tutorial, university tutor.




http://dspace.nua.kharkov.ua:8080/jspui/handle/123456789/2134

Traditionally students' attendance and overall performance have been hypothesized to go hand in hand. In current study, 195 students from non-engineering background were taught a three credits core course of construction and their attendance vs performance results are empirically investigated. Further, the students' attendance and performance have also been assessed against tutors' experience to highlight students' performance in tutorials of fresh vs experienced tutors. The assessment criteria of two quizzes each 20% weight, 1 assignment of 20% weight and a mid-semester exam with 40% weight are utilized with an attendance criterion of below 75% as low attendance. The result highlights that a clear difference of 14% marks exist between the students with less than 75% attendance and the ones with 75% and above. The students with low attendance averaged at 53.35% in terms of overall marks obtained whereas the good attendance students secured 67.40% marks on average. Furthermore, in terms of fresh vs experienced tutors, students taught by fresh and less experienced tutors not only displayed better attendance but also out passed the experienced tutors' students by a difference of 4% marks in terms of overall marks. Additionally, students with high marks in sketches secured higher overall marks as compared to the ones with lower sketch marks validating the hypothesis that students with better sketches have better imagination and perceptions, a must to have skills for construction academics and architects. This study is useful for teaching professionals and encourages the use of sketches and visualisation in construction. This ongoing study will be aided by semi structured interviews with tutors and randomly selected students to highlight the underlying factors dictating this gap. The results are expected to lay foundation for better performance of students with non-engineering backgrounds in construction courses.

Im vorliegenden Artikel wird das 2017 gestartete Tutor*innenqualifikationsprogramm "Start!" der Abteilung Hochschuldidaktik der Universität Zürich vorgestellt. Das Projekt verfolgt zwei Ziele: Erstens die didaktische Befähigung von Studierenden, die Basisaufgaben in der Lehre übernehmen. Diese Studierenden – meist als Tutor*innen, je nach Fach- und Aufgabenbereich auch als Teaching Assistants, Coaches oder Mentor*innen bezeichnet – werden momentan meist ohne entsprechende Kompetenzen in der Lehre eingesetzt. Mit der Qualifikationsmöglichkeit soll das Bewusstsein für den Stellenwert von Lehrtätigkeit insgesamt geschärft und das entsprechende Engagement von Studierenden belohnt werden. Zweitens verfolgt das Programm das Ziel – übergeordnet – den niederschwelligen Einbau von Angeboten zum Erwerb praxis und berufsorientierter überfachlicher Kompetenzen in bestehende Curricula. Diese beiden Ziele sollen mit einem digital geprägten, multimedialen Lehr-Lernsetting erreicht werden...

If you happen to be a student preparing for high school or you have a child who is preparing and trying hard to learn a specific subject, you may be looking for a tutor to help. The students normally take part also in other activities other than studies. It is not possible to fix always the time for tutoring because of other activities. The web offers many online tutoring programs that are perfect for students who want to get help to succeed. It can solve your problem as it will permit student to select his own time. He can easily adjust it anywhere in his busy schedule. It will also work well for him.