Run-on Sentences Ahhhh!

When you proofread and edit your work…

WHAT!

Yes, you should always proofread and edit your work. Do not be afraid of putting a little extra effort in.  It will pay off in the long run.

Let’s try that again, shall we?

When you proofread and edit your work, watch for run-on sentences, and make the necessary corrections.

A run-on sentence is basically two or more sentences written as if they were one.

” Once upon a time, there was an evil tutor named Ron he always asked us to proofread and edit our work even when we thought our sentences and spelling were perfect he is so mean.”

The sentence above should actually be three sentences instead of one.  Look for subjects and predicates and any connections.  (If you are not sure about subjects and predicates, check out my Basic English Writing course.)

For example, this sentence is a run-on:  “Susan loves to dance she loves the movement she is so graceful.”  (There are three separate subjects and predicates incorrectly joined.)

Here is a possible correction: “Susan loves to dance because she loves the movement, and she is so graceful.”

You can see that it is still one sentence. The subordinating word “because” and the coordinating conjunction “and” with a comma correct the problems in the first version.

Many students think that a run-on sentence is simply a long sentence.  Nothing could be further from the truth.  Some very long sentences are not run-on sentences.  If the phrases and clauses are joined correctly and all well related, then there is no problem with being long.

Also, a short sentence can be a run-on sentence.

For example:  “He fell down he cried.”  This short sentence is a run-on.

Here are four solutions:  “He fell down.  He cried.”

“He fell down, and he cried.”

“He fell down and cried.”

“He fell down; he cried.”

(Most teachers don’t like joining independent clauses with a semicolon, so I recommend avoiding this method, although it is technically correct if the clauses are very short and closely related.)

Note that my sentence within parenthesis is fairly long, but it is not a run-on!

A full sentence should be one complete thought.  Of course, you can have many adjectives, adverbs, and even clauses and phrases that add interest to your sentence. They must, however, be incorporated correctly.

When proofreading your work, watch for run-on sentences, and use one of these methods to edit:

1. Separate the independent clauses (sentences) with end punctuation.
2. Use a coordinating conjunction (for, and, nor, but, or, yet, so) to join them.
3. Use a conjunctive adverb such as “however” or “therefore” to join them.
4. Use a subordinating word such as “although’ or “because” to make one of the clauses dependent.
5. Rewrite the sentence so that one independent clause (sentence) is turned into a phrase, adjective, or adverb.  (Note example above could become:  “He fell down crying.”)

Need more help?

Contact me to set up some personal programs for you or your child.

Don’t forget the Basic English Writing course.  Register, and you will receive discounts for several of my other courses, too! 

Website:  www.tutoringcentral.com

E-mail:  www.tutoringcentral@inbox.com

This week’s video:  Run-on Sentences

How Can I Help My Child Succeed? The Long Haul!

Be prepared for the long haul.

Learning is a process, and children (adults, too) don’t all learn at the same rate.

In fact, children don’t even mature at the same rate or grow at the same rate physically, so why would we expect them to learn at the same rate?  Why do we think all ten year old’s are ready for the same math or language learning at exactly the same time? It does not make sense. 

Your child might excel in one area and be behind in others.

Your child might be behind in all areas.

Your child might excel in one grade and fall behind in another.

Enough of that.  You get the picture.

The point is that you love your child, and he or she needs your support at any stage and throughout any challenge.  This support needs to be unconditional love but also, at times, a tough love.  You have to be the adult in the relationship because there will be occasions when “I don’t want to” just isn’t an option. Even democracy has limits and rules!

Never give up!

I never give up on my students, so you should definitely never give up.  Oh, believe me – some of my students wish I would give up; but, over the long haul, many of them have thanked me for making them stay on track even when they fought back.

No doubt, you will face trying times when you have explained the same concept for the one hundredth time (more than likely what seems like…) and your child looks at you as if he or she has never heard about this concept in his or her life!

Take a deep breath (or ten) and try to think of an alternative way to explain or walk more slowly through each step.

Use the internet to help you.  For example, there are lots of videos that might have a unique way of explaining the material.  Each person has a different learning point and access doors, so alternatives can be helpful.

WARNING – Blatant plug coming here:

Hiring a tutor is a great way to help ameliorate some of these issues.  An independent tutor will often have more tools at his or her disposal. Thinking outside the box is often necessary when you tutor a wide variety of learners and you are not restricted by a bureaucracy.  You can focus on that particular student and his or her own unique learning style.

Your child might have a slow pace that keeps him or her behind others at the same age or grade level.  Don’t panic.  Take a proactive approach, and help your child take a proactive approach as well to make change.  The important point is to keep moving forward.  Despite what you might have heard, this is NOT a horse race!

On several occasions, I have seen a student suddenly blossom.

Anecdote warning!

One young student of mine did not read anything beyond his name (first name only – three letters long) and a very few memorized words until he was nearly eleven years old! The so-called “window” should have been closed; however, I am a firm believer that our brains are receiving information even when we are not always fully engaged or able.  The instruction he received must have been making connections because he suddenly started to read.  He found out that books have a lot to offer; and, before you know it, he was reading more and more – and not basic learners, but stories only a little below his age level.  Yes, he read slowly and needed lots of help at first, but he was reading!  It wasn’t long before his pace improved as well.

Other students I have seen have not made quite the same dramatic improvements, but many have suddenly boosted their performance after a long plateau.  Parents sometimes think it is a miracle.  It is not a miracle; it is staying the course and never giving up.

Cautionary note:

The plateau (or plateaus) should not be left dormant.  Keep the information coming and the practice schedule on track.  Remember that sometimes change comes suddenly in a burst, but in reality all that “drip, drip, drip” of information was working and making connections in the brain at some level all along the way.

Never give up.

What if your child is never going to be an A+ student?

So what.  That is not important.  Lots of students who don’t reach the A’s or even B’s manage to do amazing things in the world and in their lives – but not if they don’t try. You should still encourage your children to do as much as possible – reach for their highest achievement.  Just because they won’t be the top student does not mean that you or they should give up or coast.  They don’t know what they can do until they try.  The don’t know how high they can get unless they reach for it.  They don’t even know for sure that the A is impossible!

Prepare yourself for the long haul with your children, and never give up.  Don’t despair.  Keep helping them work toward their goals and instill in them the desire to keep trying.

You might be pleasantly surprised with the outcome even if it isn’t exactly as you initially imagined!

I know you can do it. And I know your child can as well. If you need help, please get in touch. 

Website: www.tutoringcentral.com

Video: The Long Haul

How Can I Help My Child Succeed? Don’t Be Too Helpful!

Yes, there is such a thing as being too helpful.

Don’t be too helpful!

When you are sitting with your children and helping with homework, try to be more Socratic.

Ask questions.

Wait for answers.  Sometimes, you might need to wait for a long time – but that’s okay.

Lead them to the right path if possible with questions or suggestions or comments, but let them explore and discover more. Yes, you will need to watch or listen to them going in the wrong direction sometimes, but let that run itself out for a while to see if they capture some of the essence.

Of course, there are times when you need to “walk them” all the way through and maybe even show them the final answer – or an example of a suitable final answer.  Most of the time, however, you will want them to arrive at the answers through their own explorations.

Discovering how to find appropriate answers by making mistakes, falling down, getting up (metaphorically at least), and trying again helps learners remember the procedures -if for no other reason than they don’t want to have to go through all the missteps again.)

If you give them the answer all of the time or show them the steps for every question, then they will never remember for long.

Anecdote warning! 

Here is an example.  Theo’s mom came to me and exclaimed that her son knew how to complete the fractions questions perfectly when doing them at home; however, he always scored terribly on the quizzes at school.  She was convinced that he had some sort of block when it came to tests or quizzes.  Now, this is a possibility, but I have found that the “block” is usually caused by a lack of knowledge.

Once I started working with Theo, it was clear that he had no idea which steps to use in each case.  At home, mom was constantly providing reminders, “Now multiply the numerator by the same number.”  “Add the numerators.”  “Oh, no, no – don’t add the denominators – only the numerators.”  Etc.

The poor boy had never managed to get all the way through one question on his own!

If your child can’t do a few questions from step 1 to step 10 on his or her own, then he or she does not know the material.  This applies to any subject.

If mom or dad or a poorly informed tutor is providing hints or answers when preparing for a science test or history exam, then the learner does not fully know the information yet.

Of course, using hints and leading questions as mentioned before can be helpful during the learning process. Just make sure that your child can complete questions independently at the end of this process. 

This is also a teacher’s job and a tutor’s job.  It is NOT to give answers.  It is to teach learners how to get answers!

Everyone wants to be helpful, but the truth is you are not being helpful if you don’t let your children struggle to make their own discoveries.  They need to do the work to get the best reward.

As a parent (or teacher or tutor) is it difficult to watch your children squirm and struggle?

Yes!

Parenting is a difficult task; however, by being tough and helping only when needed, you will be giving your children the very best assistance.

So, pull back once in a while.  Remember the Learning Space?  Perhaps leave that space to your child sometimes. See if Johnny or Ingrid can complete the task on his or her own.  Let them fail occasionally, and use that failure as a lesson moving forward.  What went wrong?  How can the approach be improved?  What was missing from the final answer?

We learn so much from our mistakes as long as we keep working to change the path.

I know you can do it.  I have faith in you and your children.

For more help, check out the website or sign up for some lessons. 

Website:   www.tutoringcentral.com

Video:  Don’t Be Too Helpful!

Topic Sentences – Location, Location, Location!

Topic Sentences – Location, Location, Location!

At the beginning.

In blogs, videos, and my courses, I have often mentioned that the topic sentence of a paragraph should be at the beginning of the paragraph – often the first sentence.

While this is true in many cases, it does not HAVE to be the first sentence of a paragraph.  When writing essays for grade school or secondary school, teachers generally expect the topic sentence of body paragraphs to come at the beginning. The concluding paragraph has a restated or modified thesis statement at the beginning, and this serves as its topic sentence. Of course, the introductory paragraph is a bit of an exception.  It often starts with a “grabber” and/or focus statement, and the thesis statement (serving as the overarching topic sentence) comes at the end of the paragraph.

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For most stand-alone paragraph writing exercises in school, the expectation is for a topic sentence at or near the very beginning of the paragraph as well.

Whew!

Having said all that, topic sentences can come at any point within a paragraph – even in academic writing at times.

At the end.

You can place the central idea at the end after several supporting sentences that have made the case for your argument or point of view. This can be especially useful in argument paragraphs because it leads the reader to your conclusion drawing them in with your amazing proofs and supports.

You knew you were amazing, right?  Of course.

Placing the topic sentence at the end of your paragraph can be effective in expository paragraphs as well. Leaving the central idea until the end can have a dramatic effect that attracts the reader to keep reading.

Of course, even if your topic sentence or central idea is withheld until the end of the paragraph, you still need to ensure that you have unity and coherence.  All the supports that come before the topic sentence need to be relevant and transition from one to another in order for the whole package to have the desired impact on the reader.  Remember that you have to “lead” them to your central idea and convince them with your message.

Nowhere – and everywhere.

Even more bizarre!

Some paragraphs don’t have the central idea explicitly stated at all!

This is often the case with narrative writing (relating a sequence of events) and sometimes descriptive writing.  This is especially true in fiction writing where many academic rules are “stretched” or broken.  You can imply the central idea with descriptions, action, dialogue, and so on. This is not to say that you never use topic sentences in fiction, but one topic sentence might serve several paragraphs rather than just one.  The continuity is important and, frankly, trying to generate a new topic sentence in the midst of a “flow” of description does not always make sense.

There you have it.  Topic sentences are not as stable as you thought.  They can move around from place to place.  Sometimes there are a couple of introductory sentences before a topic sentence as well.  Generally, I wouldn’t say the topic sentence comes in the middle of a paragraph, but it can be within it.

Still, for most academic writing, I recommend sticking to having the topic sentence at the beginning of most paragraphs.  It will serve you well.

When writing fiction, you have more freedom – but keep in mind that you still need to help the reader find your central idea using whatever techniques you choose.

Do you want to write more?  Do you want to improve your writing? Contact me, and I will set up a personal program for you.

Website: www.tutoringcentral.com

This week’s video: Topic Sentences

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Steps to Working Out a Math Problem – or Steps to Loving Math!

Remember that you do not need to hate math! 

Taking a proactive approach, you can conquer any math question. 

Below are several steps to get you on the right path. 

Steps to Working Out a Math Problem

1.  What does the question ask me to do? 
2. Are there any further directions for the question? (Look above, to the left, to the right)
3. Are there any practice examples that show the steps?
4. Do I have notes about this particular section? 
5. What do I already know about this math section? (Take the time to re-learn the parts you have forgotten.  For example, if you need to divide fractions for part of the question, and you have forgotten how to do this, go back and re-teach yourself.) 
6. Try different methods to solve the problem – don’t be afraid to turn the problem around and look at it from different angles. 
7. Break the problem down into separate units. (I.e., What do I need to do first – second – etc.?) 
8. If you are using a calculator, record the steps as you go.  (It is very frustrating to start back at step 1 when something goes wrong with step 5!) 
9. Check to see if your answer “makes sense.” (Is the number reasonable or is it too large or too small?  Does your answer meet the requirements of the problem?) 

In step 8, I mentioned a calculator, and using one is fine (if you are permitted to), but try to keep doing a few questions long-hand as well.  It uses the brain differently for basic skills.  You will gain a much stronger understanding of “how” the math works.  Of course there are complex calculations for which the calculator is required. 

Always “think” about the math.  Often people see math as strictly numbers and forget that those symbols and operations have a purpose in real life! 

You might simply need a total for a grocery list. 

You might need to calculate whether or not you can afford a new car or how long it will take to pay off the mortgage under various scenarios. 

Of course, if you are an engineer or architect – or want to be – there are all kinds of mathematical calculations that will determine outcomes for your next bridge or building. 

Math is used in so many careers and so many “real-life” situations that it should not be seen as mere numbers. 

Do not fear math any more.  Jump in, follow the steps above, and keep at it.  

I know you can master the skills you need. 

As always, if you need help, I am available. 

Website: www.tutoringcentral.com

This week’s video:  Steps to Loving Math!

Make the Most of Your Homework Time & Reduce the Pain.

I get a lot of questions from my in-person students and on Quora about how to make the most of homework time and how to reduce the pain!

Some students are interested in getting better grades and are willing to do almost anything to get them.

Others are interested in reducing the pain and want something easy to make that happen.

These two goals are not as disparate as they might seem at first glance.

If you use good study skills and develop habits that will serve you well, then the pain is mitigated and the learning can truly begin. 

Sometimes, students are not happy with my answers because there is no magic.  In other words, there is  not a secret “trick” that you can do that will suddenly make homework as fun as pony rides (assuming you have no morbid fear of ponies) and that will insert you with the intelligence quotient of an Einstein.

No.

The tips are basic.  Most of them have been known for thousands of years!  What!  Even when the Internet didn’t exist – or smart phones – or apps – or herbs and vitamins to boost the brain?  YES!

Simple is often still the best route.  Some of the additional benefits of technology can help (or hurt) and maybe (big maybe) some vitamins and herbs can boost your brain – but you still need the foundation.

The tips are basic.

They work!

BE QUIET!      

Sorry, I got carried away there.  But really, find a quiet location, if possible.  It is much easier to focus when distractions are reduced.  Turn off the T.V. – no smartphone (no dumb phone either) – no music* – no internet chat – no Sloppy Joes over your textbook / keyboard –  etc. Focus on one task.

                        * Music can be used to block out other annoying sounds, but is should be at a level that does not interfere with your focus – preferably without lyrics so that you don’t start singing along!

Read.  Read, and read, and read ….  I cannot stress enough how important it is to read as much as you can, and re-read for more comprehension.  You never capture everything on the first read of a substantial text.  You need to look over it several times. Read supplemental material as well.  Go beyond the minimum!

Write.  Write out notes.  Draw diagrams, create charts, pictures, graphs – anything that will help you remember.  Write on flashcards – especially useful for terms & definitions, but they can be used for all kinds of study.  Write a journal. Really?  Yes, writing down your thoughts can help you review your day and your network of knowledge.  so keep on writing, preferably handwriting.  Writing or printing by hand engages different parts of your brain.  People – and yes even young people – retain more information when they have physically written out notes compared to typing them.

Study.  I don’t mean look over your notes once, or three times, or one-hundred times.  I mean study.  Close the book, look away from the screen, stop listening to the lecture recording, and ask yourself if you can answer questions without looking or listening.  If you don’t know the answers without reading them in front of you, then you don’t know the material!  Self-testing (or you can use a buddy) is one of the best methods (not to mention the most overlooked and underused method) to prepare yourself.  Don’t cheat yourself by thinking that you know something without ever testing this hypothesis.

Be kind to yourself.  Reward yourself when you have done a good job.  Recognize the value of working hard but also the value in working smart.  Make sure you get a good night’s sleep.  Catnaps are good, too, if they are brief.  (Catnaps might be a misnomer.  Don’t sleep like your cat for sixteen hours a day!)  Make sure you eat healthy meals – small and numerous is best to keep your body (brain is included) performing at a steady rate.  Don’t let yourself off the hook!  Wait – I thought you said to be kind to yourself?  Yes, sometimes kindness = toughness.  You need to be honest with yourself – no cheating – no lapsing on scheduled homework time – no excuses.  The reward you get later is the kindness component.

Making the most of homework time:

If you are focused and using solid study strategies during your homework time, you will retain far more information; gain more knowledge; and do better on quizzes, tests, and exams.  You will be working smart which is at least as important as working hard.

Reducing the pain:

If you are focused and using solid study strategies during your homework time, you will begin to find the material is learned faster and better.  You might even be studying for less time and getting more out of it – reducing the “pain.”   You know the value of your efforts, so the pain factor starts to become less noticeable even during the sessions.

These are very broad strokes on how to make the most of homework time AND reduce the pain.

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Of course, for a more personal touch – check out the website, and contact me.  I can set up personalized programs that will help you, or your child, reach your goals.

Website: www.tutoringcentral.com

E-mail:  tutoringcentral@inbox.com

Video:  Make the Most of Your Homework Time & Reduce the Pain

 

 

 

 

 

Tools and Platforms for Online Tutoring

Tutors, parents, and learners will all find some useful information in this one.

Today there are so many tools and platforms that tutors and students can use that geography is no longer an issue.  Missed sessions are basically no longer an issue either.  You can’t make your in-person session?  No problem, we can do an online session!

We can teach students from anywhere in the world; and, of course, we can learn from a teacher from anywhere in the world.  (You know I believe that all learners are teachers and all teachers are learners – or should be.)

It used to be that seeing and hearing your student in real time was almost impossible.  Writing or drawing together in real time sharing – forget it!

Not any more.

Now, we can do all of this and a whole lot more.

I see you!

With Skype, Zoom, and/or BitPaper (to name a few), the tutor and student can see, hear, and share real time writing, typing, drawing, videos, etc.  We can import documents to share, and we can make them editable. In other words, the student can make notes, changes, highlight, or draw something right on the same document.

But wait…there’s more!

We can save our sessions.  We can save the recordings (if recording, of course) or the altered documents – or both.

Being able to see each other means that we won’t miss facial expressions and other cues that we use when communicating in person. If you are like me, sometimes your hands are almost as important as your speech when communicating.  With the camera set properly, we can share these expressions as well.

There are other ways to share documents.  Here are a few options:

• Google Docs / Drive (Google Classroom)
• E-mail directly
• Dropbox
• Evernote

Many sites allow you to assign math problems or reading passages to students.  You can also print exercises for your “in person” clients.

• Readworks
• Reading Vine
• Khan Academy  (great video source as well)
• CK-12  (primarily math & science)

If you are not “live,” you can still send audio files, video files, and – of course- text files and documents.

Some courses are asynchronous.  For these, the student completes tasks on his or her own.  These are for more independent learners or as an entry into more complex courses. I have asynchronous courses for English, math, and study skills.  Students watch videos and slideshows, read texts, complete quizzes and assignments, and receive a certificate when they complete the course.  While some asynchronous courses don’t, mine allow contact with the instructor and even feedback on some of the assignments.

Other resources (and there are thousands of them) include the following:

Trello – organize yourself and/or collaborate with teams.

Evernote – another organizer and so much more.

Eastoftheweb – short stories and word games.

Braingenie – mostly math & science (part of CK12.org).

The Math Worksheet Site – generate various math sheets.

Desmos -graphing.

Openlibrary.org – read and borrow books

Readwritethink.org – free language arts material.

Writingsparks.com – instant writing challenges.

Youtube – videos.

There are thousands of tools and platforms that tutors and learners can use.  I have mentioned some of the ones I have used – and continue to learn how to use.  All of the resources I mentioned here are free (at the time of writing this) – so there is no reason not to try them out.

In future blogs, I will explain more about the individual platforms and tools.

If you are a tutor, check out some of these and incorporate them into your toolbox.

If you are a parent, now you can see that online tutoring is a fantastic avenue for your child (or even yourself).

There are no longer any barriers to learning!

Are you interested in taking some online lessons or courses?  Get in touch, and see how great it can be.

Website: www.tutoringcentral.com

This weeks video:  Platforms and Tools online.

How Do I Pay Attention? Seven tips.

How do I pay attention?

A lot of students struggle with this one.

Paying attention is essential to learning from lectures and presentations, but you need an attention span to get the most out of your reading as well.

Often students will ask me, “But how do I pay attention?”

Or they will say, “I just can’t pay attention.”

If you have difficulties paying attention, don’t despair!

There are some active steps you can take that will help you improve.  It will take some effort, I’m afraid; however, the best rewards come from some degree of effort.  If you put your mind to it and follow through, you can improve your attention span. (In other words, if you don’t apply the techniques, you won’t see any change.)

First:          Stop telling yourself that you can’t pay attention.

Second:     Make a commitment to change.

Third:       Create a list of places / times in which you need to pay better attention.

Fourth:     Use a physical reminder.

Fifth:         Ask yourself questions.

Sixth:        Get interested.

Seventh:   Practise “tuning out” extraneous noises.

Here is a little more on each of the points above.

Stop telling yourself that you cannot pay attention.  Negative messages only exacerbate the situation. They don’t provide solutions.  You need to be more positive and tell yourself that you can learn to improve. Just because you have limits now does not mean you can never change! Imagine if you just gave up the first time you tried to walk or the first time you tried to talk.  You didn’t know how to say words or string them together into sentences.  Imagine that you thought to yourself at the time, “Well, I simply cannot speak, so I’ll just keep babbling and grunting.”  I know this seems like a silly analogy, but it really isn’t.  Give up the lame excuse!

Making a commitment to change will help you stay on track. Write it down somewhere that you can see it – perhaps a sticky note on your computer or iPad (there are electronic sticky notes) or on your wall or notebook.  “I will improve my attention span.”

Creating a list of times or places in which you need to boost your ability to pay attention will give you a concrete (perhaps literally) starting point. (If your list is long, you might want to chose one or two places to begin.) For example, many people have no issues paying attention to a video game for hours, so that is not the place to start! You already pay attention.  You need to think of arenas in which your attention span is weak – perhaps in chemistry class.  That is where you will begin to make change.

Use a physical reminder to “snap” your attention back to the task at hand.  For example, place an elastic band on your wrist.  When you notice your attention beginning to waver, give your elastic a little “snap.” (If you are in class you’ll need to do this quietly.) It is not intended to hurt – just to remind you that you are off track.  Of course, then you have to consciously focus on what you are supposed to be doing. Remember that you are taking action and control.

Another method is to simply place a “tick” on the margin of your notes every time you realize that your attention is getting away from you.

Be brutal with yourself.

Well, not literally, but take a very proactive approach to developing this good habit.  It always takes more effort to develop a good habit than to fall into a bad habit; but, once ingrained, you will find yourself following through automatically.

Ask yourself questions.  When listening to a lecture, podcast, video, or when reading text – ask yourself questions (remember SQ3R – check that blog/video if not).  Asking yourself questions keeps you looking for answers.  When you are looking or listening for answers, you are engaged. (Don’t worry you don’t have to buy a ring or get married!  It’s not that kind of engagement.)

Remember:  You do not need fireworks to stay involved! With a little (or a lot at first) effort, you will surprised how fulfilling having a deeper understanding can be.  You will be much more satisfied not only with your performance but also with your ability to discuss topics intelligently as you continue to expand your horizons.

We don’t know what we don’t know.  Don’t you want everything you can get out of an education or, for that matter, your life? Increasing your ability to pay attention can help you achieve and excel.

Get interested.  When the teacher is talking, force yourself (make a concerted effort) to be interested – even if you aren’t.  In other words, fake it until you make it.  By making yourself focus even when you think something might be boring, you will begin to rewire your brain.  It’s true – particularly if you are young.  With effort, you can literally change the connections (synapses) within your brain and the concurrent chemistry that helps you think and respond – or not.

Cool.

I can change my brain.  Yes, you can!

If you take the same approach with parents, friends, even random conversations at parties, and so on, you will soon begin to realize that you are hearing more, incorporating more, and learning more.  Now, some of the data might be unimportant, but that can easily be released.  (Unless it is a horrible advertising jingle, and then you are doomed for days.)

Practice “tuning out” any noises or activity around you that does not add to your learning experience.  Obviously, you will ultimately want to do this in class, but you can start at home if that’s easier.  Pick one person to talk to or one activity (dare I say homework) and do only that.  No texting, phoning, fidget spinning, singing along with your favourite tunes, or handstands – just focus.

How do I pay attention?

You pay attention.  (Are you thinking of making an excuse? Go back to step one.)

Yes, there is a wee cost, but the benefits are well worth it.  As with anything else, the more you do it the easier it becomes.

Try these suggestions, and don’t give up even if you fail a few times (or a few hundred times).  Keep resetting and genuinely giving yourself a chance to improve.

Be proud of any honest moves forward.  You will soon see that the pride of improving yourself is much more valuable than money, candy, or any other material reward.

Let me know how you do.

Tutors help.  Seek out a mentor or educational coach that can guide you.

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This week’s video: How Do I Pay Attention?

Become an Excellent Listener and Get Positive Results!

Become an Excellent Listener and Get Positive Results!

Pardon, what did you say?

Listening is not simply hearing.

I am sure that you have experienced many times when you “heard” something, but you did not pay attention to it and have no idea what the person said to you.

Of course, we can’t pay close attention to everything we hear each day, or we would go crazy.  We need to sort the important from the unimportant.  We need to “weed out” those bits of information that aren’t going to help us.

When you are studying, however, you can learn certain tactics to help you get into the zone so that you don’t miss the bits you really need.

You can train yourself to be a better listener.

Be Attentive

Sit up straight and look alive!  Don’t just “look” alive, but be alive.  Sometimes it takes a little effort to engage yourself in a particular topic or to listen to a speaker that does not automatically entertain, but you can train yourself to do better.

I know in today’s world that everyone wants splashes of colour, musical backgrounds, dancing ponies, and so on in order to learn; however, not only are these not necessary – they are often more distractions to learning than helpful additions.

Okay, I might be exaggerating a bit, especially with the dancing ponies, but you get my point. Not every teacher, not every class, not every book, has to “force” you by being entertaining ad nauseam to get you to learn.  The learning is actually your job!

Oh my God!  He said it.  I have to DO something!

Yes.

Learning is up to you.

Not entirely, of course; but you are the main component.  So, here comes another horribly shocking fact.  If you don’t want to learn, you won’t.  If you find a subject boring, then that is your fault.  You need to do something about it.

Go into every class and every course with the attitude that you are going to get the most out of it.

You are going to be alive!

Make Eye Contact

If you are listening to a teacher, or even a student’s presentation, always try to make eye contact.  Your eyes are like a window, but they also reflect in some sense.  You probably have experienced this yourself sometimes.  You are talking to someone, and he or she keeps looking away or staring into space.  When this happens, you get the distinct feeling that they are not particularly interested in what you are saying.

What happens then?

Well, you abbreviate what you are saying, or you simply stop.  The speaker does not have any motivation or encouragement to keep going if the “listener” is not listening.

Social cues are very important.  If you are not attending to the teacher, he or she will know!  Trust me.  It doesn’t matter how large the class is either.  You might think you are “lost in the crowd,” but you are not.

Not only is it a courtesy to make eye contact and engage with the speaker, but you will learn a lot more.

Once the teacher knows you are not prepared to listen, your grade begins to fall.  The teacher might not even be conscious of this effect, but it will happen.

Not only that; but, if the classroom is filled with many non-attentive students, the teacher will not be encouraged to give as much as she or he would in front of a more positive group of actual listeners

It’s human nature!  We all need a little support to reach our best performance.

Help your teacher, and she or he will be able to help you even more!

(Note:  Don’t stare, of course – but make frequent eye contact.)

Be Open

While you listen (and make eye contact), think of possible questions rather than interrupting with your opinions (at first). You want to give the speaker – whether that is a teacher, professor, other student, etc. – a chance to present all of his or her ideas and explanations before making too many judgements.  Of course, you are always going to be thinking about what you agree with and what you don’t, and these thoughts can formulate your questions. But you want to remain open to new ideas, contradictory thoughts, opinions that you might automatically disregard under other circumstances but that could change depending on this presentation or argument.

Sit Near the Front

You will want to be able to hear the teacher / presenter.

You will have fewer heads bobbing in front of you and being distracting.  (Or entirely blocking the view.)

The instructor will notice (note above) that you have come to learn.

It will be easier to make eye contact and focus on the lecture rather than other students, movements, windows, etc.

Remember, you want to be in control.

Listen for Verbal Cues and Watch for Non-Verbal Cues

There are lots of possible verbal and non-verbal cues, but here are a few.

Repetition – If a teacher is repeating a point several times, it is likely because he or she sees this as important.  In other words, worth noting.

Slowing down – speaking very carefully.  (Don’t forget this.)

Speaking more loudly. (I’m driving this point home to you.)

Literal verbal cues such as saying, “Here is the clincher!” or “This piece is important.”

Listen for the words in the following list:

Most importantly, therefore, to summarize, as a result, on the contrary, first of all, for these reasons.

All of these (and more) are key words or phrases that should make you perk up your ears!

If your teacher is writing on the board, listen (and take notes).

If your teacher is deliberately making eye contact with several students as she or he is making a point, this is probably important.  Make sure you “zero-in” on what is being said.

If your teacher is gesturing dramatically (my grade 9 math teacher used to smash the chalk on the board whenever something very important was being delivered) – concentrate on what he or she is saying because these actions usually indicate important material.

There are always exceptions to the rule.  A teacher might become suddenly passionate about something completely unrelated to your algebra or essay writing assignment; however, if you are paying attention to these verbal and non-verbal cues, then you can sort the salient data from the chaff as you hone in on what is being said.

Avoid Classmates Who Like to Distract

It will be very difficult for you to follow all the advice given above if the classmates that are near you keep fidgeting, whispering, passing notes, texting, showing you their latest YouTube video finds or funny Facebook pictures, etc.

Get away from them during class.

Enjoy their antics, their great personalities, their humour, and their judgments and comments for the lunch hour or after school.  They could be the best friends ever outside of academics, but you need to take control when the learning is about to happen.

Remember that you have the power to take control of your learning.  Using these tips will help you become an excellent listener and get positive results.

A personal educational coach can help you or your child achieve the best results.

I would love to be your coach.

Website: www.tutoringcentral.com

For more tips, check out this week’s video.

Listening Well

Sentence Fragment Monsters Coming to Destroy Your Writing!

Don’t let sentence fragments detract from your amazing message!

Avoid                                            

When writing, try to avoid using sentence fragments.

Now, they are fine for your brainstorming but you don’t want them in your final draft.

Avoiding sentence fragments in your rough draft is also a good idea because you will become accustomed to writing in full sentences and have fewer edits to make on your final copy.

What are they?

What exactly is a sentence fragment?

Basically, a sentence fragment is part of a sentence, but only part, masquerading as a real sentence!

You are missing some essential element.  The following three examples all look like sentences, but they aren’t.  They are all sentence fragments.

1. You might have a subject but not predicate:

My aged mother from the senior citizen’s green acres retirement centre.

2. You might have a predicate but no subject:

Invented a new solution to the problem of inner city traffic and pedestrian interaction.

3. You might have a subordinating word that makes the clause dependent:

After the colourful turtles crossed the road in the morning.

To have a complete sentence, you need at least one independent clause.

When the massive blue bus careened around the rocky curve at the top of Bluebird Hill.

This certainly seems to be a sentence.  It has a capital and a period for end punctuation. It has a series of words that make sense talking about one main idea; however, the thought is not complete.  What happened when the bus careened around the curve?  We don’t know.  The writer forgot to include this information in the main sentence.

You will notice that simply removing the word “When” creates a full sentence.  However, with the subordinating word “When,” the group of words is dependent, and you will need to add something to complete the thought.

When the massive blue bus careened around the rocky curve at the top of Bluebird Hill, we all thought we were doomed.

Help is on the way!

One easy (although not entirely accurate) way to tell whether a sentence is complete or a fragment is to imagine someone saying it to you.  Does it make sense?

After the party at Exhibition Park.

Drawing a line through the sand.

Screamed at the top of his lungs.

When you say these aloud to yourself – you have unanswered questions such as “What happened after the party?” and “Who screamed?”

At times this can be confusing.  For example: I can’t read it.

You might say this is a fragment because we don’t know what “it” is; however, we do have a subject “I” and a predicate “can’t read it,” and we don’t have any subordinating words.  So, although we don’t know everything at this point, the sentence itself is complete. Presumably this would be part of a series of sentences rather than a stand-alone sentence.

Technically

1. Check to see that you have at least one subject and one predicate.
2. Check that you have at least one independent clause.

Exceptions

Most of these points about sentence fragments apply to formal, academic writing.  There are times when a sentence fragment is helpful – particularly in fiction writing. Writing fiction or poetry breaks many of the formal rules in order to create a more realistic scene or dialogue.  We generally don’t speak or have a conversation with someone using full sentences and formal grammar at all times. Also, when giving an order or command, the subject is “implied” rather than stated.  (My two points under “Technically” are examples.)

Close the window.    (The subject is implied.  Often assumed to be “you.”)

One more point

Don’t worry.  Keep writing.  The important thing is to keep practising and writing what you love to write about.

Getting feedback and direction can be essential if you need to, or want to, improve your technique, style, and final product.

Here is one place to start:

Paragraph Writing Lessons

Website: www.tutoringcentral.com

Video: Sentence Fragments

Ron