Organic Chemistry Tutorials Through YouTube - Who Will You Choose?

Organic Chemistry Tutorials Through YouTube - Who Will You Choose?There are many courses and online tutors that offer organic chemistry tutorials, however, not all of them offer you the same services as others. One of the things that sets them apart from each other is that they have an option of having a video tutorial, or a text-based online course. This is really important to consider if you are a busy person and need a good tutor for your organic chemistry tutorial.One of the options that you can choose from if you are looking for an organic chemistry tutor YouTube Simple Harmonic Motion is a method in which you get a highly detailed and up to date organic chemistry tutorial through YouTube videos. This is a great way for anyone to get a good idea of the materials that they are about to learn through teaching a course on organic chemistry at their own pace. When it comes to the instructional videos, it is really beneficial to go with one of the more popular and well known ones. Th is makes it easier for anyone who has not been able to keep up with the class that they are studying to easily get a lesson on organic chemistry.If you have heard of these organic chemistry tutorials through YouTube but do not know how to get them, it is actually possible to sign up for an account and go from there. There are people who use their regular Facebook or email address to sign up, but that is more for convenience's sake than anything else. This is one of the best ways that you can get an idea of how organic chemistry works before even taking the class.In the case of organic chemistry tutor YouTube Simple Harmonic Motion, they will start by providing you with a detailed overview of how the syllabus works, as well as what type of course you are signing up for. They also take into consideration whether or not you are going to take the classes with a tutor or by yourself.When it comes to organic chemistry tutorials, you are able to sign up to one that has been created by a pr ofessional on the topic. This means that you are going to get a more detailed and useful material for your organic chemistry tutorial, and that you will not be stuck in class on a specific point. If you have already signed up to a specific organic chemistry tutor then it may be wise to see what your tutor has to say and see if you agree with them.Before you do find out which organic chemistry tutor is the best for you, it is good to see what the reviews are and what has worked for other people. You can make this by going online and finding an organic chemistry review of the type that you think would be right for you. Some reviews are provided on a variety of subjects, but there are also some that only focus on organic chemistry tutorials.The only downfall of taking an organic chemistry tutorial through YouTube Simple Harmonic Motion is that the reviews that are done by other people may not be as accurate as what you will get. It is very important to make sure that you find a tutor t hat is recognized and reliable before you take the course.

Should I Go to Fullerton College

Should I Go to Fullerton College Diana is a current senior at Fullerton College. She is majoring in criminal justice, and specializes in Spanish tutoring, phonics tutoring, and a number of other subjects. Below, she shares her experience at Fullerton College: Describe the campus setting and transportation options. Diana: Fullerton College is situated in an urban area. Students use bikes, skateboards, buses, and cars to get around campus. I always feel safe on campus, regardless of the time of day or night. How available are the professors, academic advisers, and teaching assistants? Diana:The professors' office hours are typically indicated at the beginning of the year in the syllabus. Most of them let you visit their hours whenever, though, as long as you let them know a day or so in advance that you will be coming in for help. Even online professors are very accessible to students. How would you describe the dorm liferooms, dining options, location, socialization opportunities with other students? Diana:The dining options on campus are somewhat on the fast food side, but still provide a variety of options for students. If students venture into town, there are many other restaurants for students to enjoy. Which majors/programs are best represented and supported? Diana:My major, criminal justice, is well supported. Other majors are as well, including cosmetology, marketing, and the mechanical industry. I fell in love with criminal justice at a very young age, and when I took my first class in the department, I knew it was the right path for me. How easy or difficult was it for you to meet people and make friends as a freshman? Does Greek life play a significant role in the campus social life? Diana:Its fairly easy to make friends on campus. There are many organizations students can get involved in on campus to meet others. Greek life is not very present at Fullerton. How helpful is the Career Centerand other student support services? Diana:The Career Center staff are very helpful. They are there to give students advice and assistance with the job search, as well as review resumes. How are the various study areas such aslibraries, the student union, and dorm lounges? Diana:The library and study spaces are great on campus. They get busy around finals week, but are generally very inviting spaces for students to study in. Describe the surrounding town. Diana:Disneyland is very close to Fullertons campus. Additionally, there are places to eat, watch movies, and go shopping near campus. Its a very nice area to attend school; theres always something fun going on. How big or small is the student body? Were you generally pleased or displeased with the typical class sizes? Diana:I typically take early-morning classes, so the sizes of my classes are fairly small. I love the intimacy of the smaller-sized classes. However, I do know that there are larger lecture courses offered on campus as well. Describe one memorable experience with a professor and/or class. Perhaps one you loved the most or one youregretthe most. Diana:I have loved every class, even the ones I struggled with. If I had to choose one of my favorites, I would choose my CSI class. I loved the work we did, I loved my teacher, and I loved all of the material we learned in the class. Check out Dianas tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

What Language do Animals Speak

What Language do Animals Speak Do animals use language? Its clear to anyone who has had a pet that animals communicate. My dog and cat are both great at telling me when they need to go outside, when theyre hungry, and when theyre angry. My cat is especially great at telling me shes angry. She usually does it by running between my legs while Im going down the stairs. Basically shes trying to break my neck to show me that Im failing her.Anyway, after watching the TED-Ed video that we selected this week, I found that it is interesting to  ask  whether animals have language, and what the difference is between language and communication.Before watching the video below, what do you think is the difference between having a language and being able to communicate? Do you think there are any  animals that have language?Watch the video below, then see if you can answer the questions. Answer the questions in comments and well respond. Answer the questions below in comments and well respond.How do honey bees communicate with e ach other? What do they communicate about?What 4 things are required for language?Why do you think these 4 things are required to define language?Which of these requires modal verbs and the conditional tense?What surprising things can prarie dogs do?What are chimps unable to do that prevents them from having language?What do dolphins lack?Even Washo and Kokos impressive abilities are still  ______  by the language skills of most 3 year old humans.

Optimizing Flipped Classrooms For Students With ADHD

Optimizing Flipped Classrooms For Students With ADHD Flipped classrooms turn the traditional model of instruction upside down by migrating in-person classroom lectures into videos that are watched independently by students on their own time. Class time that had traditionally be spent listening to lectures is now replaced with interactive assignments designed to reinforce the previously-viewed video presentations. In effect, the activities of homework and class time are flipped lectures are watched at home and assignments are completed during class. For students with ADHD who struggle to complete homework assignments efficiently and consistently, the flipped classroom model is appealing for two reasons: Classroom-based lectures are not an optimal strategy for teaching students with ADHD. Didactic instruction via lectures is rarely an effective teaching style for students with ADHD. Many students with ADHD struggle to focus and process verbal information quickly during lectures, and have poor note taking skills. They often leave class having missed key points from the lecture and have sparse, ineffective notes to refer to when completing assignments or studying for exams independently. Homework is a struggle for students with ADHD. As any parent or teacher of a child or teen with ADHD knows, homework is an ongoing struggle for these students. Even under the best of circumstances kids and teens with ADHD have difficulty completing their homework efficiently and consistently. This is due in part to the time of day when homework is completed (in the evening when fatigue is setting in and ADHD symptoms are worsening and when ADHD medication has worn off) and the lack of support from peers and teachers during homework time. Flipped classrooms at least partially address both of these problems for students with ADHD. When lectures are provided in video format, students can watch them at their own pace. They can rewind if their attention drifts and they can listen again to catch key points that they may have missed. Taking notes becomes easier when they are able to slow down the pace of the lecture, and notetaking may become less essential if teachers and classmates can serve as resources when assignments are completed during the class period. When assignments are completed in class instead of at home, students with ADHD may be less fatigued, will have the advantage of their ADHD medication still being in effect, can receive individualized instruction from the teacher as needed, will have the social and intellectual support of their classmates, and ideally, the assignments will be more interactive and less tedious than in traditional homework. Even with these clear benefits, optimizing flipped classrooms for students with ADHD requires special considerations: Homework will continue to be a challenge for students with ADHD. In flipped classrooms, homework does not altogether disappear, it is simply replaced by video lectures. Students with ADHD will still struggle to focus on the videos, they will still procrastinate, and they will still miss key points during the lectures. Optimize the use of video lectures by incorporating elements that are known to increase engagement and compliance for students with ADHD: Keep the videos as brief as possible. Small, digestible chunks of information will be absorbed more readily than lengthy presentations. Incorporate interactive features. Insert pop-up questions and activities throughout the lectures and grade students on their responses. Provide immediate feedback to students about the accuracy of their responses. Set due-dates and measure progress. Set clear due dates for lecture viewing, and monitor progress. If a student skips a video, follow-up and brainstorm strategies for getting back on track. Reward students for meeting deadlines. Give students points for watching videos, and tie these points to meaningful rewards. Allow students to track their progress toward earning rewards, and incorporate game-like features whenever possible. Remember that praise is also very rewarding! When you notice that a student is consistently watching videos and meeting deadlines, let them know that youre impressed and encourage them to keep up the good work. Encourage the development of notetaking skills. Notetaking remains an essential skill for students throughout high school and college. Since students with ADHD struggle to take effective notes, provide specific instruction on notetaking, and require students to take notes during video lectures. Review the notes and provide feedback about things the student has done well and areas where he or she can improve. Flipped classroom assignments present unique challenges for students with ADHD. Students with ADHD who struggle to complete assignments at home will also have challenges with classroom assignments. Provide individualized instruction whenever possible. One of the benefits of flipped classrooms is increased opportunity for individualized instruction. Students with ADHD dont always stand out as needing individualized attention, particularly when they are bright students who can compensate relatively well for their weaknesses, and when they are more inattentive than they are impulsive or disruptive. Seek out these students and aim to give them a boost in areas where they may not be reaching their full potential. Encourage effective teamwork and collaboration skills. Group-based assignments are more common in flipped classrooms. While there are many benefits to group-based learning, students with ADHD are more likely than their peers to have difficulty participating effectively in these learning activities. Students with ADHD often lack confidence in their knowledge and abilities. As a result, they may hang back from the group and fade into the background. Conversely, their insecurities may drive them to act out and become disruptive. Focus on teaching strategies that will help them become confident, engaged members of their team, and participate in ways that enhance the group as well as their own learning process. Flipped classrooms have the potential to be far more engaging for students with ADHD than traditional instructional models. Tailoring flipped classrooms to meet the needs to students with ADHD can have a positive impact on their ability to learn and their motivation to participate in the learning process. ABOUT DR. MARY ROONEY Mary Rooney, Ph.D., is a licensed clinical psychologist in the Department of Psychiatry at the University of California San Francisco. Dr Rooney is a researcher and clinician specializing in the evaluation and treatment of ADHD and co-occurring behavioral, anxiety, and mood disorders. A strong advocate for those with attention and behavior problems, Dr. Rooney is committed to developing and providing comprehensive, cutting edge treatments tailored to meet the unique needs of each child and adolescent. Dr. Rooney's clinical interventions and research avenues emphasize working closely with parents and teachers to create supportive, structured home and school environments that enable children and adolescents to reach their full potential. In addition, Dr. Rooney serves as a consultant and ADHD expert to Huntington Learning Centers. ABOUT HUNTINGTON Huntington Learning Center is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. It preps for the SAT and ACT, as well as state and standardized exams. Huntington programs develop the skills, confidence, and motivation to help students of all levels succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntington's mission is to give every student the best education possible. Call us today at 1.800.CAN LEARN to discuss how Huntington can help your child. For franchise opportunities please visit www.huntingtonfranchise.com. This website does not provide medical advice, diagnosis, or treatment. The material on this site is provided for educational purposes only.

20 Tips for New Tutors (Part IV) - TutorNerds

20 Tips for New Tutors (Part IV) - TutorNerds Twenty Tips for New Tutors (Part IV) Twenty Tips for New Tutors (Part IV) Grades Shouldn’t Be a Big Surprise You shouldn’t be crossing your fingers that a student will do well on their upcoming test.   If you’ve been seeing them long enough to prepare for it, then you should give them practice quizzes or tests and grade them yourself to see how they’re doing.   Whether the practice test is something you found online, questions you’ve made yourself, or just a few selected examples for their textbook, it usually isn’t hard to come up with material to test your student’s knowledge before an exam.   This way, you and the student will have an idea where they’re at before going to take the real thing. Learn Their Teacher’s Style After seeing some of your student’s graded assignments from their class, you should be able to get a good idea of what their teacher is looking for.   Maybe they’re a huge stickler for vocab, or they require every equation to be memorized.   Maybe they put more of an emphasis on style and sentence variety rather than spelling in grammar.  Perhaps correct significant figures determine a large part of their grade.   Maybe they don’t care about the final answer as long as the work is correct and neat.   All of these situations could be the opposite, and there are many other styles and priorities that teachers have.   Recognize what your student’s teacher is looking for early so that you can make your practice lessons more similar to their expectations. Stay in Touch Staying in touch with your client will help you build a better relationship and keep them feeling more satisfied with your commitment.   This could mean following up to see how they did on a test, checking in to see what new classes they might be taking, or being available to help with simple questions via text or email outside of tutoring hours.   Your level of involvement outside of working tutoring hours is up to you, but staying in touch more with your students tends to lead to better success for both student and tutor. Don’t Let Tutoring Become Homework Time Helping with homework and assignments is a large and vital, part of most tutoring.   However, if you are regularly seeing a student, your tutoring should not just be you going through each week’s new homework assignment with them.   At worst, you should transition them to doing the homework before you arrive so that you can focus on only the problems they didn’t understand or got wrong.   At best, they can complete the homework on their own so you can quickly check it if needed and focus on additional practice and lessons during the tutoring.   There is nothing wrong with helping with homework, but regular tutoring should be more than just a tool for a student to use to get their homework done easily via professional help. Get Them Talking Many students will be quiet, shy, or just unwilling to open up about their struggles in class.   A very important quality in a tutor is being charismatic and friendly enough to help these students feel comfortable opening up to you.   Don’t turn a tutoring lesson into a long casual chat, but also don’t be so cold that you only focus on the academic work.   If a student isn’t comfortable talking to you, then it will be harder for you to know when they are confused and when they aren’t paying attention. Read part three here! Michael C. is currently a private math, science, and standardized test tutor with TutorNerds in Irvine and Anaheim. All blog entries, except for 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.

Why You Need an Irvine College Admissions Consultant

Why You Need an Irvine College Admissions Consultant Four Reasons Why You Need an Irvine College Admissions Consultant Four Reasons Why You Need an Irvine College Admissions Consultant For many high school students, applying to college is the main focus right now. Whether you are applying to as many as possible or sticking to your top two or three, putting together a college application can be a lot of work. From a high GPA to extracurricular activities and sports, you’ve done all you can to put your best foot forward, but that still might not be enough to woo the admissions director. Fortunately for you, our private Irvine college admissions consultants are highly educated and experienced. Though college applications vary, most consist of more than one piece. For example, a college might require you to submit your high school transcript, test scores (SAT ACT), an essay, letters of recommendation, and possibly an interview. That’s a lot to put together, all while trying to present it in a consistent manner that makes you look exceptional. The best way to get into the college of your dreams is to work with a private Irvine admissions consultant. Here are four reasons why you should get some extra help 1. Help You Stay On Track As mentioned in the intro, applications require an assortment of documents, essays, test scores, and recommendation letters. A private admissions consultant has been through the process before and has the credentials to prove they know what they are talking about (you can book our Harvard-educated admissions consultant today). Your consultant will help you create a plan that fits in with the due date of the application. That way you won’t be rushing last minute to get a missing piece of the puzzle. Further, your consultant will be there to answer any questions you have along the way, which will save you the time and stress (READ: College Decisions: 3 Things to Think About). 2. Help You Stay Calm Applying to college is stressful. While you’re busy writing essays and preparing for interviews, your friends are getting acceptance letters. It can be overwhelming for students as well as disheartening. Thankfully you’ll have the help of a highly educated consultant who knows what it takes to get into the top universities you can get the assistance of a Harvard educated admissions consultant when you call TutorNerds today. 3. Take Your Application from good to great College is getting more and more competitive. We do not doubt that on your own you can come up with a proper application. The bad news is that good doesn’t cut it anymore; If you want to get into the college of your dreams, your application needs to be great. Usually, admissions advisors spend more time on applications that catch their attention in the first few seconds. They can spot the great from the good better than anyone. A private college consultant will make sure your application catches their eye and keeps their attention. 4. Prepare for Your Admissions Interviews Not all colleges require or offer an interview for admissions, but if you have the opportunity for one, we advise you take it. Whether it’s through an alumni connection or available to all applicants, an interview with an admissions advisor can be daunting. Thankfully, our private Irvine admissions consultants are pros and can prepare you for your big day. From prepping questions to ask to practice with mock interviews, a consultant is key to entering that interview with confidence. The last thing you want to do is to go into an interview unprepared and unenthusiastic. Call TutorNerds today to book your private college consultant! 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.

My Teaching Philosophy

My Teaching Philosophy Having an idea is common, acting upon that idea is occasional. Many teachers have an idea of what kind of teacherthey are or the one they hope to become. As stated in the film Fury about World War II tankers, “Ideals are peaceful. History is violent.” The reality of the situation is that having an idea of who you are as a teacher is nice, but not worth much. I have more than an idea of myself as a teacher. I know what type of teacher I am.In the past years I have been involved with the Professional Development Schools (PDS) student teaching program. I began my journey scared and timid in August 2014 as I walked into Fieldcrest High School for the first time. I could not help but notice all the differences from the high school I had attended. First off, the school was extremely small and in a rural area with farms covering the town lines. Second, it almost did not need to be said, how much this town was involved in high school football, which I made a mental note about so I could establish a good rapport with my students. The most surprising thing however, came to me much later in the year, when I realized, this rural farm school has many of the same needs, problems and strengths as that of an urban school. 90% were poor and on free and reduced lunch. Many students, over half, had no intentions of going to college. Textbooks, pencils, and resources at home were scarce. A world view outside of their own was almost nowhere to be found. Being at a rural school in middle of ‘nowhere’ Illinois only reaffirmed my strong desire to teach inside the city of Chicago. I am a teacher that is mission driven and passionate. I have wanted to teach history since I was about eight years old and suddenly became obsessed with the titanic. I read books, watched documentaries and even saw the traveling exhibit at the Museum of Science and Industry in Chicago. Since this moment, I never saw myself doing anything else. As some of my previous history teachers have inspired me, I hope to be that inspiration, or that spark that goes off in my students’ heads where it all comes together. That ‘lightbulb’ moment. Every student has their own idea of what it means to be successful. As a teacher it is key to guide students to success, knowing that every student, no matter what circumstances, can reach his or her own idea of success. They do not have to get an A on every test, we would like them to, but that is not a reality, nor should it be. It is the small victories that count and the ones that make me proud as a teacher.My enthusiasm and passion for history comes through the most when I am trying to get others to have the same enthusiasm. This enthusiasm is a key part of my teaching. I believe that if I was not enthusiastic about my subject, my lesson or my students, teaching would be awful. Not only for me but for my students too. Energy is contagious, when the teacher gets excited about a lesson or subject, it makes the students feel as if there is something to get excited about. This excitement usually turns into interest because the students want to know why it makes the teacher so excited. From my own experience teaching, and experience being a student, I have never been more engaged than when the teacher was energetic and happy. The same goes for my students. Of course, we all have off days but my students turn in more work and participate in discussion when I get excited, pumped up and basically make a fool of myself. If that is what it takes to peak their interest, then why not? If I can get a student who is usually quiet and guarded to actively participate and be excited, then in some fashion I have achieved a victory, regardless of how small.In an ideal world, I would absolutely love to teach history in a thematic sense. Meaning, I would not necessarily go in chronological order through events, but instead by themes. Using this thematic approach gives students more of an idea of what history is actually like. Where in a chronological approach, it is harder for students to think outside the box and understand that history is a continual process. History is full of debates and intrigue which are much better suited for a thematic organization. Themes could include; war, politics, economy, race, etc. As David Christian discusses in his book, “This Fleeting World,” A big history is better when it is small. Being able to place notable events, people, places and ideas within a larger framework of a theme that students understand pushes their minds to make connections between concepts from different eras. Connections help students understand why these ideas are important, how they relate to today’s society and most importantly, how history relates to them personally. If a student makes a connection personally with a historical concept, it will be hard for them to forget and they are automatically more interested.Moving forward in my career as a teacher I will continue to learn and improve. I believe that learning how to teach never really stops. Being able to pick up new technology, ideas or curriculum and integrating it smoothly into the classroom takes flexibility and organization. I try my best to read a book related to teaching or history at least once a month. Ideas, strategies and materials never stop changing and it is important to me to try and be aware and open to these changes as much as possible. I know for a fact I will be a lifelong learner, always with my nose in a book. Hopefully this bookworm trait will help me come up with new ideas and even more exciting ways to teach and connect with my students.My mission, enthusiasm and thematic approach are all keys to my identity as a teacher. They help me to be effective in my teaching as well as open up doors for me to continue to improve my teaching. Through my experience I have found that I am the most proud of the ‘small’ accomplishments of my students; a quiet student getting into a discussion, another student spending a weekend writing a paper because she loves the topic, or a student who never turned anything in, but with a bit of encouragement is on his way to an A. These victories are what I teach for. These victories are why I never give up on a student. These victories make me an enthusiastic, mission driven and thematic teacher.