Tutoring Method Quotes

To select these objects, to take care to present him constantly with those he may know, to conceal from him those he ought not to know, this is the real way of training his early memory; and in this way you must try to provide him with a storehouse of knowledge which will serve for his education in youth and his conduct throughout life. True, this method does not produce infant prodigies, nor will it reflect glory upon their tutors and governesses, but it produces men, strong, right-thinking men, vigorous both in mind and body, men who do not win admiration as children, but honour as men.

The leftist is always a statist. He has all sorts of grievances and animosities against personal initiative and private enterprise. The notion of the state doing everything (until, finally, it replaces all private existence) is the Great Leftist Dream. Thus it is a leftist tendency to have city or state schools—or to have a ministry of education controlling all aspects of education. For example, there is the famous story of the French Minister of Education who pulls out his watch and, glancing at its face, says to his visitor, “At this moment in 5,431 public elementary schools they are writing an essay on the joys of winter.” Church schools, parochial schools, private schools, or personal tutors are not at all in keeping with leftist sentiments. The reasons for this attitude are manifold. Here not only is the delight in statism involved, but the idea of uniformity and equality is also decisive; i.e., the notion that social differences in education should be eliminated and all pupils should be given a chance to acquire the same knowledge, the same type of information in the same fashion and to the same degree. This should help them to think in identical or at least in similar ways. It is only natural that this should be especially true of countries where “democratism” as an ism is being pushed. There efforts will be made to ignore the differences in IQs and in personal efforts. Sometimes marks and report cards will be eliminated and promotion from one grade to the next be made automatic. It is obvious that from a scholastic viewpoint this has disastrous results, but to a true ideologist this hardly matters. When informed that the facts did not tally with his ideas, Hegel once severely replied, “Um so schlimmer für die Tatsachen”—all the worse for the facts. Leftism does not like religion for a variety of causes. Its ideologies, its omnipotent, all-permeating state wants undivided allegiance. With religion at least one other allegiance (to God), if not also allegiance to a Church, is interposed. In dealing with organized religion, leftism knows of two widely divergent procedures. One is a form of separation of Church and State which eliminates religion from the marketplace and tries to atrophy it by not permitting it to exist anywhere outside the sacred precincts. The other is the transformation of the Church into a fully state-controlled establishment. Under these circumstances the Church is asphyxiated, not starved to death. The Nazis and the Soviets used the former method; Czechoslovakia still employs the latter.

I believe anyone can teach anyone anything. But I mean this in a specific sense. If you have two dedicated, reasonably intelligent people, one interested in teaching and the other wanting to learn, something great can happen. Think master and apprentice, mentor and protégé. For learning, small numbers win. The success of this one-on-one method is proven throughout history; many so-called prodigies were tutored by a parent or family friend (Einstein, Picasso, and Mozart all qualify). Yes, they had amazing, inherent talent, but they were still privately taught by people invested in their learning. Teaching is intimacy of the mind, and you can’t achieve that if you must work in large numbers.

Resistant (hard to teach with traditional methods) dyslexics tend to be imaginative and highly intelligent, and learn to read extremely well when taught using right brain techniques instead of left brain techniques. (summarized from Davis, 1994)

There are hundreds of programs that claim to teach dyslexics to read. Most of them work for some students. None of them work for all students. Results of research on various methods is collected and presented on the US Dept. of Education website. (summarized from “What works clearinghouse:,” 2007)

The Easy Learn Hebrew story began in 1986 when I became involved with Rabbi Lampert's teaching methods as a tutor in the 'Learn To Read Hebrew In One Day' course.This course took students, who could not read a word of Hebrew at the beginning of the day, and by the end of the day they could read Hebrew, slowly, but correctly.

Teaching is a surprisingly powerful method of learning. In a meta-analysis of 16 studies, students who were randomly assigned to tutor their peers ended up earning higher scores in the material they were teaching. Students who taught reading improved in reading; those who taught math got dramatically better at math. The more time they spent tutoring, the more they learned. As one group of researchers concluded, “Like the children they helped, the tutors gained a better understanding of and developed more positive attitudes toward the subject matter covered in the tutorial program.” [*]

Teaching is a surprisingly powerful method of learning. In a meta-analysis of 16 studies, students who were randomly assigned to tutor their peers7 ended up earning higher scores in the material they were teaching. Students who taught reading improved in reading; those who taught math got dramatically better at math. The more time they spent tutoring, the more they learned. As one group of researchers concluded, “Like the children they helped, the tutors gained a better understanding of and developed more positive attitudes toward the subject matter covered in the tutorial program.”8,fn2 Psychologists call this the tutor effect.9 It’s even effective for novices: the best way to learn something is to teach it. You remember it better after you recall it10—and you understand it better after you explain it. All it takes is embracing the discomfort of putting yourself in the instructor’s seat before you’ve reached mastery. Even just being told you’re going to teach11 something is enough to boost your learning.

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

Blades: You have gained some understanding of how to wield swords and other bladed weapons that depend on Finesse over Brawn. You will find more openings in combat while using these weapons, and you are more able to defend against opponents whose skill with this type of weapon is equal to or less than your own. Aetheric Meditation: You have learned how to expedite your aetherium regeneration through meditation and control of your Aura. Provides significant bonuses to aetherium recovery rates. May provide other bonuses as well. Critical Breakthrough! You have stumbled upon secrets or techniques normally revealed through in-depth study. Your skill level has increased accordingly. Synergy! Your Aetheric Insight affects the bonus of this skill. Aetheric Sensing: While most beings can only sense aetheric disturbances within their Aura, you have learned to extend this method of perception. Allows the practitioner to feel changes in the environment based on sentient beings or aether concentrations. This allows for the detection of nearby individuals regardless of line of sight, stealth, or visibility. You may also sense spells cast near you by detecting ripples in the aether. Your Abyssal Sight augments this skill, allowing you to detect denizens of the Darkness within its range using these methods. Synergy! Your Aetheric Insight affects the bonus of this skill. Aetheric Channeling: Where Aetheric Projection utilizes aetherium in controlled bursts, you have learned how to prolong the flow of your aetherium. Increases the ratio of damage to aetherium expenditure when using these techniques. Increased proficiency allows for greater accuracy and finer control. Synergy! Your Aetheric Insight affects the bonus of this skill. Skill Knowledge Unlocked: Arcane Chirography (Primordial), Expressive Magic. Your known skills have given you insights that may be used to learn the listed skills without a tutor, though doing so may prove to be more difficult than finding a tutor would be.

People do not employ Bayesian reasoning intuitively, find it very difficult to learn Bayesian reasoning when tutored, and rapidly forget Bayesian methods once the tutoring is over. This holds equally true for novice students and highly trained professionals in a field. Bayesian reasoning is apparently one of those things which, like quantum mechanics or the Wason Selection Test, is inherently difficult for humans to grasp with our built-in mental faculties.

When he was twenty-four, André floated down to Saigon and returned with a wife standing upon his prow. Eugenia was the eldest child of Pierre Cazeau, the stately, arrogant owner of the Hôtel Continental, on rue Catinat. She was also deaf. Her tutors had spent the first thirteen years of her life attempting to teach her how to speak like a hearing person, as was dictated by the popular pedagogy of the time. Her tongue was pressed, her cheeks prodded, countless odd intonations were coaxed forth from her lips. Cumbersome hearing horns were thrust into her ears, spiraling upward like ibex horns. It was a torture she finally rejected for the revolutionary freedom of sign, which she taught herself from an eighteenth-century dictionary by Charles-Michel de l’Épée that she had stumbled upon accidentally on the shelf of a Saigon barbershop.1 Based on the grammatical rules of spoken language, L’Épée’s Methodical Sign System was unwieldy and overly complex: many words, instead of having a sign on their own, were composed of a combination of signs. “Satisfy” was formed by joining the signs for “make” and “enough.” “Intelligence” was formed by pairing “read” with “inside.” And “to believe” was made by combining “feel,” “know,” “say,” “not see,” plus another sign to denote its verbiage. Though his intentions may have been noble, L’Epée’s system was inoperable in reality, and so Eugenia modified and shortened the language. In her hands, “belief” was simplified into “feel no see.” Verbs, nouns, and possession were implied by context. 1 “So unlikely as to approach an impossibility,” writes Røed-Larsen of this book’s discovery, in Spesielle ParN33tikler (597). One could not quite call her beautiful, but the enforced oral purgatory of her youth had left her with an understanding of life’s inherent inclination to punish those who least deserve it. Her black humor in the face of great pain perfectly balanced her new husband’s workmanlike nature. She had jumped at the opportunity to abandon the Saigon society that had silently humiliated her, gladly accepting the trials of life on a backwater, albeit thriving, plantation. Her family’s resistance to sending their eldest child into the great unknowable cauldron of the jungle was only halfhearted—they were in fact grateful to be unburdened of the obstacle that had kept them from marrying off their two youngest (and much more desirable) daughters. André painstakingly mastered Eugenia’s language. Together, they communed via a fluttering dance of fingertips to palms, and their dinners on the Fig. 4.2. L’Épée’s Methodical Sign System From de l’Épée, C.-M. (1776), Institution des sourds et muets: par la voie des signes méthodiques, as cited in Tofte-Jebsen, B., Jeg er Raksmey, p. 61 veranda were thus rich, wordless affairs, confluences of gestures beneath the ceiling fan, the silence broken only by the clink of a soup spoon, the rustle of a servant clearing the table, or the occasional shapeless moan that accentuated certain of her sentences, a relic from her years of being forced to speak aloud.