Expected Value Statistics - Online Math Tutoring

Expected Value Statistics - Online Math Tutoring Definition: - The expected value of a discrete random variable x is the value that is expected to occur per repetition, on average, if an experiment is repeated a large number of times. It is denoted by E(x) and calculated as E(x)= x P(x) The expected value is also known as mean and is denoted by ; that is = x P(x) Example:- Below the probability distribution table where x represents the number of breakdowns for a machine during a given week, and P(x) is the probability of the corresponding value of x x P(x) 0 0.15 1 0.20 2 0.35 3 0.30 To find the expected value of breakdowns per week for this machine, we multiply each value of x by its probability and these products. This sum gives the mean of the probability distribution of x. The products x P(x) are listed in the third column of the below table. The sum of these products give x P(x) which is the expected value of x. Calculating the expected value for the probability distribution of breakdowns. X P(x) x P(x) 0 0.15 0*0.15= 0 1 0.20 1*0.20= 0.20 2 0.35 2*0.35= 0.70 3 0.30 3*0.30= 0.90 x P(x)=1.80 The expected value is E(x)= 1.80

4 Ways Parents Can Help High School Students Succeed

4 Ways Parents Can Help High School Students Succeed High school can easily become an overwhelming experience. You and your student may face multiple obstacles, both academic and social, and you may thus be wondering, How can I help my high school student succeed? Among other actions, parents can help high school students succeed by keeping current with teachers, helping students plan what classes to take, and establishing goals for the future. Supporting your student is key. Here are four ways parents can help high school students succeed: 1. Help your high school student succeed by remaining up-to-date with teachers and grades Parent-teacher communication can fall by the wayside as your child grows older. We sometimes believe that high school students are independent enough not to need face-to-face meetings between the adults in their lives, but high schoolerslike younger studentsdo best when supported by parents. One of the best ways to effectively support your child is to be in touch with his or her school. Attend your students open house or back-to-school night, which is often before school starts or at the beginning of the year. There, you can meet one or more of your childs teachers, as well as any administration youd like to talk to or hear from. Youll get to know the vision of the school (if youre not already familiar with it), as well as practical expectations from teachers and school policies for: attendance discipline homework. Attend parent-teacher conferences too. They may be less frequent than those in elementary or middle school, but they are great ways to stay in touch about how your child is doing in the specific class, as well as how he or she can improve. Remember that you can always initiate and set up an appointment with a teacher or administrator should a specific issue arise. Additionally, many schools now have online parent portals that provide access to student grades or allow parent-teacher communication. [RELATED: High School Parent-Teacher Conferences: What to Ask] 2. Help your high school student succeed by planning which classes to take In high school, more so than in middle school, students have a wider variety of classes to choose from. Theyll have core subjectsincluding English, history, math, and scienceplus electives. Your child will likely meet with a school counselor before each semester to discuss course schedules, but take some time to discuss this with your student as well. In terms of core classes, consider the different levels of difficulty: honors, AP (Advanced Placement), and IB (International Baccalaureate) courses. If he or she is game, encourage your child to take AP or IB classes (if available). These courses give students a healthy challenge and a jump-start in college. They also look good on a college application. In terms of electives, encourage your student to take classes that could extend his or her knowledge of a potential career path or personal interest, or those that are just a great creative outlet. 3. Help your high school student succeed by encouraging participation in extracurricular activities Extracurricular activities, especially in high school, have countless benefits. They help students become more invested in school, and can serve as opportunities to make friends. They help students get to know teachers (if they sponsor a club or team), as well as develop leadership and teamwork skills. They help students better articulate what they might like about a subject or possible career. They allow students to develop a healthy sense of independence. Beyond clubs, sports, and teams at school, talk to your child about possible internships or service activities in the community. Some schools can connect students to internships with organizations they already have relationships with, and who are familiar with working with students. These types of commitments will offer your child real world experience and help him or her gain a better sense of what it means to be a member of the community. 4. Help your high school student succeed by making plans for college and beyond Discuss college and career early on in high school so your student knows what to look forward to and how he or she might be able to get there. Help your child schedule standardized tests, like the SAT or ACT, and plan out a study schedule to break down prep into manageable chunks. Suggest resources, like test prep books and tutoring, that can act as supports. Speak with your student about his or her future aspirations, and make short and long-term goals to get there, even though these aspirations might change over the years. Visit colleges, if possible, and discuss with your child what he or she is looking for, and what would work best for your students learning style, future career, and finances. The above tips can help you and your student make the most of high school. The idea is clear communication: with your students school, their teachers, and with your student. When checking in with your child regularly, you can better discern how to balance their independence with how you can support them academicallyand emotionallythroughout this important time. Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

Top 6 Tips for Getting That Promotion - Introvert Whisperer

Introvert Whisperer / Top 6 Tips for Getting That Promotion - Introvert Whisperer Top 6 Tips for Getting That Promotion Let me emphasize that Self-Promotion doesn’t have to be obnoxious to be effective.  But, if you don’t Self-Promote you, who will? If you ever want to get ahead, you have to learn how to Self-Promote. I want to help you accelerate your career by connecting you with your Free Instant Access to my video that shows you simple, yet effective ways to Self-Promote. Start watching now by clicking here! Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer

Getting Down to Business Useful Italian Phrases and Etiquette Tips for Doing Business

Getting Down to Business Useful Italian Phrases and Etiquette Tips for Doing Business Brooke Neuman Close the deal on your next Italian business trip with this lesson from  Italian teacher Nadia B. on  useful Italian phrases and etiquette tips for doing business Are you planning on doing business in Italy? It’s important that you learn Italianâ€"even just a littleâ€"before your trip, as you want to interact with constituents in a professional and polite manner. In this article, we’ll explore various useful Italian phrases and words you can use to ensure your meetings go off without a hitch. But before we jump into learning Italian, below are some helpful etiquette tips. Italian Business Etiquette Tips When it comes to doing business, Italy and the U.S. are fairly similar; however, there are some cultural differences. Use the tips below to ensure that you’re well prepared for your meeting. Be on time: Contrary to popular belief, Italians take punctuality for business meetings very seriously. Make sure your on time for meetings and leave yourself enough time to get to your destination if you’re not familiar with the area. Gift giving: Only after you’ve established a trusted relationship with your Italian constituents is it appropriate to give a small gift. Proper gifts include liquors, delicacies, or crafts from your native country. Dress Code: Italians are as serious about their fashion as they are their food. Make sure, therefore, that you dress to impress. Men typically wear high-quality, tailored suits, while women opt for a feminine skirt suit or dress. Greetings: Greet the group by saying “Buongiorno” (good morning) or Buonasera? (good afternoon/evening) and shake each individual’s hand. Typically, older people and women will be introduced first. Titles:  When meeting someone for the first time, address the person with his or her appropriate title followed by his or her last name. For example, Dottore and Dottoressa for individuals holding a university degree, Avvocato for a lawyer,  Ingegnere for an engineer, and Architetto for an architect. Useful Italian Phrases for Business Perhaps the most important concept to learn in Italian is the use of the formal ‘you’. While in English, there’s only one way to address a person, in Italian theres a  formal (“Lei”) and an informal (“tu”) option. In most business situations, you’ll want to use “Lei” since it’s more formal and a sign of respect. However, if you find yourself among colleagues of a similar age in a more casual situation, it may be more appropriate to use “tu”. Here are some other useful Italian phrases for initial introductions and greetings, as well as some  helpful  networking phrases. “Buongiorno, come sta/stai?” (Hello, how are you [formal/informal]?) “Piacere.” (Nice to meet you.) “Come si chiama/ti chiami?” (What is your name (formal/informal)?) “Sono ___.” (My name is ___.) “Per quale società lavora/i?” (For what company do you [formal/informal] work?) “M’interesserebbe sapere più del suo/tuo lavoro.” (I would be interested to learn more about your [formal/informal] work.) “Posso avere il suo/tuo recapito?” (Can I have your [formal/informal] contact information?) “Se vuole/vuoi, mi piacerebbe incontrarci per un caffè.” (If you [formal/informal] like, I’d like to meet you for a coffee.) When you’re really getting down to business, you might need the following Italian phrases. “Quanto costerebbe questo progetto?” (How much would this project cost?) “Quanti articoli vorrebbe/vorresti?” (How many items would you [formal/informal] want?) “Quando potrebbe essere realizzato?” (When could it be completed?) “Possiamo usare l’inglese per communicare?” (Can we use English to communicate?) Lastly, here are some useful Italian vocabulary words that might come in handy. la riunione (meeting) l’agenda (agenda) la presentazione (presentation) il verbale (report) la tassa (tax) il salario (salary) gli affari (business [in the general sense]) l’azienda/l’impresa (company) l’impiego/il lavoro (occupation) il negozio (shop/store) il/la cliente (client) il pranzo di lavoro (working lunch) il biglietto da visita (business card) i contatti (contacts) With these useful Italian phrases and etiquette tips above, youll be able to smoothly navigate throughout the world of business in Italy. Post Author:  Nadia B. Nadia B. teaches Italian in New York, NY. She graduated summa cum laude from New York University, with a double degree in Italian Language and Literature and Classical Music Performance.  Learn more about Nadia here! Interested in Private Lessons? Search thousands of teachers for local and live, online lessons. Sign up for convenient, affordable private lessons today! Search for Your Teacher

How To Powerfully Answer the Question What Do You Do - Introvert Whisperer

Introvert Whisperer / How To Powerfully Answer the Question What Do You Do - Introvert Whisperer How To Powerfully Answer the Question: What Do You Do? At this holiday time, parties abound and with them the opportunity to expand your network is huge.  It’s important that you make a lasting impression with the new people you meet and that impression isn’t just about how you look.   A real lasting impression is based on helping the other person anchor their understanding about YOU to something meaningful.   The problem with most new encounters is they are rooted in a poor response to the time-honored question:  What Do You Do?  We are trained to respond with our job title or a close resemblance of a job title mostly because the vast majority of people respond in that way.  It doesn’t mean it’s the best thing to do.   So, what’s the problem with answering with your job title?  Let me list a few reasons: It’s predictable.  Like I said, the vast majority of people respond with a job title.  Predictable is boring which equates to “forgettable”.  Do you want to be forgettable? It’s boring.  This could go with the previous one but I’m trying to make a point. The brain shuts down if nothing interesting is said.  Interesting is something that the other person can relate to and perhaps take advantage of at some point in the future.  It’s the WIIFM effect (What’s In It For Me). Job titles are rarely relatable.  Job titles are usually made up on the spur of the moment and are often so cryptic that only the insiders can understand.  Job titles are babble.   You can make the right impression, be memorable and be a standout in all of those gatherings this year.  All it takes is a great alternative to using a job title.   Let’s look at how you can craft a great response:   What do you accomplish or what results to you obtain? You probably obtain a number of really great results, so what are the ones you want to be known for?  An example would be if you were a project manager, one of the results you obtain is timely completion of X type of projects or it could be the size of the project or being under budget. What kind of impact do you make? Similar to the previous question but another way to look at the work you do.  Does your project save time, money, make money or reduce workload?  This is where you think in terms of the impact your results have on business or people. Who receives the benefit from what you do? This is important because this is where your newly acquired friend can start relating your work to them or people they know.  (Its good to “know people” in this case, YOU)  Does your work impact business owners in the power sector? Or individuals with ambitions? Non-profits? Now that you’ve got these things in mind, it’s time to add a verb that applies to your work and use these elements to create a seriously powerful and memorable introduction.  Keep it to 1 sentence.  It would sound like this: “I manage projects for medium-sized factories that cut down assembly time and save the company 50% of labor cost.” “I show my clients how to lose up to 20% body fat without feeling tortured while they do it.” These aren’t boring or predictable and will help new people remember you.  Also, when you respond to that inevitable question of “What do you do?” this way, it helps keep the conversation going which is the sign of a good conversationalist.   You will need to write down and practice your response so it starts feeling comfortable and second nature to you.  Then, go to those holiday parties and be the rock star. Personal Branding starts with how well you speak about YOU.  I want to help you accelerate your success by connecting you with my new book: Elevator Speeches That Get Results.  In this book, I give you simple to follow instructions for creating a “wardrobe” of ways to talk about you â€" to leave a lasting impression.  Get your copy now. Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleash your professional potential. www.introvertwhisperer.com Personal Branding starts with how well you speak about YOU.   I want to help you accelerate your career by connecting you with your Free Instant Access to my eBook â€" The Definitive Guide to Creating and Using an Elevator Speech.   In this guide, I give you simple to follow instructions for creating a “wardrobe” of ways to talk about you â€" to leave a lasting impression.   Get your copy now: CLICK HERE Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleash your professional potential.

Linear Functions

Linear Functions An algebraic expression with degree 1 is called as a linear expression. The standard form of a line is Ax + By = C.Here A, B and C are constantsx and y are variablesSo Ax+ By = c is a linear equation with two variables.Linear Equations can be represented in many forms. A linear equation may have any number of variables. Suppose it is n then the linear equation is of the form a1x1 + a2x2+a3x3++an xn = CC C is a constant and x1, x2.,xnare variables 1)What is the degree of x + 3y = 12 ? The power of x is 2 and the power of y is 1. Degree = Highest power = 2 Example 1: 2x + 3 = 19 (Linear equation in one variable) 2x +3- 3 = 19 3 (Add -3 on both sides) 2x/2 = 16/2(Divide by 2 on both sides) x = 8 Example 2: 4x + 3y + 7 = 0 (Linear equations in two variables x y) NOTE: Number of solutions of an equation is equal to the degree of the equation. 4) Choose a Linear expression from the following (a) y (b) 6x/2y (c) 2xy + 6 (d) 7x + 9y (e) y Answer: d 5) x + 2 = 12. Solve for x x + 4 = 12 (Square the number) x + 4 4= 124 (Add -4 on both sides) x = 8

How to Adopt a Growth Oriented, Ownership Mindset

How to Adopt a Growth Oriented, Ownership Mindset Improving Academic Performance Most people tend to have one of two mindsets: fixed or growth. Those with a growth mindset believe they can always improve and change their personality or level of intelligence through feedback and hard work. They believe, accurately, that the brain is a muscle that can be built up over time. Those with a fixed mindset believe your personality and intelligence is more or less given to you at birth, and you can only tinker around the edges. You want to adopt a growth mindset. Developing a Growth Mindset Why is the growth mindset important? First, because the research suggests it’s true, and second, because adopting this mindset leaves to whole host of behaviors that have been shown to lead to academic and other types of success, most notably “grit” and the willingness to stick with things when the going gets tough. People with a fixed mindset tend to think their abilities, personalities, and intelligence is given at birth, and can’t be changed. They may tend to avoid activities at which they fear they’ll fail, since this will expose a lack of ability which of course, can’t be changed. This creates a truly unfortunate cycle. Because the student believes they simply, for example, aren’t good at math, but recognizes that it would be nice if they were good at math, they avoid situations in which their poor math ability will be exposed. They make the choice to avoid raising their hand, for fear of looking dumb. So, they don’t ask questions to clarify their understanding in class. They may even avoid doing their homework, since it’s somehow easier mentally to do poorly because you didn’t study than to try your best and fail, thus confirming your belief that you may just not smart. Ultimately, and over time, a student with a fixed mindset starts to try far less hard, do much less homework, falling farther and farther behind, until the evidence seems to confirm that yes, other people “have it” and they don’t when it comes to math (or, insert any other common skill). People with a growth mindset believe that abilities and talents are built up over time through hard work, persistence, feedback, and ultimately learning. They’ll ask a question in class in the honest pursuit of feedback and learning, without being too worried about sounding dumb. They have no fear of being exposed as lacking math skills, because they believe they can and will just build up their math skills if they lack them today. Growth vs. Fixed Mindset There are a variety of interesting studies which support the importance of the growth vs. fixed mindset distinction. For example, in one long term study, Dr. Dweck interviewed and analyzed and ultimately placed 7th grade students into one of two categories: a) those that seemed to have a fixed mindset and those that seemed to have a growth mindset. At the beginning of the study, both groups had earned an average grade of 74% in math. Over the course of two academic years, however, the average math grade of the fixed mindset cohort steadily declined, while the opposite occurred for the growth mindset group. In sum, a 4% point change in math grades was attributed directly to having a growth vs. fixed mindset over the course of two academic years (C â€" average vs. C+). Why do we see positive results from adopting a growth mindset? I think there are likely three related reasons: 1) the most common explanation is the brain really is like a muscle that you can build (see next chapter). As you try harder and ask questions, you learn and become smarter. 2), knowing that it’s possible to learn and grow, you work much harder, displaying more grit, and stick with difficult tasks for a long time. 3), what is discussed less but is very important, in my view, is that the growth mindset also leads to a sense of accountability, ownership, and control over your education or academic or professional performance. If you truly believe you can learn and grow, then you feel responsible for making positive changes happen. What can you do to encourage a growth mindset in yourself and others? The answer here is relatively simple. Place value and praise on displays of effort and learning, not natural intelligence and talent (whatever those concepts might actually mean). How to learn more about building a growth, ownership oriented mindset? To learn more about the Growth mindset - Visit MindSet works, the company Carold Dweck co-founded Read Dr. Dweck’s book Mindset: The New Psychology of Success â€" How We Can Learn to Fulfill Our Potential To learn more about the Importance of grit and persistence â€" How Children Succeed: Grit, Curiosity, and the Hidden Power of Character The Smartest Kids in the World: And How They Got That Way hbspt.cta._relativeUrls=true;hbspt.cta.load(215486, 'ec7de4d5-7dbc-47df-88fd-67e762d72f81', {});

How Can Schools Find the Time for Tutoring

How Can Schools Find the Time for Tutoring With tightening budgets and a trend towards evidence-based decision-making, school leaders are under more pressure than ever to demonstrate additionality for their investments. Teaching staff are  increasingly overworked and  schools must find new answers to some familiar questions: which students should be targeted, how should we support them and who will provide that support? When it comes to tutoring, undoubtedly the main barrier for schools is cost. By using trained and experienced volunteer tutors the Tutorfair Foundation can bypass that issue, but the practical questions around organising support remain. Even when providing completely free tutoring to a school, there is one key issue that divides opinion, where school policies diverge the most and many different approaches are used. That is when should the additional support take place? The Foundation’s Director, Joss, gave us his thoughts on the problem of timetabling for tutoring in schools. Increasingly, the mainstream secondary schools I speak to are consciously moving away from requesting in-class support. This is not to say that they believe in-class support is not impactful or not welcomed by teachers; only that they’re aware that the impact of this intervention can be harder to show. Consequently, the well-publicised research into high-quality small-group tuition  (as well as its relative cost efficiency) makes this the more common approach â€" focused, high-impact and simple to monitor. So, let’s imagine we are planning to support a group of three Year 11 students with their maths. Their predicted grades are all 5, but they’ve been struggling with the fundamentals for a while and they’re at risk of falling behind where they need to be. We want to group them together and have them work with a tutor for an hour each week to work on individual difficulties, improve confidence and secure three good passes. Generally speaking, we have three main ways to deliver this. Firstly, we could arrange for students to have their maths tuition for an hour outside of teaching time. Sometimes schools will ask students to come in on Saturday mornings for this purpose, but more likely we’re looking at an hour after school or during lunch break. Secondly, we can take students out of their lessons in other subjects. Most often this means sacrificing an hour of P.E. or PSHE, but (depending on the student and the time of year) has sometimes included extractions from the non-core subject in which the student in question is least likely to achieve a passing grade. Thirdly, we can arrange for the sessions to take place during their timetabled maths lessons - for one hour per week they will go to a tutor instead of to their usual class. All three of these options offer obvious benefits, but each also has its pitfalls. So how can schools navigate their policies and make the right choice? Maths tutoring in non-teaching hours More than ever before I am speaking with schools who operate a strict policy of never removing students from their lessons for interventions â€" particularly in Year 11. Historically, it has been common practice for schools to operate a programme of extractions using their teaching assistants as an “informal” teaching resource for their most needy students. Although, undoubtedly, this was driven by efforts to provide additional support to the students who need it, evidence now suggests this is not best practice and is not the best use of teaching assistants’ time.   Perhaps partly as a reaction to this, I’m now more likely to speak with school leaders who are formally focused on keeping all students in their lessons and investing in interventions that directly improve or augment classroom teaching, rather than relying on a programme of extractions to address low-attainment. So, if students aren’t coming out of lessons, our Year 11s must have their maths tutoring after school or during lunch. The obvious upside of this is that it won’t disrupt learning in any other subjects â€" we’re only adding to learning time and never replacing it. But, of course, more learning does not mean better learning â€" evidence consistently shows that the quality of a provision (and our students’ engagement with it) has a much greater effect on outcomes than its quantity. The clear danger is that students asked to stay behind after school or miss lunch for additional maths support can feel singled-out and even punished as a result. This, in turn, limits the number of students for which the intervention will be effective. Only students that are highly motivated will settle to the provision long-term. Students that are anxious or disengaged with the subject will find it very hard to commit to and enjoy after-school support over a number of weeks, leading to issues with attendance and behaviour in the sessions. This also poses challenges for the tutor, who has to deliver their lesson appropriately to the situation â€" bearing in mind that the students may be predisposed to resent attending the sessions and may arrive either tired from a full day of lessons or needing to blow off some steam at lunch. A further problem is that (at least when considering our volunteer/tutor community) many successful tutors who would like to support a local school will be in high demand after 3pm and are likely to have their own clients booked for in-home lessons. As a result, we find that opportunities for after-school support are harder to recruit for than opportunities that take place during the day. Maths tutoring replacing lessons in other subjects Often, schools will operate a policy that allows for extractions from some subjects but not others. The usual suspects will suffer first (double P.E. here, a Careers lesson there) but, as exams approach, the number of lessons that can find themselves on the chopping block increases. This has always presented a problem in school; an understandable tension between departments as attendance begins to drop in one subject to insure against failures in another. All teachers are under pressure to demonstrate progress in their own subjects so, inevitably, grievances can occur when this method is used. As with tutoring after school, students can feel similarly singled-out and punished by being removed from other subjects â€" particularly when they enjoy those subjects more than they enjoy maths. More broadly, the notion that P.E., PSHE, history or computing should function as a reward for students who are succeeding in maths rather than important aspects of a students’ education in their own right is problematic â€" and not a notion that, in my experience, school leaders would stand by. But the time for interventions must come from somewhere and these decisions can be difficult. Removing students from lessons in other subjects enjoys the same benefit as tutoring during non-teaching hours (it means more maths support for struggling students) but faces many of the same drawbacks and more. Aside from the increased practical difficulty in timetabling sessions for a group of students that might be expected in a number of different subjects, it can put students off, stoke internal tensions and, most importantly, requires additional work to ensure that progress in tutoring sessions is meaningfully connected to the students’ maths lessons. Maths tutoring replacing maths lessons The final option to explore is removing students for tutoring during their maths lessons. This is an option that is more likely to be prohibited by school policy for students in later years â€" more popular as an intervention for KS3 students than those in KS4. The question posed by this method is that of where students should be during their maths lessons. Surely, if the maths provision at a school is adequate, the best place for students during their maths lessons is in their maths lessons! It’s hard to commit to the notion that they should be somewhere (anywhere) else during this time, but it’s obvious that in some cases students will benefit from more individualised help with the topics at hand. This approach carries the highest risk and the highest reward. The risk is that if an intervention is unsuccessful (whether because it fails to settle over a number of weeks or simply because the standard of tuition isn’t high enough) then not only have our three Year 11 students not been helped by the sessions, they’ve also missed crucial maths lessons that they would otherwise have attended. The reward stems from the fact that tutoring is so much more likely to be impactful if it is directly and meaningfully connected to teaching in the classroom. By taking students from their maths lesson to a small-group setting, tutors can start from the same themes, resources and approaches used in the lesson â€" offering individualised support with minimal divergence from the content of the lesson they’ve been taken from. This means their next maths lesson will follow on intuitively from the session and we’ll see impact from the tutoring more effectively translated back into the classroom. Ideally, this approach encourages a closer working relationship between the tutor and the maths department â€" where, for example, in after-school sessions there is no guarantee the tutor would even have met their students’ teacher, let alone regularly communicate and share resources. This approach will see the highest attendance and engagement from sessions and encourages students to see the support as augmenting their learning â€" not singling them out or punishing them for struggling. Choosing a route Whilst tutoring during scheduled lessons has the highest potential to be impactful, effective support that is directly connected to classroom teaching, we know that it has the highest risk and can challenge policies that rightly value classroom teaching as the indomitable provision. Once tutoring is underway and a relationship is established between tutor and tutee, however, it’s difficult to deny that more individualised support once a week would be a fantastic resource for any struggling student. Perhaps, where there is room to make a choice as to which route to take, it would be best to begin a programme of tutoring during non-teaching hours or via extractions from other subjects. After 3 or 4 weeks, once a relationship is established and the provision is judged to have settled effectively, the sessions could move to take place during timetabled maths lessons. This would capitalise on the likely increased impact of connecting to lessons, whilst mitigating the risk of an unsuccessful intervention. The burden on other subject teachers would be lessened, and students wouldn’t have to commit time after school or during lunch for the entirety of the provision. If you have any questions or comments or would like to discuss having our volunteer tutors support students at your school, feel free to get in touch us me at foundation@tutorfair.com. I’ll be delighted to hear from you.