Where Football Meets Mathematics

Math is all around us – at our works, homes and definitely in the sports and football predictions.

Frequently we find different connections between math and football, which are used by this game’s greatest specialists. Some of them are basics of the football predictions posted on this website.

The true football fans still remember the Dutchman Dennis Bergkamp and his masterpiece goals. Sports commentators describe him as a genius, who mastered the football game to perfection and possessing extremely accurate shot, but what is he saying about himself.

“When I played in Holland I always tried to hit the ball over the goalkeeper. People always questioned me about this. Why would I want to humiliate the goalkeeper or to demonstrate arrogance? But I always explain: When the goalkeeper leaves his post he makes the angle to it less but opens the space above it. What I do isn’t a show, it is mathematics.”

This advice came from the coach Louis Van Gaal, who teaches strategies for success in the match based on mathematical precision and order.

As his players state about him: Van Gaal isn’t one of those coaches who will repeat to them: “do this, do that”. He will leave the technical part to them, but he is a master of the tactical part and knows what should everyone do in order for the whole system to work properly.

“I hope that I know well the basics of math in football and try to apply them” – Ottmar Hitzfeld as coach of Bayern Munich in 2007.

Ottmar hizfield

Ottmar Hitzfeld graduated as a math teacher and now he is the most successful German football coach at club level. He won twice the FIFA award for best coach in the world and is one of the only three coaches who won the Champions League with two different teams.(Ernst Happel and Jose Mourinho are the other two).

Unlike most Germans, Hitzfeld carried his football career as a player in Switzerland.There he quickly arose as a top striker in the country, helping Basel win the championships in 1972 and 1973. While playing for the Swiss team, Hitzfeld graduated and received his diploma as teacher of mathematics and physical education.

We believe that we have found the next evidence proving that football is mathematics.

Hitzfeld is recognized for his managerial capabilities – the ability to control units in the team to work as one and to develop and apply different tactics. The coach is taught of perfectionism and he sticks to all the details that would lead his team to success. For example, as a coach of the Switzerland national team he led the players to train in specially selected mountain resort where it is estimated that the height above sea level is most favorable to the players to adapt to the specific conditions of South Africa.

Thus, estimating all the factors, Hitzfeld is following his main coaching philosophy – “The next match is the most important match and we must do everything to win.”

Bearing in mind the mathematical education of Hitzfeld, his numerous successes in the football are definitely not accidental, after all this is a game which is often described by specialists as a game of strategies.

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The Young Teacher’s Guide to Long Lessons

Lessons with duration of 60 minutes or more in a high school create a new set of conditions for the teacher and the students in his/her class.

It is important to understand the issues and to devise ways to overcome these issues and make use of the advantages that the longer lesson period gives the teacher.

These issues discussed below come out of my own experience in the class room when my school changed from six 40 minute periods per day to four 70 minutes per day. It also reflects the experience of the staff of my department.

The issues are in no particular order of significance but I thought it was important to raise them.

1. It’s hard work for teachers and students. It is impossible for most students and teachers to concentrate effectively on one topic for long periods such as one hour. There must be short breaks or changes in what you are doing to sustain the interest and concentration of both students and teachers.

2. Your available teaching time must become “SACRED”. Don’t let anyone have it without a fight – even the administration. Longer periods mean less numbers of periods. Therefore, one lost period becomes a significant percentage of your teaching time in any teaching week.

3. You must have a homework/study strategy for students. Since you will see the class less often, you will need to suggest when they do homework and when they do study, e.g. do the homework tonight to keep the learning fresh and reinforce quickly or do it the night before the next lesson to have it fresh in the students’ minds.

4. Lack of continuity. This occurs when students are absent simply because they lose such a large percentage of their learning time making it difficult to catch up on the missed work. Additionally, for students who are present in class, there may be as many as four days between successive lessons.

5. Work ethic is difficult to develop. Points 2 to 4 above support this point.

6. Strategy for absent student. It is important to ensure that absent students do not get left behind. What I did was to keep in my diary a detailed account of what I achieved in each lesson. I made sure I kept any handouts for absent students. I wrote the names of all absent students on any handout ready to give to the absentees in their next lesson. With the longer period, I was able to spend a little time with them to bring them up to date.

7. Strategy for absent teachers. With the longer lessons, a teacher’s absence had a greater impact on the class. Therefore, it is important to plan an effective lesson to cover that absence.

8. Detailed planning and full use of time is essential. It is easy to “waste” time. Plan some extra, short activities for any unexpected spare time that comes in a lesson, e.g. quiz or problem solving activity.

9. Group planning will be essential. If you are part of a team of teachers allocated to the same year level and/or subject, Team Teaching could ease the burden of long lessons and add variety to help maintain student interest and concentration. Students enjoy a change of teacher from time to time.

10. I always seemed to be rushing to cover the course when long lessons were first introduced. This is why you must plan minutely how to use every minute of the long period. What I did was to plan to complete the work program for the term or semester at least a week ahead of any planned assessment.

11. You need to divide your lessons into short segments to survive. Each segment allows you and your students a respite and a chance to “recharge your and their batteries”. Have a basic structure for each lesson. Your students should be aware of this structure. Publish it on your board each lesson.

12. Teach skills first and foremost. Good basics enhance a student’s chance of being successful in all areas of your course, especially in the more challenging areas of problem solving and critical thinking.

13. Student Mentors. Encourage older students to form study groups of four or five to work together out of school. In class, use your talented students to explain ideas to the class as a whole or to individual students. This is good for their personal development. Students often learn much from their class mates as they tend to “speak the same language”.

14. There is time to teach students skills that need extensive time to develop, e.g. develop a logical decision-making process, experimental procedures in Science, developing an argument in History.

15. You can teach a whole topic in one lesson and use subsequent lessons to consolidate. You can give an overview initially, showing where the topic is leading.

16. Students must become more accountable for their learning, homework, study and examination technique. Teach these skills in class in short bursts over time. Revisit these skills as often as you can to reinforce and develop.

17. Learn to work smart – use every available tool or idea you can, e.g. multiple intelligences, listening skills, variety of teaching strategies.

18. Help students learn to think, write and speak using the language and the terminology of your subject disciplines. Give short, subject vocabulary tests/quizzes to enhance these skills and to add another segment to your long lessons.

No Child Left Behind Should Mean Something for All Children

For years the United States has focused on education as a vital element for success and yet schools in inner city areas are still failing. The government and politicians have publicly indicated that actions will be taken to improve the educational system in the United States. Programs were implemented but unfortunately some schools are still struggling to meet the standard academic mark. We have to question if the government included inner city students in their budget, because there is clearly an economic inequality within the educational system.

According to the State of New York Failing Schools 2015 Report “in 2014 only 35.8 percent of students were proficient in Math and 31.14 percent were proficient in English Language of Arts”. This report indicates that two-thirds of the students in inner city schools are struggling in Math. The reports also stated “that wealthy elementary schools continue to demonstrate high reading achievements and math proficiency rates measured by the percentage of students’ proficient on the 2013 MEAP assessment”. One has to question, where is the balance in the educational system? In wealthy areas students are provided with the proper resources to educate preschool students as early as three to five years old.

Sadly children who are the same age in preschools in inner city areas do not receive the same opportunities. Students from inner city areas deserve the same opportunities as students from middle class and upper class areas. The government has to ensure that the funding is being distributed equally in order for under privilege children to receive a fair chance at a good education.

There is no question that there are disparities in the educational system, and socioeconomic status is one of the elements that contribute to the disadvantage of under privilege children. It is a crucial element that hinders children from low-income families from achieving their educational goal set by the New York State Department of Education. I am not implying that funding should not be provided to wealthy elementary schools; I am only stating the fact that the same funding should be provided to elementary schools in inner city areas as well. We cannot continue to tell our children yes you can be anything you want to be, you can be lawyers, and doctors if you work hard: when the people who have the power to make a change refuses to walk the walk. They just spend excessive wasteful time talking the talk.

A few former presidents and politicians have given compelling speeches about the struggles of the educational system in the United States. They have stood their ground informing the world that as a nation, “we also have an obligation to make sure that all of our children have the resources they need to learn”. But yet not all of our children are getting sufficient resources to learn. In previous years several speeches have come and gone about the struggles of the educational system. However, the educational system still faces the same challenges today. There are just too many empty promises.

There are some schools in inner city areas that have limited access to technology and the latest quality textbooks to properly educate the students. Even though more teachers were hired to educate inner city students most of those schools that employ them today still have not received sufficient funding to properly educate the children. When those schools fail because of lack of funding they are closed and transformed into Renewal Schools.

The new educational programs are given three years to show some form of improvement with bringing the inner city students at the grade point level. And if the expectations are not met those schools will be closed as well. Now the teachers are in a position where they have to find teaching positions in other schools and the children in the inner city schools are still left behind. This is a fact: if the schools in inner city areas lack the resources how can the teachers successfully bring the children who are struggling to meet their grade level to reach the goals set by the New York State Department of Education. It is not logical for any rational human being to believe that children who were not taught the fundamentals of basic math, reading, and writing in first and second grade will not struggle in higher grades. The educational system cannot continue to pass children who are struggling to read and write through the system. They need additional remedial help.

The material becomes more challenging. The students become frustrated because they simply do not comprehend the material, because it was not taught to them in their earlier years in elementary school. This is probably why some of the students act out, and display destructive behavior. To some degree the educational system should be held accountable for passing students through first and second grade without providing them with the proper tools for them to succeed in higher grades. But a crucial question should be; are some of the parents equally responsible for not taking the appropriate measures to help their children succeed with their school work?

The answer to that question is, it depends on their situation. A lot of the children in inner city schools come from broken homes. Some of the children’s parents do not speak English well so it is difficult for some of the teachers to communicate with the parents. Imagine if students have parents that cannot read or write in English, how can they help their children with their homework?

Literally those parents are not in a position to help their children because they cannot help themselves. So those individuals rely heavily on the teachers to become second mothers and fathers to their children and pick up their slack. Again inner city children suffer in more ways than one. It is not that those individuals in that unfortunate situation do not care about the well-being of their children they simply cannot help them because of their inability to function with their own illiteracy.

In addition, some of the children are from dysfunctional homes. There are also situations where inner city children have parents who suffer with drugs or alcohol addictions. In some incidents those children have to become parents to their own parents. The children have difficulty functioning at school and they are easily distracted because they are constantly worrying about the well-being of their parents. Some of the children are sexually, physically and verbally abused in their own homes by people who should protect them. Unfortunately, those particular children develop psychological problems which hinder them from performing to their full capability in school.

Sadly, most inner city schools do not receive ample funding to provide the counseling services that those abused children desperately need. When the children express their angry through their behavior they are labeled as problem children. It seems like the government refuses to invest their money into children they believe will not be productive in society. So those children suffer, and sometimes they lash out because they believe that no one cares. Children in inner city areas has the ability to learn just like their more privileged peers but they just need someone to believe in them, and encourage them to focus on learning, and staying out of the troubles of the streets. In general, when children are left behind some of them usually turn to the streets. So who fails the children, the educational system, some of the parents or a combination of both. More has to be done to help inner city children because their lives matter too.

Cool Maths Activities: Yet Another 10 Ways to Use Shopping Brochures for Learning

Shopping brochures are an awesome source of mathematics inspiration. Children really like them and they are so useful. First of all they are available at no cost, secondly they are super simple to get and in addition they can be used for some awesome mathematics actions.

I keep at least 50 or so brochures handy at all times. I usually ask (but not always) before getting 30 or so brochures from the shop display cabinet.

They are great for keeping learners involved, on task and engaged.

Students will need to cut and stick so be prepared for some clutter and disturbance. Perhaps you need to let your teaching partner know beforehand.

Some time, when I am teaching, I let students know we are doing some really awesome mathematics things and get them started on the activities below. Often it becomes a competition – particularly with the young children.

Other times, I create 5 or so on the white board and let them go. When most are finished, I create another 5.

It is simpler if the learners have the same catalog for the activity.

If brochures are not at the entrance/exit of the store, I ask at the assistant if I can pick up 30 or so. They look at me like I am bonkers but they normally hand them over.

Try these activities with your class of primary aged students.

  1. Purchase 5 things you would like and find the sum.
  2. Purchase any two items and find the difference between each item.
  3. Purchase two items so that the difference is $2, then $3, then $4 and so on.
  4. Do the same activity with 3 items and see how far you get.
  5. Purchase 5 items so that the sum total is even.
  6. Do the same so that the total is odd.
  7. Purchase 2 items that you think belong together. Purchase another 2 until you have 10 pairs. Now glue them in your sheet so that the total of the two items are in ascending order.
  8. From the grocery catalogue, cut out 20 individual items. Now make these items into four groups, giving each group a name. Explain to your partner why you grouped these items and why each item belongs in that group.
  9. Cut out 30 items. Tag each item with ONE NAME. Eg a box of Kleenex might be called tissues. Arrange the items in REVERSE alphabetical order.
  10. Cut out any five items. Glue these items onto a sheet and under each item write down five separate words for each item. Circle and link words of similar meaning.

ACT Or SAT? Five Tips to Pick the Right College Entrance Exam

The SAT and ACT are both respected, nationally-recognized tests. Historically, there’s been a geographic divide between the two; nowadays, very few colleges require or prefer one test over the other. So which one should you take? Well, since you can’t really say one test is any easier than the other, that all depends on your skills and preferences. Basically, you should go for the one you’ll score higher on!

Here are some tips to help you make your decision:

1. Who says size doesn’t matter?

The ACT is a shorter test. The SAT takes a whopping 3 hours, 45 minutes, while the ACT comes out to a hefty 2 hours, 55 minutes, making the SAT about 30% longer than the ACT. Either way, you’re stuck taking a long test. If you have a ridiculously short attention span, then the ACT might be right for you, but realistically, after nearly 3 hours, why sweat an extra 50 minutes?

2. When in doubt, just guess… right?

The SAT has a guessing penalty – minus a quarter of a point for each incorrect response. Not so with the ACT. Guess away! So you should answer every question on the ACT, but on the SAT, you should just leave the answer blank when you can’t eliminate at least one answer choice. Does this make the SAT “harder”? Not really. With the right strategies, you can even make the SAT’s guessing penalty work to your advantage.

3. It’s a bird! It’s a plane! It’s superscore!

The SAT reports each of your three “subscores” separately-one each for critical reading, writing, and mathematics. So, many colleges will combine your best three subscores from all the times you’ve taken the SAT to make a “superscore.” In the past, schools would not do this with the ACT. Recently, however, many schools have begun to make ACT “superscores” too.

4. What is the difference anyway?

Both tests have a grammar, reading comprehension, essay and math portions. The ACT has an extra “science” section, but don’t worry. I used quotes because it’s really just another test of your reasoning skills – not much chemistry, physics or biology knowledge needed. Broadly speaking, the ACT tests skills that you (should have) learned in high school, while the SAT tries to evaluate your innate problem-solving abilities.

For example, the ACT math section tests a few topics that typically aren’t covered until pre-calculus. While the SAT leaves out these topics, its math problems generally have more complicated setups.

The ACT’s essay is optional, but some colleges require it anyway. Its essay topics are always questions of school policy, while the SAT’s essays deal with more abstract moral or philosophical issues.

In the critical reading sections, the SAT’s vocabulary is harder, but the ACT taxes your critical reading and analysis skills. The ACT English section gives you a couple of long passages with grammar and critical reading questions mixed together; the SAT tests reading and grammar separately.

5. You can’t know if you like it till you’ve tried it!

How do I know which test is better for me? Try them! Take some free practice tests online and see which one fits your fancy. Both the SAT and ACT offer practice questions or tests on their official websites.

HSPT – What You Need To Know About the High School Placement Test

What is the HSPT?

The High School Placement Test (HSPT) is a nationally-recognized private school entrance examination, created by the Scholastic Testing Service (STS), available to students as part of the private school application process. The test is designed for middle school students trying to get into high school, so the majority of test takers are eighth graders, though some seventh graders take the test as well. For the most part, a typical middle school curriculum will have exposed students to the content tested on the HSPT, though a basic understanding of algebra and geometry is necessary for the math sections.

Unlike most other standardized exams, the HSPT does not have national administration dates. Private schools administer the HSPT as part of the application process. According to the STS website, students should not take the test more than once. In fact, if a student takes the test more than once, the STS indicates that the lower of the two scores should be used for consideration. Registration and test schedules are handled on a school-by-school basis; parents will need to contact the schools to which their children are applying in order to find out specific dates and deadlines. The STS does not handle registration for the exam, this is also handled on a school-by-school basis.

What is on the HSPT?

The exam, which is about 2.5 hours long, tests the following abilities: Verbal Skills, Quantitative Skills, Reading Comprehension, Mathematics, and Language.

Verbal Skills

The verbal skills section contains questions pertaining to analogies, synonyms, antonyms, vocabulary, and verbal logic. The purpose of this section is to test a student’s ability to understand the relationships between words and concepts.

Quantitative Skills

The quantitative skills section contains questions pertaining to number manipulation, geometric and non-geometric comparison, and patterns and sequences. The topics covered in this section include arithmetic, basic algebra, and basic geometry.

Reading Comprehension

The reading comprehension section contains passages and questions that test the student’s understanding of central meaning, ability to obtain information from reading, and basic understanding of vocabulary.

Mathematics

The math section contains questions that test the student’s problem solving abilities and understanding of mathematical concepts. The topics covered in this section include arithmetic, basic algebra, and basic geometry.

Language

The language section tests the student’s understanding of written English. The problems are largely related to spelling, grammar, punctuation, and syntax.

Some schools also administer an optional science section, which covers general topics in astronomy, biology, chemistry, earth science, and physics.

The HSPT vs. the ISEE

The HSPT is comparable in both content and format to the ISEE Upper Level, another private school entrance exam. Content-wise, the biggest difference between the two tests is that there is no essay on the HSPT. The HSPT is primarily used by Catholic private schools; the ISEE is used by a wider range of private schools. In addition, the ISEE has three levels: lower, mid, and upper, which correspond to what grade the student is going into; the HSPT is for prospective high school students only.

Preparing for the HSPT

As with any standardized test, preparation is essential to success. There are a few HSPT study guides available on the internet and in stores; if, after reviewing concepts and practicing problems, you and your student decide that further assistance would be beneficial, then consider professional HSPT exam preparation. The HSPT can have a significant impact on a student’s future and should not be taken lightly. Thorough preparation is the key to making the HSPT experience as smooth and stress-free as possible.

ISEE – 5 Useful ISEE Tips

1. Don’t Study Above Your Level

There are three levels of tests that comprise the ISEE — lower, middle, and upper. Often, a test preparation company will advertise “ISEE Preparation” without specifying the level — this usually means upper-level only! Don’t study above your level! Students who should be preparing for the lower level ISEE should not be struggling to understand concepts that apply only to upper-level students! Instead of searching for ISEE preparation, search for your specific level, i.e. “ISEE Lower Level Preparation.” Which test your student needs to be take depends on the grade he or she is entering. Prospective fifth and sixth graders take the lower level; students entering seventh and eighth grade take the middle level; students seeking admission to high school (ninth through twelfth grades) take the upper level test. Parents might be tempted to help their students for a test above their level, in hopes that the content covered on the lower tests will be superseded by the more difficult material. Unfortunately, this isn’t always true. According to the ERB, who administers the test, it’s best to prepare for your own test level.

2. Begin Studying Early

Like any other exam, the ISEE requires diligent and steady practice to master. The best way to prepare your child is to begin early. Studies have consistently shown that it’s important to begin studying well in advance and not to cram. To begin, you should read What to Expect on the ISEE, a free guide issued by the Educational Records Bureau (ERB) which administers the exam. After this, you should begin working with your student at home and research various professional ISEE lower/mid/upper-level preparation courses. Don’t leave preparation to the last moment!

3. Know What’s on the Test in Advance

Standardized tests like the ISEE, with all the pressure and constraints they place upon the test-taker, are challenging. Why not make it easier by knowing what’s going to be on the test in advance? There are five sections on the ISEE: verbal reasoning, quantitative reasoning, reading comprehension, mathematics achievement, and an essay. Each section has a limited scope that is outlined in the ERB’s What to Expect on the ISEE. By knowing what material is covered on the exam, you can help your student focus their study to do their best on the ISEE. If your child needs help with specific topics, you should consider seeking professional test preparation, preferably a company which specializes in the correct level of the ISEE, to help make the most of your child’s educational opportunities.

4. Take Practice Tests

While studying the material on the test is an essential part of any preparation program, students must also be ready for the restrictions and time limits the ISEE imposes upon test-takers. Many test-takers face difficulty when timed or under pressure. The best way to mitigate anxiety and nervousness is to become comfortable with the structure of the test by taking many practice exams which reflect the structure of the real test-timed, without calculators, etc. Professional ISEE test preparation can be very helpful in this regard, but be conscious of whether companies use real ISEE exams or simulated ones. The makers of the ISEE limit access to good preparation materials; consequently, many third-party books available on the Internet and through some companies will attempt to simulate test questions — but in the end there is no substitute for the real thing. The best preparation materials will come from established test preparation companies like Testmasters, Kaplan, or Princeton Review, which have a history of helping people prepare for the ISEE.

5. Practice Writing Essays

Even though the ISEE essay is ungraded, your student’s ISEE essay plays a critical role in the admissions process and cannot be neglected. The essay is sent on to the schools the student is applying to, where it is read by admissions committees. These committees will primarily be looking at the levels of maturity and organization displayed by your student’s essay; admissions officers will be most impressed by how clearly and coherently a student can communicate with written English. Another tip: don’t be negative! Nobody will admit a candidate who talks about how much he hates school, no matter how well the essay is written. Use practice essays from the ERB to start off with; consider ISEE test preparation programs that can provide professional feedback and guidance on essays.

Digital Devices Driving Autism Education

Computers have always proved to be excellent gadgets to facilitate communication and learning for children with autism spectrum disorder. Now, with the emergence of smart phones and the iPad, autistic children have greater opportunities for improving their cognitive, communication and motor skills.

Various organizations that are engaged in supporting families living with autistic kids, have developed apps and programs like “Math on the Farm” and “Make Sentences” that are amazing tools. These autism education apps promote learning among special needs children.

Why digital devices?

Autism apps like “Math on the Farm” and “Make Sentences” running on smart phones and iPads provide greater flexibility and portability than a traditional laptop or computer. These latest digital devices utilize touch screen technology which makes them more accessible to autistic children, especially those who have coordination and learning difficulties. Most of the children using an iPad find that the sliding and tapping motions are much easier to execute than typing. Besides, smart phones and tabs can be taken wherever you want to go. They are much lighter than the bulky assistive communication gadgets of the past and that’s a major advantage of using these devices.

Tabs, smart phones, and iPads are great tools for communication and education, which if one of the several reasons why the “Math on the Farm” and “Make Sentences” autism apps have become hugely popular among special needs children. Apps like these can be customized to the specific needs of the autistic child using them. This helps to make the lessons more attractive and interesting that the conventional learning devices. It has been noticed that many children can use these gadgets better than adults.

The world of autistic children is full of imagery. Words have a lesser importance to them. The “Math on the Farm” and “Make Sentences” autism education apps freely use images to help children string together words and create sentences, and solve mathematics problems. In this way, special needs children are able to communicate with educators, instructors, counselors, and parents sans any frustration.

The benefits

Autism apps like “Math on the Farm” and “Make Sentences”, running on iPads and tabs, offer huge benefits. The direct touch screen ensures that no stylus or mouse is required for input functions. The most important point is that the apps are predictable, accessible, and easily organized. They help breaking down lessons to discrete topics or chunks that make learning more enjoyable. Special needs and autistic children can learn in a better way through the “Math on the Farm” and “Make Sentences” autism apps.

Teaching Tips – The Three Types of Homework and Teaching

One of the hottest topics in education today is the issue of homework. It affects teachers, parents and students alike. Homework does have a purpose but in recent years teachers have abused its application. If teachers would return to the proper use of homework, I believe homework would no longer be such an ugly word.

So, what is the proper use of homework?

Well, first let’s discuss what homework isn’t. Homework isn’t a way for the teacher to make up for not having taught properly during class time. It is the teacher’s responsibility to teach, guide and finish the lesson. If the teacher doesn’t finish, it shouldn’t be dumped on the students as homework. The teacher needs to re-evaluate the situation and adjust her plans.

Although, homework is abused by many teachers to make up for their lack of preparation or ability to teach. There are legitimate uses for homework.

Such as:

  • Support
  • Practice and
  • Prepartion

Support homework are assignments like answering a set of prepared questions, completing a crossword puzzle or writing sentences for the latest spelling words. Support homework should be short and should reinforce what has already been done in class.

Practice homework would be assignments like math problems, chemical equations or flashcards that give extra practice in a certain skill. These types of assignments serve a very important purpose and a teacher should never misuse them.

Preparation homework would be reading assignments or maybe an internet assignment preparing your students for the new up and coming topic. The teachers expectations of the assignment should clearly spelled out so there is no misunderstandings.

All three of these are legitimate uses of homework. However, the teacher needs to keep the assignment short and specific. Large amounts of homework are usually signs of a poor teacher.

If you suspect that your child is getting excessive homework due to the teacher’s poor classroom performance. Don’t run straight to the principal. First, approach the teacher and let him know that you feel your child is receiving to much homework. Then, if you and the teacher can’t solve the problem take it to the principal. But always give the teacher the opportunity to correct it himself.

Homework done properly is wonderful teaching tool, but when it is misused it creates nothing but trouble.

Building a Good Foundation in Mathematics

A solid foundation in mathematics can be crucial for a student’s performance in academics. Mathematics is an essential part of everyday life. Many students in school may have a natural ability to show a good performance pattern in the subject and it is usually an outcome of regular practice during the early stages. As a tutor, one must understand that the subject is purely based on practice and familiarity. Many other students often find the concepts and judgments to be complicated and most of the problem may be pertaining to teaching methods. One can overcome these problems.

Since a strong math foundation may be desired for students at least in the early years, the internet has been filled with courses of such relevance in website texts and videos. Many schools may be reputed to provide instructions which may not be really grasped except by the ones really attentive and sharp. Some of the reasons for a poor performance in mathematics may also result from focusing too narrowly on one aspect.

The different branches of mathematics that are taught as basic knowledge required for professional workmanship before you specialize are Arithmetic, Algebra, Geometry and Probability. Although not a part of the primary level education, probability can be a new area of problem once encountered in the higher grades.

As for the performance in examinations, it is imperative that a student is well prepared with the required knowledge. Starting with simpler examples and gradually increasing your potential to solve tougher problems is the key.