Standard Distribution - Online Math Tutoring

Standard Distribution - Online Math Tutoring Standard distribution is an extremely important distribution. It is also known as normal distribution. Standard distribution and its associated probabilities are an integral part of statistical process control. When large enough sample sizes are taken, many statistics are normally distributed regardless of the shape of underlying distribution from which they are drawn. We represent a standard distribution by a normal curve. Standard distribution exhibits the following characteristics. It is continuous. It is symmetrical distribution about its mean. It is asymptotic to the horizontal axis. It is unimodal. It is a family of the curve. Area under the curve is 1. All mean, median and mode lie at the same position. The standard distribution is symmetrical. Each half of the distribution is a mirror image of the other half. Many normal distribution tables contain probability values for only one side of the distribution because probability values for the other side of the distribution are identical because of symmetry. In theory, the normal distribution is asymptotic to the horizontal axis. That is, it does not touch the x axis, and it goes forever in each direction. The reality is that most applications of the normal curve are experiments that have finite limits potential outcomes. For example, even though SAT scores are analyzed by standard distribution, the range of the scores on each part of the SAT is only 200 to 800. Other example could be the life insurance, height or weight of a person, rent of a house.

How to Write A Résumé That Crosses Borders (Infographic) - Introvert Whisperer

Introvert Whisperer / How to Write A Résumé That Crosses Borders (Infographic) - Introvert Whisperer How to Write A Résumé That Crosses Borders (Infographic) Finding a job abroad can be a struggle if you aren’t familiar with the cultural norms and expectations associated with the workplace in that country. When it comes to writing international résumés, a one-size-fits-all approach simply won’t cut it. So, what can you do to increase your chances of securing a position abroad? We all know that it’s important to tailor every résumé you submit for each individual application. When conducting an international job search, something you may not consider however is tailoring your résumé to the specific countries in which you are seeking employment. Your résumé will be the first impression an employer will get of you, so it’s important to do your research and get it right. Taking the time to do this shows your prospective employer your attention to detail, research skills and cultural awareness. When sending out applications for jobs around the world, you will realise that employers have wildly varied expectations of CVs and résumés. One good example of this is photography. While many countries across Europe, the Middle East, Africa, Asia and South America require a personal photo as part of your application, employers in North America, Australia, the UK and Russia will more often than not immediately discount any résumés with photographs of the candidate. If you would like to learn more about how to tailor your résumé for positions in different countries, you may find this infographic from Hansen Company to be of use. This graphic guide lays out some handy pointers on how to write an international résumé and features many helpful tips about what information to include as well as some guidance on length, language and much more. Take a look at the infographic below to learn more about writing international résumés.

What is Integer Maths Online Tutoring

What is Integer Maths Online Tutoring Integer is a complete number and it can have a positive sign or a negative sign. Integers are numbers which also include 0, however fractions and decimal numbers are not considered to be integers. So integers are a family of numbers which are 0, positive, or negative, but cannot be fractions or decimal numbers. Examples of integers are: 0, 4, 5, -7, -10, 50, -40, etc. Hence integers are also known as positive or negative counting numbers. Integers can be added, subtracted, multiplied or divided and are used in almost every math calculation. Example 1: Given the numerical expression, 4+ 5 9+ 2. Calculate the value of the numerical expression. Given expression: 4+ 5 9+ 2 The numbers in the above given expression consist of positive and negative signs and the expression does not contain any fractions or decimals. Hence the given numbers are all integers! In order to calculate the value of the given expression, we calculate from left to right. This gives, 4+ 5 9+ 2== 9 9 + 2==0+ 2 == 2 Therefore the value of the given expression, 4+ 5 9+ 2= 2 Example 2: Use the operations as shown in the numerical expression, (1* 3) + (5* 2) (4* 4) and calculate its value Given numerical expression: (1* 3) + (5* 2) (4* 4) The given numbers are all integers since they are no fractions or decimals included. According to the order of operations, first calculate the numbers inside the parenthesis then multiply and then later add/subtract. This gives, (1* 3) + (5* 2) (4* 4) = 3+ 10- 16 = -3 Therefore the value of the given expression is -3.

Spotting Anxiety in Kids with ADHD

Spotting Anxiety in Kids with ADHD All kids feel anxious sometimes, but many kids with ADHD experience anxiety more frequently and more severely than kids without ADHD. In fact, studies suggest that 30-40% of kids with ADHD also have an anxiety disorder. When kids struggle with anxiety on top of ADHD, it can make it harder for them to succeed at school and develop the social skills that they need to cultivate strong and lasting connections with their classmates and friends. The stimulant medications used to treat ADHD symptoms can also exacerbate anxiety, making these otherwise effective medications difficult to tolerate. Identifying and treating anxiety in kids with ADHD is an important part of an effective intervention plan. While it might seem like spotting anxiety in a child with ADHD would be simple you might expect that he or she would be telling an adult that he or she is nervous, worried, or has butterflies in his or her stomach in reality, the signs of anxiety are often mislabeled by parents, teachers, and pediatricians as worsening ADHD symptoms. This happens in part because kids dont always express their anxiety in the same way as adults. They may not be aware of the anxious thoughts or feelings they are having, and they may lack the more sophisticated language needed to describe complex emotions. On top of this, many of the signs and symptoms of anxiety in kids overlap directly with symptoms of ADHD. Here are some of the key symptoms of anxiety in children: Restlessnes Trouble concentrating Irritability Difficulty sleeping at night Complaints about stomach problems or headaches Excessive worry on most days (that they may or may not talk about with adults) Avoiding certain activities or social situations Many of these symptoms will seem very familiar to any parent or teacher of an ADHD child! Since kids with ADHD often experience restlessness, difficulty sleeping, difficulty concentrating, and even irritability, how can you tell when anxiety might be part of the picture? Here are a few clues that suggest a more thorough anxiety assessment is warranted: Increased difficulty concentrating or increased restlessness. Have you noticed a worsening in your childs concentration problems or restlessness/hyperactivity? This change may be due to a worsening of his or her ADHD symptoms or a decrease in his or her ADHD medications effectiveness. But it could also be a sign that your child has developed anxiety that is interfering with his or her ability to concentrate or sit still. Increased irritability or oppositional behavior. Many kids with ADHD are prone to irritability or oppositional behavior. However, if a child has typically been easy going and this has suddenly changed, or if a child who was previously irritable occasionally is now irritable most of the time, then anxiety may be contributing to the problem. A change in sleep patterns. Many kids with ADHD struggle to fall asleep or stay asleep throughout the night. However, if your child's sleep challenges change (e.g., he or she has always had a hard time falling asleep, but now he or she is also waking up throughout the night), then anxiety may be playing a role. Frequent complaints of stomach aches or headaches. Kids with ADHD don't typically experience stomach aches or headaches more often than kids without ADHD (unless they are experiencing medication side effects). If these complaints persist and their pediatrician cant find a medical cause, then they may be signs of anxiety. Avoiding specific situations, places, or people. Kids with anxiety will try to do just about anything to avoid whatever it is that is triggering their anxiety. For example, if a child is anxious about school he or she may become very oppositional when its time to get out of the house in the morning or he or she may drag his or her feet and get ready as slowly as possible. Some kids might complain that they dont feel well as an avoidance strategy, hoping that they will be able to stay home sick from school. If you think your child may be showing some signs of anxiety, talk to his or her pediatrician. The pediatrician can help you find a provider who can help tease apart your childs symptoms and clarify whether anxiety is in fact part of the picture. The good news is that anxiety is highly treatable, especially in kids. Working with a clinician who can identify anxiety-related problems and provide evidence-based treatments can quickly lead to lasting improvements in your childs symptoms. ABOUT DR. MARY ROONEY Mary Rooney, Ph.D., is a licensed clinical psychologist in the Department of Psychiatry at the University of California San Francisco. Dr Rooney is a researcher and clinician specializing in the evaluation and treatment of ADHD and co-occurring behavioral, anxiety, and mood disorders. A strong advocate for those with attention and behavior problems, Dr. Rooney is committed to developing and providing comprehensive, cutting edge treatments tailored to meet the unique needs of each child and adolescent. Dr. Rooney's clinical interventions and research avenues emphasize working closely with parents and teachers to create supportive, structured home and school environments that enable children and adolescents to reach their full potential. In addition, Dr. Rooney serves as a consultant and ADHD expert to Huntington Learning Centers. ABOUT HUNTINGTON Huntington Learning Center is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. It preps for the SAT and ACT, as well as state and standardized exams. Huntington programs develop the skills, confidence, and motivation to help students of all levels succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntington's mission is to give every student the best education possible. Call us today at 1.800.CAN LEARN to discuss how Huntington can help your child. For franchise opportunities please visit www.huntingtonfranchise.com. This website does not provide medical advice, diagnosis, or treatment. The material on this site is provided for educational purposes only.

Need a research question in English Pedagogy or Applied Linguistics

Need a research question in English Pedagogy or Applied Linguistics Grammar Checker Research Questions The Virtual Writing Tutor is a free English Second Language grammar checker. Research into the pedagogy of online grammar checkers is still new. Not a lot is known about how they are used by teachers,  by learners, what their effect is on writing apprehension and accuracy. If you need a topic for your masters thesis and would like a few suggestions, try one or more of these research questions. For articles on the Virtual Writing Tutor, see here. Grammar Checker Research Questions What are English Foreign Language learners’ impressions of automated feedback from a free online grammar checker? Do they find them easy to use? Do they believe that a grammar checker significantly improves their writing? How do EFL learners use the VWT when planning, writing and reviewing a writing assignment at college? How much time do users spend reviewing feedback from the VWT versus feedback they receive from a human teacher? Do learners translate the feedback from the VWT into their own language using the VWT’s feedback translation tool? The VWT has essay outliners, paraphrase checkers, vocabulary checkers, a dictionary, and a grammar and spelling checker. What use do learners make of these features?  What are their impressions of the usefulness and suitability of each of these features? Do professors need to train learners to use these free online tools or will learners use them without training? Should learning how to use grammar checkers be part of the writing curriculum or will learners figure it out on their own? What features are missing? What additional automated help would learners make use of if it were available? How do users make use of the VirtualWritingTutor? What do they do first, second, third, fourth? What training and support would help learners make better use of the free online writing tools on the VWT? Videos? A chat help hotline? A blog post with written instructions? Student testimonials or student created video tutorials? A QA user forum? What effect do student testimonials and video tutorials have on learners’ impressions of online grammar checkers? Would students value automated feedback generated by the VWT sent to them in PDF form with spoken comments from their teacher or would they interpret their teacher’s use of Artificial Intelligence to generate corrective feedback as a dereliction of duty? Do learners use and value the text-to-speech (and MP3 download) feature of the VWT while preparing for oral assignments? Do free online grammar checkers have an effect on writing apprehension? Writing Apprehension and Attitudes Questionnaires and Research Writing Apprehension Test [PDF] Writing Study Questionnaires  [PDF] Do online grammar checkers affect writing apprehension and language learning anxiety? The VWT grammar checker robot can help Please follow and like us:

Francis Eppes Statue to Remain Outside the Wescott Building

Francis Eppes Statue to Remain Outside the Wescott Building facebook.com Vote No, Keep Francis Eppes With an overwhelming majority of 71.7%, Florida State Univsersity students voted to keep the statue and name of Francis Eppes outside of Eppes Hall. The man in question, Francis Eppes, was Thomas Jefferson’s grandson. Eppes was a commodity cotton crop owner with a deep interest in education. He spent most of his time serving as mayor, as a justice of the peace, or as Deputy at the General Convention of the Episcopal Church, while his crop was maintained, according to his Wikipedia page, “by the use of extensive slave labor.” He is widely considered to be the founder of FSU because he founded State Seminary West of the Suwannee River in 1857, which went on to become Florida State. The ballot was a single question: “We, the students of Florida State University, do not believe in honoring slave owners and those that enforced slavery. Therefore, we demand President John Thrasher, and the FSU Board of Trustees, remove the Francis Eppes Monument in front of the Westcott Building and rename Eppes Hall to remove Francis Eppes’ name. Do you agree? Yes or No[.]” Despite the ruling, the Students for a Democratic Society vow not to give up the fight. Both the debate and forthcoming protests raise important questions about our relationship to and handling of history. The first of which is can we, the present, cleanse the past by denying its existence? This begs the next and equally important question, is this what the SDS is attempting to do? facebook.com/tallysds We, the present, may have one of two polar relationships to the past: we can attempt to  purge history of its moral flaws or we can idolize it. The best solution is middle ground: acknowledge the mistakes of the past without denying their existence or the good that coexisted with the bad. This sounds nice on paper, but is harder to apply in reality. What specifically constitutes as denial of the past and what must be done to take responsibility for them? The Francis Eppes   Monument controversy forces us to ask ourselves if we view slavery as an unforgivable sin. Additionally, each student must ask his or herself what role Florida State University plays in rectifying the past. Certainly, FSU owes its existence to Francis Eppes, regardless of his moral character. Does such debt require that we commemorate him somehow, or does the moral atrocity of his owning slaves supersede any monetary debt our institution owes him? These questions cannot be answered by a vote or a protest. These are the fundamental questions of past-present relationships that we must navigate each day as citizens of the United States. But still, the passion   of the voters on both sides of the issue demands satisfaction. What can be done to ease the tension of Eppes-gate? I propose a two-fold solution. In the first place, regardless of whether or not Eppes ultimately stays, he did found what has become a vibrant, diverse, and thriving university. Francis Eppes’ questionable morals afford this institution and its students an invaluable opportunity to discuss the seemingly contradictory actions of its founder. Therefore, I propose that we commission a plaque to be put somewhere in the vicinity of Eppes Hall and the statue of Francis Eppes discussing his controversial past, condemning his ownership of fellow humans, and acknowledging his contribution to Florida State. In the second place and for the purpose of easing tensions, I suggest we follow in the footsteps of The College of William and Mary, whose campus is adorned with many statues of founding fathers, old Virginian delegates, and other controversial, historical figures. At any given timeâ€"in good fun or in protestâ€"a passerby may see these statues decorated in Mardi Gras beads, party hats, school colors, clothes, or post-it notes. This venue for expression, humor, and protest has served a purpose at William and Mary and I see no reason why it would not serve the same need in Tallahassee. At present, the 71.7% majority stands and the statue remains. We might as well have some fun together, as fellow Seminoles, in spite of our disagreements about handling the past.

Should all exams be taken and submitted using computers - Tutor Hunt Blog

Should all exams be taken and submitted using computers Should all exams be taken and submitted using computers? Should all exams be taken and submitted using computers?Secondary SchoolsA friend of mine is a university examiner - she works for OCR (Oxford, Cambridge and RSA Exams). My understanding was that her job entailed compiling the papers: writing the questions, and making sure that the tests were comprehensively balanced. It turns out though that she has a far more onerous task: she has to mark the exams. `How hard can that be?` I thought to myself? She`ll obviously know what the answers are, she just has to read through each paper and grade it accordingly. I recall asking her if the most difficult part of her job was deciding just how many marks to award a student in a comprehension question, where there isn`t a clearly delineated right and wrong answer. `No, she answered, `The most difficult thing is trying to read students` awful handwriting!` It turns out this is the most common complaint from examiners - they have to decipher hundreds of pages of handwriting, with each student having their own idiosyncratic style of writing. My friend went on to tell me some of her concerns: `Some students have the most beautiful handwriting - while others have such a poor script it makes my eyes hurt! However bad their writing is, I`m obliged to decode it all. It`s not their penmanship that`s being tested - though sometimes the writing is so bad, almost completely illegible, I want to cross it all out and give them no marks at all!` `As the student nears the end of the exam, and time is running out, their writing becomes even worse, as they write faster and faster! I have to make sure i`ve read every line, however enigma-like it may be to decode, as it wouldn`t be fair to a student to gloss over words that might contain the correct answer.` Our current students may well be the last generation who sit examinations using paper and pen, for there are calls for all assessments to be undertaken using computers. There is really no reason why students can`t log into a web site that hosts the exam, and type out their answers, while sitting in a traditional examination hall. The examiner won`t even have to tell students to stop writing at the end of the examination, nor collect their papers once the assessment has concluded. There are many benefits to this method: the questions can be uploaded to the website on the day of the exam, negating the need for hundreds of confidential papers to be stored on school grounds days, or even weeks before the test. There won`t be any more cases of exam papers being stolen and distributed to students before the test, something that frequently happens according to my examiner friend; nor that of completed papers being lost prior to marking, something that also sadly occurs. Many people might balk at the idea of equipping students with computers during exams - while mobile phones are banned from the examination room, computers could be used with even greater facility to access the internet, allowing that elusive answer to be acquired. I suspect it wouldn`t be particularly difficult for schools to set up computers that are disabled in some manner, so they can`t access any Wi-Fi signal, so this is a concern that could likely be alleviated. There are some schools which have for some time mandated that students submit their answers on computers during exams, and I am not aware of any issues being raised. One concern that comes to mind however is that of questions that require an answer in the form of a picture or diagram. Certain questions in geometry or geography might rely upon a picture being submitted by the student, or a presented image being altered in some manner. I suspect this is not really a major problem though - computers are used by graphic artists every day, so it should be perfectly possible for the student to draw, for example, certain geometric shapes, or mark the border between two countries using a mouse. Exams submitted via computer could also provide some useful information to exam boards: they could track how long students take over each question, allowing them to assess the difficulty levels more accurately, helping them create new tests in the future. There will also be an environmental benefit in the reduction of paper use. Exams will be able to be graded faster, and more accurately, and my friend will be spared the punishment of having to decipher reams of spidery, hieroglyphic-like writing! 11 months ago0Add a Comment

Teaching English online with Wall Street English Sarahs story

Teaching English online with Wall Street English Sarah’s story Sarah Di Paola sat down for a chat about her experiences as an online English teacher with Wall Street English. As an event planner, an online ESL teacher for adult learners and an artist, Sarah is the first to admit she doesn’t always get enough sleep, but she wouldn’t want it any other way. She says that online teaching gives her life meaning and purpose, and gives her time to pursue her other loves. Throughout our conversation, the words “meaning” and “purpose” crop up a lot and I can’t help feeling that Sarah’s attitude will inspire other online English teachers. So...if you want to know what it’s really like to teach adults online, have questions about the cultural issues that might crop up in the online classroom or are just curious about how anyone can juggle three jobs and retain a sunny disposition, keep reading. How did you end up becoming an online teacher? In one way, I’ve always taught people, but as a career choice, it took me a while to make the teaching plunge. I come from a long line of teachers. My mom, her mother and her mother’s mother were all teachers. I kind of rebelled against the idea of just following in their footsteps. I’ve been teaching, in one form or another, since college. During my time at York University, I was the co-vice president of the Visual Arts Student Association for two years and the president of United Through Worship for one year. I mentored a lot of other students in leadership positions. I took that a step further in my graduate degree at Seneca College. A lot of my fellow students didn’t have English as a first language so I would help edit their papers. I didn’t charge, but occasionally someone would buy me a cup of coffee. That was teaching for the love of it (or maybe for the love of coffee! ?). After college, I wasn’t in a great place. I ended up working three jobs (a bit of a theme for me!). The first as a barista, the second was as a keyholder at a retailer, and the third was as a waitress. It was a tough time because I didn’t really like what I was doing and I wasn’t sure what I enjoyed. Eventually, I quit my jobs and took some time off to take care of my grandparents for 3 months. During my time off I talked to a friend about her time teaching abroad in Korea. I started reflecting on my time in college and realized how much I loved teaching. The idea of teaching became more and more attractive, but I really wasn’t sure about teaching abroad so I realized that online English teaching might be a better fit - and the rest, as they say, is history. What drew you to teaching English online initially? Getting to make a difference and help others. I get really excited when something clicks for a student. That moment of realization is a big pay off. I value the connection with others, it’s very fulfilling, and I think some of the one-on-one tutoring online gives you that in a way traditional teaching might not. This one time, I was teaching a one-on-one for fluency. A low-level student came on, and she was so discouraged. I gave her a pep-talk and took the time to encourage her. We had a little moment before moving on with the class. It stands out for me because I saw her transform from a reluctant learner - into an enthusiastic one. All she needed was that extra little boost of confidence. But I guess in broader terms, I teach because I want to live a life that has meaning and purpose. We will all die, so we have to make a mark. With art I always try to think about what is archival, y’know will the material last? For me, teaching is the same. You have to think about what sort of imprint you’re leaving on students. I still remember my art teacher Mr Andrew McClure, he inspired me to where I feel he has influenced me to this today. And that’s something I want to do for my students too. How long have you been online teaching? I’ve been teaching with Wall Street English for 5 months. It’s a new program so I was part of the first batch of employees when it was first launched in Canada. A lot of my coworkers are similar to me. We all have a lot on. There’s a couple of Masters students who are juggling their full-time studies with online teaching. We still usually find time to hang out for an hour after work though. I think a lot of online teachers could miss the connection of an office of people, I feel like I get the opportunity to connect with coworkers. I live by myself, so I value the community and connection. Sign up to Teach Away today for access to the latest teaching jobs around the world. Why did you choose Wall Street English? I’m growing a lot teaching with Wall Street English at the moment, so it’s where I need to be. I think as long as you can feel yourself growing in a job, it’s a good fit. Toronto is so expensive that this is really the only option for me as they provide the office space. I would need to have a devoted space at home if I were to teach with other online programs. I’d have invest in a map and a whole backdrop. I’ve got office lighting and a professional backdrop, as well as a community of teachers to bounce ideas off every day. As someone who lives alone the community aspect appeals to me, I’m 95% extroverted, so I really value coming to work and getting to know my team. Note: Sarah is an unusual online English teacher because she works regular hours from an office where there is an online teaching team. This gives her the added advantage of having a supportive work environment and gives her a sense of community, but the challenges she faces are the same as those people will meet working from home, she just doesn’t have the advantage of rolling out of bed and walking 30 cm to work. Is there any reason why you picked online teaching over teaching abroad? I might still teach abroad someday, but it’s just not the right time at the moment. I guess I had a few concerns. I knew I wanted to teach English to non-native speakers, but I really wasn’t sure about shipping my life halfway across the world. There are four main reasons why teaching abroad wasn’t a good fit for me, right now: If I did want to go, it would be to Asia. My top two destinations would be Japan or Korea, and that feels like a long way to go right now. The 1 - 2 year contracts for teaching abroad in Japan and Korea were daunting. It’s a big commitment, and I wasn’t ready to take the leap. I could easily do art overseas, but it would be hard to do event planning. I would really miss that. One of the best things about online teaching is that it gives me space and time to do everything else. I want to spend time with my family, particularly my grandparents, so living abroad isn’t a great fit right now. Not that teaching abroad is out of the question, if I do go someday it will be because of the adventure, potential earnings and a chance to develop my skills in a new environment! What qualification did you need to land your job teaching online? I think my background in teaching and mentoring throughout college helped! But that didn’t stop me getting properly qualified. Once I made the decision to teach, I knew I wanted to invest in the right TEFL/TESOL certification. It ended up costing me just over $1,000 CAD, but it’s been worth the investment. If anyone is looking to get a TEFL qualification for online teaching, I recommend going with a course at about this price point. I don’t honestly know if I could teach some of the grammar without it, because so much of what I knew before taking the course was innate. I struggled through the grammar portion of the course, and I’m glad I did. At least now I feel prepared in my online classroom. Also when I think about the price point, I compare it to my undergrad/graduate programs, where I could easily spend $1,000 CAD on a class. Some of those were taught by MA students. At least with the Oxford Seminars TEFL course, I was paying for a fully-qualified teacher. What did you like about your TEFL course? What I really loved about the TEFL course was the in-class components. They were very honest, which I value. They didn’t shy away from any of the tough questions and made sure to go over concerns for teaching abroad if you were LGBTQ+ or had tattoos. There was a detailed section on what to do about contracts and how to know if the contract is too vague or dodgy. There was a bit on how to research jobs and protect yourself, which I found useful. They also posed important questions about the cultural difference: like what should a teacher do in a country where it’s considered okay to discipline with a ruler? Were there any parts you didn’t like? Although it was a necessary evil, I wasn’t a big fan of the grammar portion of the TEFL curriculum. It was online, and I felt like I’d have absorbed it quicker in a classroom setting. It depends what kind of a learner you are, I’m extroverted, so I really value being in a class and bouncing ideas off other people. I used to have to go to a cafe with a friend just to get through some of the tougher grammar sections. What skills from your background in art do you think help with online teaching? I took several courses in theatre in college - I think it helps a lot. A mixture of being dramatic and being Italian definitely means I use my hands a lot when I am teaching online which helps the students. Art helps too because I can draw on the slides, and upload pictures. My coworkers are always laughing at the number of pictures I use, but pictures are so helpful when it comes to generating natural conversation. What do you think are the advantages of teaching adults online? There are a lot! The focus is more on fluency so you can have some really interesting conversations. A lot of the topics can lead to philosophical or political chats which are always fascinating. For example, the environment is one of the subjects. Right now, that’s a necessary conversation. We should probably all sit down and talk to someone for an hour about what we can do to help the environment. I am often inspired by my students and their ideas! I think you’ve to go in with an open and creative mind. I’m not sure everyone would consider this an advantage, but sometimes it can (especially one-on-ones) feel a bit like a therapy session. I don’t mind, because I genuinely love to connect with people and check-in. The biggest benefit is probably that you’re being paid to have this hour of connection with someone halfway across the world. I love getting to speak to so many different sorts of people. It’s an endless education. I love asking questions - so my job is an excuse to probe people. I love that I never know what my students are going to tell me. I could be talking about anything on any given day. Recently my students told me about Singles Day - which is like Black Friday in China. I had no idea! What are the challenges of online teaching? Usually in group classes - there’s a lot of time management and some students want to hog the class. It’s my job to interrupt them and make sure everyone has equal talking time. That can be tough because as a Canadian I feel rude interrupting someone, just culturally that’s not something I’d normally do. So I’ve to balance fairness with politeness. And in the context of a classroom of Chinese students, fairness is most important. In a normal classroom I might have more time to hone in on weaker students or give stronger students a chance to do some advanced work, but online you’ve to balance the class and talking time. Their names can be challenging too, I try to learn these in advance by getting Google to pronounce them - that normally saves me from messing up! I guess the hours can be hard to adjust to, starting work at 5 am is rough. It means I’ve to plan my social life well in advance. Is it hard to navigate cultural difference with Chinese students online? I think it’s easy for me to avoid any big cultural faux pas as I became a part of the Chinese club in university. It started out with just helping them with events, but by graduation, they had made me an honorary member! That experience means I’m already familiar with a lot of the cultural things. For someone teaching Chinese students for the first time, it’s valuable to do a bit of research around their culture, just so you don’t make any blunders. Any issues or horror stories? It’s not really a horror story, but once a student doctor came into a group conversation class just after she told a family that their loved one had passed away. She started crying in the class and was clearly very emotional. Instinctively I wanted to reach out, but culturally in China, it would have been considered unprofessional to spend extra time with her in a group class. Navigating that from a Canadian perspective is tricky, how do you show empathy without making things worse or letting a student lose face? That’s probably the hardest lesson I’ve had online. What is the single best thing about teaching online? Without a doubt, it’s the students. I’ve so much respect for them. One thing that stands out to me about adult learners is that they want to learn. Occasionally their boss is making them, but it’s not like kids being forced by their parents. They are so motivated. I think anyone who learns a new language is extremely brave, but I have a special respect for my Chinese students because they come from a culture where losing face and making mistakes is a big deal. With learning a new language, the risk of losing face is high because you’re going to make mistakes…that’s how you learn. There are so many obstacles for Chinese (Mandarin) speakers trying to learn English. In their language they don’t use tenses or pronouns, so explaining some of that can be tricky. It’s interesting to hear about their culture too. I love telling them about Canada, and they love to tell me about China. What kind of person would you recommend online teaching to? At Wall Street English, all my colleagues are very different, but I do think there are a few common traits that help. Pretty much everyone has an adventurous spirit, we’ve all been on crazy adventures. We’ve all traveled. It’s so important to be curious about other cultures and want to learn about your students, so having that sense of adventure and a desire to connect with other cultures helps. We also all value education and learning, so that we all have a sense of purpose. A growth mindset too, online teaching isn’t as easy as it might sound, and you really need to love working with the students and want to improve your teaching. Another big one is patience, you cannot get stressed out easily. You’re balancing classes with small groups of adults and need to be able to manage all the different personalities. Being creative helps, if you’re genuinely interested in teaching and have a creative spark, it’s amazing how many little games, pictures and diagrams you’ll find yourself creating. Students love that. It gives class that extra spark. Read this: Everything you need to know about teaching English to adults online