Tutor-Private Teaching and Learning

Everybody knows that resume is very important. This brief account of a person’s education, qualifications, and previous experience, typically sent with a job application can say a lot of things about the person and influence the final decision of an employer. That is why there are so many different ways of how to help people to solve this problem, because it is not that easy to write a good and absolutely positive curriculum vitae, especially when there are not so many things to be very proud of. That is why such websites like Resume Blaster were launched.

About the company. The company was founded by David Philips. At the present time the company is headquartered in Olathe, Kansas. Resume Blaster is a qualified company that distributes resumes of many job seekers. The company is in business for more than eleven years and had survived all the ups and downs. Resume Blaster is actually the very first company that started to do resume distribution on the Internet. The company focuses on providing the best exposure of the curriculum vita of their customers. In such a way the resumes can be seen by quality recruiters who are actively looking for candidates. The company divides all the resumes according to geographical and personal filtering.

Resume Blaster services. The company offers a number of job seeking options: Resume Blaster Shuttle Blast that allows an exposure of six disciplines, Resume Blaster Rocket Blast that provides a distribution within three disciplines, and Resume Blaster Econo Blast that provides the exposure to more than one thousand of recruiters. In general, the company is working hard on your resume to be seen by as many recruiters as possible. The client of Resume Blaster is also provided with Resume Blaster guarantee. At the present time Resume Blaster is the leading company in the industry and provides the most quality services. The company has more than seven thousands of recruiters subscribed who are searching for candidates. The services of resume Blaster are really worthy every cent. The company specializes in finding working places for people in companies that are ranked on One Hundred Most Admired Companies to Work For Fortune list. Thus, people who chooses the services of Resume Blaster can actually choose between many offers he or she gets and find a job he was looking for his all life. That is very promising.

The quality of the education at the present time decreases. At some educational establishments brides are favored and young people do not want to study. The life is full of affordable pleasures and the children are too spoiled to refuse them. But the educational establishments strive to improve the situation, since there is a shortage of highly qualified personnel.

Devry University. Devry began in 1931 as a small school in Chicago to prepare students for technical work in electronics, motion pictures, as well as radio and television. Dr. Herman DeVry is the founder of the University.

Devry provides rigorous, career-oriented undergraduate and graduate degree programs in business, management, and technology. Students access the University programs through a system of more than 80 locations as well as through DeVry University Online. Devry offers degree programs in accounting technology, biomedical engineering technology, business administration, computer engineering technology, computer information systems, electronics and computer technology, electronics engineering technology, game and simulation programming, health information technology, network systems administration, technical management, and network and communications management.

People tend to complain that Devry has chosen the wrong direction in specialty trainings. They say that it is all about the Intellectual technologies and this aspect is not urgent. There are also complaints that the University does not enjoy popularity among employers. It is not considered to be a real school. Applicants are laughed at when interviewed. They have spent several years and thousands of dollars to get a degree and now they are laughed at. Is this fair? Some may say “At least you have the degree”! But what if this degree is worth nothing? On the employment these graduates are equal to those 70% of the Americans who did not go to college at all. There situation is even worse since they wasted money which are hard to earn.

Online education has its own drawbacks. You never know whether the institution receives your papers or it does not. It is the case with the Dervy University. Numerous students argue that their papers disappear and they are forced to rewrite them for several times.

The Internet has often been described as the biggest communications revolution since not too long ago. The Internet is considered to be a prosperous community with many million of people exchanging information, ideas and opinions. For foreign language teachers it is the perfect medium. A foreign language teacher always gets an opportunity to access for quality, authentic teaching material. With the Internet all the teaching material can be quickly and readily available from the comfort of our desks.

The Internet in the process of foreign language teaching. An access to the Internet opens up a world of possibilities for both students and foreign language teachers. The Internet gives students an access to the world knowledge they often don`t have. The Internet puts them in touch with other students of the same language around the world. The students can send their homework to their teachers by E-mail. By using the Internet the students can take part in collaborative projects on a global scale. The Internet offers a variety of topics to satisfy a diverse audience. It`s very much motivating. Through the Internet learners are exposed to authentic language that is constantly updated. Besides, the Internet gives the students the opportunity to manage their own learning, to use it outside the class.

What are the reasons to use the Internet in language teaching? There are several possible reasons for using the Internet in language teaching. The main reason is that the linguistic nature of online communication is necessary for promoting language learning. Another well-known factor is that the Internet creates optimal conditions for learning to write, because it provides an authentic audience for written communication. Foreign language teachers know that the Internet can also increase students` motivation that is important for successful learning. There are many ways of integrating the Internet activities into the class work. The teacher and his students can investigate something in collaboration with foreign partners, can create research questions, work at publications. But every teacher has to find his own way, based on the goals of the curriculum, the needs of the students and the materials and technology available.

Communication or speaking may be defined as a major learning task. Students learn better if they have positive attitude to what they are doing. Interest is a crucial factor. Teachers get excited about the lesson when they feel that their students have communicated on a level that goes beyond going through the motions, when they have engaged with the topic on a personal level. Engagement can be triggered by anything from understanding and laughing at a cartoon to what life was when you were 8 years old.

The aim of speaking tasks. Speaking tasks, presented at the lesson, are not intended principally as a grammar practice. They are connected with the certain topic, certain vocabulary and grammar. Everything is aimed at turning input into output. Such tasks are easy to set up and enjoyable to use. Most of them encourage students to talk about things that matter to them. The students can play roles, exchange invented information.

What is linguistic risk taking? Personalized, authentic tasks challenge and engage students and this encourages linguistic risk taking. When students take risks they are experimenting, testing theories about how the language works. This is an essential part of language learning. A series of challenging speaking tasks focuses on learner`s own experiences and opinions. The choice within tasks encourages students to take charge of interactions. Teachers tend to refine and improve their set pieces: jokes and stories. Students do the same. When they have the opportunity to take risk, they become more adventurous and more precise in the language they use. The first time the students do a speaking activity, they are more likely to concentrate on the content; repetition of the task means that they have more time to process the language, increase the range of vocabulary and use more syntactically complex language. While taking linguistic risk students as well as teachers achieve the main purpose of speaking tasks – they develop fluency.

Recently I have seen an advertisement in the newspaper, claiming that it is possible to learn English within 5 months. I got surprised. But since that time I see such sort of advertisements almost in all newspapers every day.

Ridiculous or dangerous? Not long ago rather famous foreign singers were telling on TV about the latest method of learning English that allows to take no effort at all in the process of studying. When I see such advertisements or hear something like this I don`t know whether to laugh or to cry. Lots of linguists all over the world have been working hard in order to create methods of teaching English that may be more efficient and more helpful, that may do the process of learning productive as well as exciting. The scientists have got lots of questions and only few answers. But the people writing such sort of advertisements in the newspapers seem to know the answers. Do they really know something special about teaching English? The universal method may have already been created by them. Did we happen to miss something? Nothing of a kind. If it were as easy to learn English as they promise in their advertisements, most of foreign language teachers would have to look for another job, because very few teachers would be needed. But it`s very dangerous that a large number of people must believe these ridiculous claims otherwise the advertisements would not appear.

What is the best way to learn a foreign language? It`s natural for students to be attracted to methods that will teach them as quickly and efficiently as possible. But it`s difficult to explain in simple language why one method is better than another. Some experts even say that there are as many good methods of teaching a foreign language as there are good teachers. And it`s true because every teacher is an individual with his own personality. No doubt that the best way to learn a foreign language is to spend a great deal of time in a country where it is spoken. It`s clear that students who go to England or the USA have a great advantage over others. But every person should remember that no one can ever learn to speak English or any other language unless he is interested in it. Language is a means of communication. What people want to say and write in another language is probably very close to what they want to say and write in their own. What people listen to and read cannot be a formula. It must be real. Every student should keep in mind that it`s impossible to learn a foreign language without working hard. And it`s no use pretending that anyone has discovered a perfect way of teaching English in every possible situation.

An oral approach has been a most popular talking point in foreign language teaching for a long time. If you ask any foreign language teacher, he will assure you that the oral approach is the greatest thing, and it is the best approach in foreign language teaching. All of us will agree. But let`s pause for thought. How is the oral approach evaluated nowadays? Is it universal indeed? Is it in the same way suitable to teaching children, teenagers and adults?
What are the criticisms of the oral approach? The oral approach to teaching English as a foreign language often seems so novel and interesting to most teachers, that a general notion of it is formed and embraced without evaluation. Misguided generalizations about principles and techniques are made and it becomes twice an unproductive as the traditional grammar-translation method. Teachers, half understanding the terminology and techniques, work without asking themselves why they do that they do. They dash off into classroom and wreak havoc among their students. They try to apply the techniques, meet resistance and problems in class and as a result may have a crisis of confidence in the approach. The teachers simply don`t know which of the techniques are achieving anything and gradually they become victims of a dangerous virus. This virus is called “Isn`t-an-oral-approach-marvellous?” This virus can produce dogma and insularity. Pedagogical practice shows that at its worst an oral approach leads to a pointless display of fireworks on the part of the teacher, and confusion and dissatisfaction on the part of students.

Over-valuing of technique. Rather often one can hear teachers say: “You know, I did a fantastic progressive substitution drill today”. This concentration on techniques goes beyond a reasonable awareness of their usefulness and becomes petty, punctilious and absolutely boring. A teacher may bring to the lesson suitcases full of flash-cards, beautiful sets of carefully-prepared visual aids and may use all these to teach expressions which are absolutely useless to students. Every teacher should remember that at its best an oral approach provides a set of techniques which can make learning more efficient and enjoyable only in appropriate circumstances.

The meaning of words can be taught in many different ways. Some of them are especially effective, the other are not. It depends on the level of learning and the personality of a teacher.

The main ways of teaching the meaning of words. A good teacher usually is a good actor. So, a teacher can demonstrate the meaning of words using objects, cut-out figures, using gestures or even performing different actions himself. Most people remember that when they were at school the lessons of foreign language were the most vivid and exciting. It is because foreign language teachers use pictures, photographs, blackboard drawings more often than their colleagues teaching other subjects. All these bright pictures help teachers in the process of introducing new words and explaining of unknown words.

Translation as a way of teaching meaning. Some people often criticize translation into the mother tongue as a way of communicating or teaching meaning. They have got the reasons to think so. Their objections are the following: there is no exact correspondence between one language to another; translation into mother tongue is indirect; the use of the mother tongue takes time which could better be spent in using English. All these criticisms are true, but they can also be applied to the use of pictures, demonstration, the use of real objects. A picture doesn`t always have the same meaning for a group of students as it is for a teacher. The use of a picture to convey meaning can also be indirect, because it requires additional decoding and explanation. In spite of all the criticisms translation into the mother tongue has some features that can be used by a teacher to the learner`s advantage. First of all, translation can be done quickly. The speed of translation is an advantage when the teacher wants to pass quickly over an unimportant word in a text. It`s important that translation is not limited like pictures and objects to nouns, adjectives and verbs. It can be used to explain many different types of words. This method gives an opportunity to the teacher for asking learners to respond by using translation. So, the teacher can see if the students have understood something he presented in another way. So, it`s obvious that translation into the mother tongue is the only way in which the students can respond quickly and easily to show they have understood something. We can see that the exclusion of the mother tongue from the classroom robs the teacher of useful technique of encoding.

Vocabulary has always been considered a matter of utmost significance in the classroom. Recently, methodologists and linguists have been turning their attention to vocabulary, stressing its importance in language teaching and reassessing some of the ways in which it is taught and learn.

How can the student improve his vocabulary? For most of us the great source of new words is the printed page. Anyone who wants to increase his vocabulary should do a good deal of reading. At the colleges and universities teachers usually require to read more critically and more extensively, but if students want to increase their vocabulary they should supplement required reading by a program of voluntary reading. This is the sort of reading that follows students` personal interests and needs. This reading should be regarded as pleasure not a chore. Only this sort of reading can develop a liking for the process on the whole. A student who likes to read will find a lot of things especially valuable and interesting for him. If a student can learn through reading, he will discover the techniques of increasing vocabulary. Usually he doesn`t even recognize that they are techniques.

The main techniques for recognizing the meaning of new words. Practice shows that the best way to improve your recognition vocabulary is to watch context. This method can be used in understanding spoken communication as you cannot stop a speaker to look up an unknown word in the dictionary. If a student acquires skill and confidence in interpreting words from the context, he will learn to spot the ways in which a speaker or a writer explains the meanings of unusual words and makes them clear. When a student looks up a word in a dictionary he should try to find out as much as possible about it. The more you find about new words from your dictionary, the better you will remember them. The method of recognition by word analysis is also helpful. You are to look up an etymology of a word and it will lead to word analysis. Lots of Latin and Greek words were borrowed and assimilated by English. So, the knowledge of the most common Latin and Greek prefixes and roots helps us recognize the meanings of many words.

The communicative approach to language learning is based on group activities. Everyone knows that communication is possible between two or more persons. In the process of communication there must be a person speaking and another listening. In recent years foreign language teachers succeeded in organizing cooperative learning.

What is cooperative learning? There is no doubt that the communicative approach usually takes a lot of time to develop but it can pay big rewards in increased student learning over time. In cooperative learning group work is the most important. As a result students get an opportunity to work with their English speaking peers where the language is directly related to real life and real situations. If a word is not understood, the student can ask his English speaking peer for clarification. If there are mistakes in speaking, the student doesn`t feel embarrassment he may feel when speaking before the whole class. Cooperative learning also allows for social as well as academic development. In this manner students can support each other`s learning in socially appropriate ways. By using group work all class members become language tutors for each other. The atmosphere at such lessons becomes friendly and more congenial than in teacher-centered classrooms. It`s very important for a teacher to remember that the cooperative learning concept is not simply choosing a group to complete some activity during one lesson. The class is to be divided into groups at the beginning of the school year and these group members are to work together during the entire year. The students may work on some one-time daily class activity or on a long-term project that takes weeks to complete. In doing this, students learn about cooperation and group dynamics.

How to make cooperative learning more efficient? Before implementing permanent groups teachers should do some preparatory work. They should learn more about their students. Teachers should not only know the language and academic proficiency of their students, they are to know a lot about their students` personalities. Only after doing all this, the teacher will be able to determine how the groups are to be arranged. It`s very important that the concept of cooperative learning will need to be introduced gradually. The teacher`s task is to work with his students to help them develop a sense of cooperation. Group work may start with pairs, later the group can be increased to 3 or 4 and 5. In such small groups every student talks more and as a result more ideas are generated. By good group selection the teacher will find that all of the groups of students work with minimal help and make progress in speaking English. All these good results are worth the effort necessary to build the successful group.

According to the recent research modern methods of language teaching require a more sympathetic relation between student and teacher. As for the language classroom, there is no doubt that it differs fundamentally in character from the Biology or Maths classroom. These differences influence the relations between students and teachers.

The need of individualization becomes urgent in our society. Nowadays there is the danger that the individual may become lost in the crowd. This danger has led in turn to the questioning of the very basis of authority by students and in some cases by authority itself. Schools and universities constantly need to examine and analyze the relationships that exist between teachers and students. Practice shows that in today`s climate of opinion it`s impossible to continue operating on an authoritarian basis.

What do we mean by discipline? In order to make progress in learning English or any other foreign language the atmosphere in class is to be open and friendly. It sounds very good but the question arises: how to keep order in class under these circumstances? It is obvious that a qualified foreign language teacher will never base his relations with students upon ”Do as I say and argue afterwards“ approach. Good teachers are making much effort to understand the pressure under which children are operating or failing to operate. They base their relations with students on mutual trust and understanding. The teacher should keep in mind that his desire to help, to guide and advise is not always accepted by today`s child. The teacher has to prove himself through a period of apprenticeship, during which time he will be assessed by the students themselves. If during this time he reveals a genuine he will be accepted in both a tutorial and a counseling role.