Breathing Exercises to Ease Your Mind on Test Day

Breathing Exercises to Ease Your Mind on Test Day College life can be filled with stress, from tight assignment deadlines to a busy extracurricular schedule but one of the most stressful parts of college life can be taking tests. Some students experience a lot of test-taking stress, while others experience much less of it, but almost all students experience at least a little anxiety before sitting down to take an exam. Adequate studying, getting enough sleep, and eating a good breakfast can go a long way in helping reduce your stress on test day. However, doing all these things is not always enough to put your mind at ease before an exam; thats where something as simple as breathing exercises can help. [RELATED: How to Prepare for SAT Test Day] Deep, calm breathing is a basic tenant of meditation and yoga, and breathing exercises are a quick and easy relaxation technique you can use anywhere and anytime to keep your nerves at bay. The proper way to breathe deeply is to slowly and steadily pull as much air as you can into your abdomen, helping to fill your lungs with as much air as possible, and then slowly let it out. Deep breathing helps reduce stress because the more air you bring into your lungs, the more oxygen your body gets and the less anxious youll feel. Not sure where to start? Were here to help. Try several or all of the following breathing exercises to help determine which ones work best for you: 1. Abdominal breathing Abdominal breathing is a great way to help reduce your high heart rate and/or blood pressure, resulting in an almost immediate calming effect. Sit on a chair or the floor, or lie down on your bed or a couch. Hold one hand on your chest and the other on your stomach. Breathe deeply in through the nose so that your diaphragm (lower part of your ribs) expands and gently stretches your lungs. Breathe about 6-10 slow, deep breaths per minute until you feel more relaxed. If you find it hard to control your breath, you may want to consider using apps that can help you pace your breathing appropriately, such as Breathe2Relax or Relax. 2. Progressive relaxation breathing Stress can cause tightness and tension in the muscles of the body, which can make it more difficult to relax. The progressive relaxation technique is a great strategy for eliminating all sorts of tension throughout the entire body. Consider trying it the morning of your exam. [RELATED: Important Habits of Effective Test-Takers] Start by lying down in your bed or sitting in a chair and closing your eyes. Then, while taking slow, deep breaths, tense one muscle group at a time, one by one, and then relax them: the feet/toes, knees/thighs/glutes, chest/arms, hands/fingers, neck/jaw, and face/eyes. Think of your body like a stress ball from which you are wringing tension. 3. Equal breathing Ever get so nervous the night before an exam that you can barely fall asleep? If so, you may want to try equal breathing. Equal breathing can help you wind down because it helps take ones mind off stressful thoughts and distractions. Equal breathing is simple. All it takes is inhaling and exhaling through the nose for equal amounts of time. Begin by breathing in for four counts and then exhaling for four counts. If you feel like you could breathe more deeply, increase the amount of time you inhale and exhale by a second or two. Dont forget to take breaks if necessary; you dont want to overexert yourself. [RELATED: Top 5 College Study Tips] By employing a few of these simple breathing exercises, you could be that much closer to an A on that exam. Why let stress or anxiety get in your way? You can overcome those obstacles best of luck this testing season! Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

How Differentiated Instruction Challenges the Notion of the Traditional Teacher

How Differentiated Instruction Challenges the Notion of the Traditional Teacher The Challenge to Traditional Teaching: Differentiated Instruction ChaptersThe MisconceptionsThe PremiseThe MethodsThe OutcomeThe premise of teaching used to be simple. The teacher had knowledge s/he was tasked to impart; the students must acquire that knowledge and demonstrate mastery through periodic exams.Since the 15th century, when the Aztecs implemented the first universal compulsory education system, learning has been treated as a one-size-fits-all proposition.If you are this age, you should be capable of understanding these concepts and performing those tasks.Early educational philosophies did not take into account socioeconomic differences, any particular ability or disability to learn on the students’ part, and certainly paid no mind to learning preferences - all factors which have been shown to impact a student's ability to learn.Gender was a factor in formulating educational standards, but only with regard to how much schooling female students would be exposed to and what subjects they would study.Male or female, conformity was the ord er of the day and if students could not adapt and learn, they were generally held to blame.So what if you couldn’t read, didn’t understand arithmetic and your writing was illegible? It was all your fault; you just weren’t working hard enough!This educational philosophy did not change significantly until the mid- to late-twentieth century, when great leaps were made in understanding how both the human brain works and how people absorb knowledge.Now we’re seeing a revolution in pedagogy, one that inevitably empowers students by addressing their multiple intelligences in a learning environment designed to encourage them to thrive.Certainly, these changes are a boon for students of every type; the onus is on the teachers to break away from the traditional model and embrace new teaching methods.How hard can it be?Superprof wades into the fray. We’ll talk about the misconceptions that shroud traditional teaching and the differentiated model, cover the premise of both methodologi es and draw our conclusions.Are you ready for a bit of professional development?it is a fact.For as long as there have been teachers, those beings have been considered all-knowing, especially by younger students. And don’t parents encourage their young learners to listen to and obey Teacher?Don’t parents all urge their students to ask their teacher any questions they might have about their homework, or if something is not clear?Because surely, that worthy is the authority on their subject matter... right?Common Misconceptions about Traditional TeachersAre teachers all-knowing? No, they are fallible, just like any other human.Obviously, teachers have extensive knowledge of their subject matter.That doesn't mean that they are the absolute authority on it - unless they are well-published and have conducted extensive research into their particular field, as Carol Ann Tomlinson has (she is the authority on how to differentiate).Another popular misconception is that teachers impart kn owledge. If we accept the definition of 'impart' as 'pass on information', then in fact, that is exactly what teachers do.The misconception is the idea that the information the teacher communicates will be received, understood and assimilated to its fullest degree.The accepted proof that the transmission of knowledge from teacher to student has been successful is high marks on examinations.If an entire class scores particularly well on exams, that teacher is generally thought to be exceptional, regardless of any background information that might impact students’ efforts, such as working with a tutor and how much effort s/he put into mastering it outside of class.Differentiated InstructionPerhaps because of its relative newness as a teaching strategy, there is plenty of misconception about differentiation.It is individualised instruction: not true.Teachers would drive themselves mad trying to teach each of their 30+ students individually!Differentiated instruction does involve some individual attention but by no means would teachers be called on to work with each student one on one.Whole group learning is still very much a facet of differentiated learning, as are small groups â€" as long as group work is complemented by learning activities that promote mastery.Differentiated learning is student-led: not true.Students do not choose the curriculum or select topics â€" that remains the teacher’s function. However, students are accorded a measure of input on how they receive instruction and work with it.By no means are we suggesting anarchy in the classroom or that you cater to your students’ every whim. Students may propose ideas for work and learning activities but, ultimately, it is the teacher’s responsibility to exercise classroom management and determine students’ workload.Some education professionals read about differentiated instruction and think it must be a magic bullet to solve all of the problems inherent in our educational system.Unfortunatel y, that too is not true.Differentiating instruction is a step in the right direction on many levels but it does not provide an easy solution to the challenge of educating learners of all types.What, exactly, is differentiated instruction, then?Differentiated instruction is not a one-on-one teaching method! Source: Pixabay Credit: KmicicanThe PremiseWe all know that the traditional educator dispenses information and that students’ demonstrate mastery through homework assignments and periodic exams.We also know that summative assessment â€" exams at the end of a learning unit, a semester and indeed at the end of one’s primary and secondary stages of education are not necessarily the best indicators of student achievement.Differentiation of instruction calls for formative assessment, meaning that teachers maintain an ongoing evaluation of student performance that allows adapting learning materials to students’ potential.It sounds like a lot of work but, once you have gathered all of the background knowledge you need about your students â€" their learning style, their competencies and interests, it will be very easy to notice and record their progress.In a differentiated classroom, learning is facilitated â€" as opposed to students being taught.In effect, the traditional teaching model calls for students to essentially be passive in their learning.Differentiated instructional strategies require students to take an active part in their education â€" not just by completing assignments and sitting exams but by having a measure of input on how they learn and what work is required of them.Find out how deeply differentiated instruction impacts students' learning...The MethodsHistorically, teaching has been a one-way communication: Teacher talks, students listen and, hopefully, learn.How many of you have had a teacher who, when asked a question, directed you to read your textbook and find the answer yourself?The lecture style of teaching has its merits. Just ask un iversity professors who may have more than 100 students in class at one time. For mature learners who know how to learn, attending lectures and taking notes is a very effective way of picking up new information.Primary and secondary school students do not yet understand their learning methodology so it is up to their mentors â€" their teachers to show them how.And that’s what differentiated instruction is really about: teaching students how to learn.Whereas traditional lesson plans call for teachers to do a lot of talking and involved little to no student engagement, differentiation demands student-centred learning.In fact, the teacher does not take centre stage at all. Students are assigned:Project-based learning, which involves students working together to complete a curriculum-related project,Inquiry-based learning, when groups of students are given questions to answer or scenarios to resolveProblem-based learning, in which students learn by solving open-ended problems.In such classroom activities, the teacher’s job is to circulate from group to group, posing questions designed to encourage students to come up with solutions on their own.Through these activities as well as cooperation with others, students learn to challenge their own intellect, making learning an activity in itself.Meanwhile, the teacher has plenty of time for curriculum development and to observe their students’ learning processes.What does differentiating in the classroom leave for tutors to do?Even the best teachers cannot guarantee students' mastery of subject material! Source: Pixabay Credit: Anne KarakashThe OutcomeWe all know the outcome of traditional teaching strategies. As passionate and knowledgeable as teachers can be, those qualities still don’t guarantee those students will gain mastery â€" or even a deep understanding of their subject material.That uncertainty is evidenced through test anxiety; a very real phenomenon that affects a surprising number of students. One of the primary causes of test anxiety is feeling unprepared for such an assessment even after having done plenty of studying prior to the exam.What is the outcome of differentiated teaching?Because it is a student-centered learning initiative rather than a direct instruction model, those prospective test takers have gained an understanding by design.Nobody told them what  to think of the subject matter; through a variety of means, they found how to think about it by themselves.They have gained a thorough understanding of the material on their terms and in their own way, meaning that, in the course of their learning, they also gained empowerment.Isn’t student empowerment the ultimate goal of effective teaching?Now calling on every teacher who wants to make a difference in their students’ lives and learning:Would you incorporate differentiation strategies in your classroom if it meant different learning styles you have been tasked to teach were all addressed?If your gifted student s were assigned classwork more in tune with their intellect than their age group, and your lesson planning allowed for even your SEN students to keep up with the curriculum?Of course you would!Now discover the ultimate in differentiating education!

Fall in France French Vocabulary for Fall

Fall in France French Vocabulary for Fall Sign up successful If you ever find yourself traveling to France during this period, it might seem like the country is empty and shut down. Thats because this month is used to travel far away, or even just a few hundred kilometers to the south of France, where one can relax and unwind from the stress of work, school, and everyday life. One of the benefits of learning French is to be able to move to France and experience this for yourself! A Bountiful Harvest The end of summer and the beginning of fall in France also brings about a very beautiful and bountiful time. Between the end of August and the end of September, vineyards all over the country are loaded with grapes ripe for the picking. During this time, you can see tractors and trucks rolling through the small villages of the beautiful French countryside. Theyre full of freshly-picked grapes which are then carted off to be fermented and turned into wine. This period of time is called les vendanges (the grape harvest) and it can be a very stressful time for winemakers as they try their best to pick grapes at their peak (thus, resulting in great wines). The Beginning of Fall But like all good things, les grandes vacances have to end. September 1st has come and gone and everyone is back to school or work; the daily grind. Les fermiers (farmers) go back to their fields for harvest, les travailleurs (workers) go back to work, and les enseignants et les écoliers (teachers and students) go back to school. Est-ce que vous avez le cafard (are you feeling down â€" literally translated as, Do you have the cockroach?) because its the end of summer? If so, heres some fun fall vocabulary to get you through la rentrée.  Dont worry about mastering pronunciation yet just try them out! French Vocabulary for Fall 1)  La rentrée The start of the school year. 2)  Un pull That comfy, cozy thing you wrap yourself up in during fall a sweater! 3)  L’automne Whether you call it autumn or call it fall, it’s the season after summer (l’été). 4)  Une feuille A leaf. 5)  Changement de couleur des feuilles The changing colors of leaves from vertes (green) to rouges (red), marrons (brown), oranges (orange), et jaunes (yellow). 6)  Les feuilles sèches/ les feuilles mortes After the leaves turn colors and fall off the tree they become dead leaves (which are always fun to crunch). 7)  La récolte, la moisson These are the harvests of fruits, vegetables, and grains. 8)  Un ratêau A rake for all those falling leaves. The verb, to rake, is ratisser. 9)  Le potiron, la citrouille Used in pies, Jack-o-Lanterns, and Cinderella’s carriage this would be a pumpkin! 10)  L’épouvantail This is a scarecrow for scaring crows, of course! There you have it lots of French vocab to practice and master! Having a conversation in French and throwing in these words is another great way to practice. If you struggle with the pronunciation or general understanding of the language, I recommend taking lessons with an excellent  French teacher. Having private instruction is the quickest way you can improve your French skills. Be sure to try some of these words out this  fall! Post Author:  Mikayla S. Mikayla teaches many subjects, inlcuding French, European History, and World History. She has been speaking French for over a decade and recently earned her bachelors degree of French and Francophone Studies at San Diego State University.  Learn more about Mikayla here! Interested in Private Lessons? Search thousands of teachers for local and live, online lessons. Sign up for convenient, affordable private lessons today! Search for Your Teacher

4 Common Midterm Study Mistakes

4 Common Midterm Study Mistakes After youve settled into the semester and found your bearings, midterm season may seem to suddenly sneak up on you. Halfway through the semester, youre likely to have your routines in place, and midterms require their own arrangement of time and energy. While these exams can feel like an upheaval, there are common midterm study mistakes you can work to avoidincluding prioritizing the wrong concepts, not getting sufficient rest, and not considering the test formats while studying. Hoping to successfully tackle your midterms this semester? Keep reading to learn four common midterm study mistakes. Common midterm study mistake #1: failing to get sufficient rest All-nighters are tempting, but with a solid study plan in place, they can be avoided. While it may feel like the material is fresher in your mind after cramming, all-nighters often inhibit performance on tests because of disrupted sleep and concentration. They can also limit deep understanding of material, especially because its likely that you havent been studying ahead of time. To improve study habits, your understanding of material, and your performance on midterms, create a schedule for yourself that acknowledges all areas of your lifeother classes and major due dates, extracurricular activities, work, social life, and self-care. You might need to cut back on time for yourself, but do so only temporarily and try planning something to look forward to after exams to keep yourself motivated. You shouldnt have to totally ignore your social life and self-care in order to do well, and keeping a study schedule can help you do that. [RELATED: The Top Study Tips for Midterms] Common midterm study mistake #2: not taking strategic breaks Not strategizing your breaks is another mistake students often make during study sessions. Students often fall into oneor bothof two categories while studying: Taking many breaks, too often and at random times, and getting distracted by media, social media, or friends Not giving yourself enough breaks and pushing onwards until you quickly burn out The first method often results in less productivity, and the second can be draining. To make the most of your time and energy, plan your breaks strategically. This could look different for each individual, but consider using a timer for both the lengths of study sessions and your breaks. Use your break times for an activity like taking a walk or stretching, or do something fun that also has a time limit, like watching a short video or playing a brief game. There are also apps and computer programs that can help you stay focused and avoid distractions. [RELATED: 10 Study Habits to Avoid] Common midterm study mistake #3: prioritizing the wrong concepts Prioritizing the wrong material can hinder your midterm studying. For example, you might be tempted to start studying concepts you already feel very comfortable with or material you learned at the beginning of the semester. While these aren't necessarily bad places to start studying, its more useful to prioritize based on the most important to least important concepts to be tested. If youre not sure what these are, consult a study guide or practice test, meet with your professor during office hours, or check in with a classmate or someone whos already taken the class. [RELATED: 5 Reasons Students Should Meet with Professors During Office Hours] Common midterm study mistake #4: not taking test formats into consideration The tricky part about midterms is not only the concepts, but also the way youre testedwhich can range from essay answers to multiple choice questions. When practicing your knowledge of concepts, utilize specific test formats as much as possible. If there are practice tests, take advantage of those. If the test is a timed writing piece, try your hand at your own timed writing exercise. Try to mimic the test situation as much as possible. Regardless of whether your final exam is comprehensive or not, dont get rid of your notes. Take time to go over concepts you struggled with, because theyre likely to be an important foundation for the rest of the semester. Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

Accused of Being a Suck-Up Thank Them! - Introvert Whisperer

Introvert Whisperer / Accused of Being a Suck-Up Thank Them! - Introvert Whisperer Accused of Being a Suck-Up? Thank Them! I recently spoke at a conference on Office Politics and one of the actions I suggested was forming relationships with your boss and upper management.   (Hmm, relationships â€" sound familiar?)   I was asked this question: Ive been told Im a suck up because I have relationships with management.   What should I do about that? My response:   Tell that person: Thank you for noticing. I want to tell you a few things about why I answered this way. -Forming relationships with your boss and management is a huge part of Managing Up no matter what type of boss you have.   It is never wrong or bad. -People that call you names are acting like a 10-year-old on the playground.   As we know bullies usually dont feel good about themselves.   You backing off on your relationships wont cure their insecurity. -If you’re the one doing the name-calling you need to be ashamed of yourself and work on a new perspective.   The boss isn’t an enemy even if they are a jerk.   Managing up will improve your ability to work well with the boss and if you have a Bad Boss, it will go a long way to soften their dysfunction. -The only thing for you to check on as you support your relationship with your boss is to ensure you arent being a sycophant.   No one, including the boss, likes a person who is being over the top, slathering on complements or compromising your values simply to have a relationship with management. -You can teach others and especially a person who would make a comment like this about why its important.   Maybe point them to my new book: Accelerating Your Career â€" Even with a Bad Boss, a New Approach to Managing Up. You could also suggest they work on their self-esteem or confidence. -If you do have the disgusting type of suck-up in your midst, keep in mind that you can learn from some of what they are doing.   You look at the bad behaviors and disregard but look at what works and adapt it to what will work for you. Dont be bullied into stopping you from doing the right thing. Go to top Power-Influence-Office Politics: it comes down to your Strategic Relationships and understanding of how you build each one of these elements. I want to help you accelerate your career by connecting you with your Free Instant Access to my video that outlines all of this and meaningful actions you can take today!  Start watching now by clicking here! Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer

Timing on the LSAT

Timing on the LSAT LSAT Law School Blog You Must Time Yourself When Preparing for the LSAT. It’s one thing to peruse sample LSAT questions at your leisure. It’s quite another to take a test under the ridiculously strict time constraints. In fact, I would say the single most important preparation tool is to take sample tests under timed conditions. This point cannot be overestimated. You must time yourself at points throughout your prep, and the best way to do that is with old LSAT tests. 1.Why time yourself I learned this lesson the first time I took the LSAT. My preparation then consisted of buying an over-the-counter prep book and working through questions leisurely on my lunch hour. I was doing great! (As would many people, with no time constraints.) I never actually timed myself. After all, I’d always done well on tests and I work well under pressure. On the day of the exam, when they called the five minute warning on the first section, I about had a panic attack. I was hyperventilating as I frantically made guesses at the last questions. So here’s how you learn from my mistake: Throughout your preparation, periodically time yourself. First with individual sections (which means setting a timer for 35 minutes and being strict about adhering to it); later you can simulate an entire test. There are two schools of thought on the approach to timing: (1) Some believe you shouldn’t time yourself too soon; that you should first learn approaches to the different sections at a slower pace, and then later learn to speed it up; (2) Others think you should launch right into the fast-paced approach. (There is a third way â€" the Kaplan approach is to teach you to work at a pace even harder than the actual test, sort of like training marathoners up at high elevations). Whichever approach you pick, all agree that you must time yourself before the actual exam. 2. Why Use old tests My first over-the-counter prep book was published by a nationally known test prep company. But I can tell you, the sample questions they had were not very much like the actual test questions I faced on the LSAT. The second time I took the test, I found out you can order old tests from the Law School Admission Council, and I ordered about four or five of them. Do this. As soon as you begin thinking about taking the LSAT. There’s nothing like getting it straight from the horse’s mouth. You can usually get one old test online for free; but you’ll want a few more. You’ll want to take at least one complete test all in one sitting; you’ll also want several individual sections to time yourself on throughout your prep work. Buying old tests is not expensive at all. Make sure you do it early, and then â€" more importantly â€" make sure to sit down with that timer and time yourself!

Making the Tutorfair TV Ad

Making the Tutorfair TV Ad We filmed our very first TV advert at Bishop Challoner Catholic Collegiate School (BCCCS) on Commercial Road, back in November 2015. Our ad will air in January, watch it below! BCCCS is a Tutorfair Foundation partner school, The head teacher Nick Soar, kindly lent us an Art room, a Maths room, and their Library for filming. We also had some of BCCCS’s best drama students and teachers take part on the day, who are the stars of our TV ad! Scene 1: The “Primary Class” In my opinion this is the best scene in the Tutorfair TV ad, maybe because it was the most elaborate scene we filmed, the first scene we filmed and the opening scene in the ad! Before 9am the Year 7 students had already been to hair and make-up (with Bella the make-up artist), taken their seats and practiced the scene a few times before filming! The girls and boys were all giggling and chatting away; the energy in the room was fantastic! Isabella, the star of this scene, plays a student who has missed something in class. After a few more trial runs, Mike the director calls out “Film rolling? OK, action!” Bringing home the reality that we were on a REAL film set! Very. Exciting. The class teacher asks the class “How does Tommo feel about Charlie and Molly?” This question I later discovered, referred to the book called “Private Peaceful” that the students were reading for English Literature. Isabella’s classmates all raise their hands to answer, whilst Isabella shows off her top acting skills and plays a student who feels a little left behind. It’s surprisingly difficult to act without speaking, without overacting or under-acting, with all the lights shinning on you, a fluffy microphone boom above your head, and no less than 9 “grown-ups” standing behind the camera staring at you! So we were all more than impressed with Isabella’s composure, relaxed attitude and expert drama skills, as she didn’t need much direction at all! #nailedit Isabella is in fact one of BCCCS’s top year 7 students; she reads one book every week, loves story writing and problem solving, aims to take her GCSEs early, and in her spare time she is a pro-baton twirler! When asked if she was enjoying the day, she exclaimed “Yes! I am really loving all the attention!” as she really was the leading lady! Personally, my wow moment was when I saw the camera platform, which was attached to a track on the floor. When “action” was called, it was slowly pushed to the right by the camera assistant, which gives the scene a slow and steady panning effect across the classroom. Simple things… But I was dying to have a go! In the final edit of the television ad, this scene is only a few seconds long, but it took roughly 2.5 hours to set up and film, with the class practicing and repeating the scene roughly 10 to 12 times! So by the end of the filming I was desperate to find out for myself how “Tommo was feeling about Charlie and Molly”! Scenes at Home Before the filming day we visited BCCCS and chose some rooms to film in. One of the rooms chosen was the staff meeting room. As we saw the room during half term, it was being repainted and was largely empty. We chose this room to film all the “home tuition” scenes in. Once we'd finished filming the first scene, we walked over to the staff meeting room to set up the next scenes. When we opened the door and we were faced with a huge (brand new) boardroom style table that filled the room and was screwed into the floor... There was no moving that table, we had to think of another option! Thinking on our feet, we had an idea, and went to the Library! We hadn’t arranged to be in the library until after lunch, so the students studying that morning were kindly keeping quiet, but we heard giggles as they watched what could only be described as a very budget episode of “changing rooms” as we TRANSFORMED a corner of the Library into a “home”. We used vases, flowers, a tree, a sofa (I still don’t know where that came from!), a rug bought from the local market, and even hung some fabric as if they were curtains! Laurence Llewelyn-Bowen would have been proud… In the Library “home” we filmed: - The private tutoring scene with Isabella and Mark Maclaine. - The scene with Isabella and her “mum” choosing a tutor, who was played by Rachel from the education company, Spiral. - The scene with the older teen boy, and Madeleine (one of Tutorfair’s top tutors) We then rearranged the Library to look more like a Library again, and filmed student Victoria, with Peter Kirby the director of the Tutorfair Foundation. This appears as the final scene in our TV ad! By this time (due to the time spent making a house in the library), we had run over schedule and it was home-time for most students - Yet we still had one more scene to film in the Maths room. We only had 4 GCSE students to make a full classroom scene, so we needed to find more extras to take part. I was then asked to put on a blue shirt, along with my college Sebastian, and sit in the back of the classroom as a student! Being over 10 years older than my classroom peers, I felt quite flattered to play the role! We were asked to calculate the area of a circle…  â€œAha! Of course! A = pr ²   I knew that… This scene only took around 5 takes and that was a wrap! It all came to an end so quickly, but I had such a truly incredible experience, as did the students and teachers of BCCCS. We would like to thank Nick Soar, James who coordinated EVERYTHING, and the Dancing Aardvarks. Special thanks to the teachers and students who brought the ad to life!

What Value can Social Media Knowledge Have for Children

What Value can Social Media Knowledge Have for Children There are 3.5 billion social media users worldwide, according to THE GLOBAL DIGITAL REPORT 2019, indicating the extent to which social media has infiltrated every area of life - from social interaction to shopping, and even learning. In the same way that consumers are turning to influencers to make purchasing decisions, they are also turning to other social media users for learning purposes. LinkedIn, for instance, is an excellent source of industry-specific reports and information, and virtually all social media channels - including Facebook and Twitter - can be used to share links to blogs, vlogs, and other sources of information. For many educators (not only THOSE SPECIALISING IN IT), social media is a worthy subject worthy of inclusion both as a core subject and as one meritorious of private tutoring classes. These are just a few reasons why social media (and social media marketing) can help both school-aged kids and adults achieve key goals regardless of their area of specialisa tion. Social Media Offers Valuable Learning Tools Learning has become more collaborative than ever, with the Internet of things breaking geographical and other barriers. Specific sites such as Wikispaces Classroom, for instance, permit students to work together in private social networks, and to access vital information and communication tools. Other sites that students and teachers can use to work together include Blackboard, Edmodo, and of course, Skype - which can be used to contact educators and anyone doing something interesting that students can learn from. Social Media Marketing can Help Students Achieve Future Business Success Whether students end up becoming entrepreneurs, publishers, or artists, their chances of business success will, to a great degree, depend on their ability to leverage the power of their social media channels. These days, business success doesn't solely depend on putting out a good product or offering top service. It also depends on a businesses' ability to obtain A HEALTHY FOLLOWING ON YOUTUBE, Instagram, and other popular channels. In this day and age, entrepreneurs and their marketing teams need to be savvy about a plethora of SUBJECTS SUCH AS INFLUENCER MARKETING, savvy content creation, and dealing with feedback/customer complaints on social media. Social Media can be a Weapon Students can benefit greatly from learning how to use social media to full avail while STAYING SAFE FROM HACKERS, scammers, and of course, cyberbullies. Learning social media etiquette and safety can benefit students in another way: by teaching them about the permanence of the written word. As reported by Wired's Paris Martineau, over five million people have relied on services like TweetDelete or Tweet Archive Eraser to erase posts that could potentially paint them in a poor light. However, one part of their activity remains forever: their 'likes'. It is vital for users to learn the ins and outs of different social media - which allow them to erase messages, for instance, and which archive information and potentially provide information to third parties. Given the fact that social media is here to stay and is only set to grow to even more epic proportions, it is logical that its correct use should be part and parcel of students' education. Savvy social media use can help students market their businesses in the future, but also protect them and their family from those who seek to use their private information for profit OR FOR ILLICIT PURPOSES. Social media is also a vital learning tool, and with so many sites and apps dedicated to this purpose, classes and tutorials can opening many avenues that students may find hard to negotiate on their own.