How to Choose the Best English Tutor in San Diego

How to Choose the Best English Tutor in San DiegoWhen you are considering your next English tutor, San Diego may be your best choice. This city boasts of a good and exciting education experience as well as affordable, English tuition services.First, take a few minutes to look at your financial situation before searching for a good English teacher in San Diego. Are you getting affordable lessons for English? Are you getting the proper lessons and enough support? What is your income, where does it come from, what has it been before?A business owner who needs to find an English teacher may be overwhelmed by the number of English tutors available in San Diego and may end up hiring someone they do not fully trust. In this case, ask the individual if he or she will perform student evaluations, make recommendations and grade your work.If you want a real English tutor, then you should check out the credentials of your potential tutor. The Internet can be a great place to do some preliminary research before applying for an English teacher position. As a student, you should have the skills needed to talk to someone you are considering paying for lessons. Don't make the mistake of taking the first person you see, but consider all the options first.You should know which area of the English teaching field you are interested in. If you are seeking an ESL instructor, then you need to consider a person with a university degree in English, an adjunct instructor, a Certified Teaching English to Speakers of Other Languages or someone who is an International Language Tutor. Consider a bilingual person, a person who specializes in English as a Second Language. The more knowledge you have about the career, the more likely you are to get a better quality of service.Those looking for ESL instructors should look for a program in San Diego that offers teaching on-line or in-personclasses. Many companies offer online training and certification programs so your classes will take place in the comfort of your own home. If you cannot afford to take classes online, ask the prospective teacher if there are classes you can attend when you are in San Diego.While these guidelines will help you find a good English teacher in San Diego, there are other things you can do to increase your chances of finding a great English teacher. Ask your friends, family and colleagues what they think about the English teacher they had before. Pay close attention to these people's experiences, how they rated the English teacher they had, how they would rate another candidate for the same job. If you notice something about your future teacher, a word of advice - don't do anything to sabotage their chances of a good English teacher in San Diego.

How Do You Know If You Need A Career Change - Introvert Whisperer

Introvert Whisperer / How Do You Know If You Need A Career Change - Introvert Whisperer How Do You Know If You Need A Career Change? A lot of professionals often dread the term “career change” because of the many things it implies. This doesn’t just mean “changing work,” but rather changing everything there is to change with regards to your pursuit. This can range from transitioning into similar industries, such as moving from Marketing to Advertising, or going into a completely different industry, such as shifting careers from Writing to Acting. Regardless of what industries get “shifted,” a career change means adjusting almost everything you know about work and your pursuit â€" ranging from knowledge and lessons, to practical applications, working lifestyles, and even your network. And considering how this decision can have massive implications, just how exactly would we know if we need a career change? You should probably consider the following points: How does your current work make you feel? One of the most important questions you should ask when considering a career change is how you “feel” about your current work. If you have an opinion on your industry at large, then all the better. The point of asking this question is for you to determine where you stand in your work and your field. If you’re just there for the sake of stability but you’re not necessarily happy, then that’s almost a surefire sign of needing a career change. Are you slowly losing passion for your work? When you lose passion for what you’re doing, tasks seem a bit overbearing or difficult for you. And while you may have enjoyed your tasks at first, job burnout is an actual thing you should consider. When you start lacking motivation when you start becoming late, miss deadlines, or lose interest then you might need a career change soon. Do you feel trapped at work? It’s one thing to work in a cubicle, but another to feel as though you’re in an “endless cycle.” When you feel trapped or stuck or stunted, especially in terms of growth, then you might want to change jobs. How do you want work to affect your growth? Another element you should put into consideration in terms of career change would be looking at your overall growth. Ideally, your career should constantly help you learn more about yourself, the people around you, and at the same time help hone your skills. If work has gotten to a point of being stagnant, and if you’re not seeing yourself grow with your company or team, then now might be the time to consider changing careers for the sake of your growth. Are you receiving proper and fair compensation? When you keep on delivering quality work for what seems to be unfair compensation, consider raising this concern to HR. And if work keeps on piling up without just compensation, you might be in the wrong field. Is there a lack of challenge in your current work? Most, if not all, work can stress us especially when we deal with difficult tasks. However, when work doesn’t give us a “drive” anymore, then we might not be in the right career. Remember, challenges help us grow when we find ways to overcome them. Are you experiencing constant depletion, exhaustion, and being worn out? When you constantly feel stressed about work and your body keeps on giving up on you, then this might be your body telling you this work isn’t for you. How do you see yourself in the future? Another important question when considering a career change would be asking yourself about your future plans. Where do you see yourself in your current work after a few years? Where do you see yourself in the next decade or so? One way of determining the need for a career change is to pinpoint whether you see yourself spending the next decade doing the same work you’re doing. If you have a passion you want to pursue, or if you’ve always wanted to try doing something else aside from your usual work, then now might be a safe time to pursue other interests or career. What kind of outcome do you want to have in your career? Sometimes, we tend to make “the right” choices, especially when people expect things from us. However, when we still feel empty and lacking despite these choices, then we may be choosing from the wrong perspective. Do you feel as though your talents should be used in different ways aside from your current work? If you feel this is the case, then you should probably be shifting into a career in a new field. Try to be precise with what you want for yourself in the future. You might want to have remote work, or work from your phone through mobile internet from providers like Metro by T-Mobile. While you might still need to pay metropcs bill, and encounter other stresses of work like finances, maybe encountering these in work you’re more confident with might be a sign that you need a career change. How is your current relationship with your family and friends? Lastly, you should partly base your decision on pursuing a career change depending on how your current work affects your personal life. Try answering how your current relationships with your family and friends are. If you’ve come to a point where you’re missing out on family occasions and friendly gatherings because of needing to do overtime at work, or if you’re jeopardizing your relationships with other people because of work, then you might need a career change. Is your workplace still a place you want to work in? Consider the kind of environment you’re getting into, especially with fellow employees. If your work environment is hostile and everyday feels like “going into battle,” then this might not be for you. Are you beginning to miss out on things in life? Lacking work-life balance can decrease your quality of life. If you end up taking calls or doing work even during your vacation, you might want to consider switching careers. What are your thoughts on taking risks? Perhaps one of the most important considerations when changing careers would be your willingness on taking on risks. Remember, a career change has a lot to do with “switching up” your status quo. This means, regardless of whether you’ve read about career change or not, that switching careers won’t guarantee any form of “victory” on your end. As such, it’s essential to assess the level of risk you’re willing to take before switching careers, as there’s no turning back when you do. Are you confident in trying out a completely different field? When you feel an “itch” to try something new, and you really need a “push” to do it, then you probably should do it. However, if there’s a hint of hesitation out of fear of failure, then you should probably still plan your career shift. What are your plans after the shift? When thinking about a career shift, you should always consider having a plan regardless of whether your plan fails or not. The last of your worries should be missing out not just on work, but on bills as well. Shifting Careers: Less About Work, More About Passion With the above tips in mind, it helps to remember that oftentimes we have to change careers when we don’t “feel” where we currently stand anymore. Sure, we can settle for a “stable” job â€" but when we know that we’re not happy with what we’re doing, we’re likely going to suffer a lot of consequences. Staying in a career we don’t appreciate can be detrimental to our overall well-being, and it can lead to complications regarding work performance and our growth. With the tips above, you’ll hopefully be able to “detect” whether you might need to reconsider where you currently stand as a professional and see if you might need to change industries to thrive. Jeff Spencer Jeff Spencer is a content marketer with a keen interest in all things business and finance. Hes also very into science and technology topics, with a bit of health on the side. When he has free time, he loves jogging with his Pomeranian Zoomie. He loves writing about tech stuff, especially guides such as how to pay your metro pcs bill, how to play the best games in your phone, among others. Go to top Do you know what your next career step is?   Many people don’t. I want to help you accelerate your career by connecting you with your Free Instant Access to my eBook on how to construct your Career SMART Goals â€" that will help you put together your actions and keep you accountable. Get your copy now and start your action plan today! Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer

GCSE Poem analysis Loves Philosophy by Percy Bysshe Shelley

GCSE Poem analysis Love's Philosophy by Percy Bysshe Shelley What is it about? Love's Philosophy poem is a romantic lover's playful argument, putting forward his case for the union of love. Natural imagery and strong rhyme appeal to the reader's senses, presenting this relationship as something innocent, simple and inevitable.'Philosophy' here means an argument or a way-of-thinking. Love's Philosophy by Percy Bysshe Shelley The fountains mingle with the river And the rivers with the ocean, The winds of heaven mix forever With a sweet emotion; Nothing in the world is single, All things by a law divine In another's being mingle - Why not I with thine? See the mountains kiss high heaven, And the waves clasp one another; No sister-flower would be forgiven If it disdained its brother: And the sunlight clasps the earth, And the moonbeams kiss the sea - What is all this sweet work worth, If thou kiss not me? Overview The first stanza begins with descriptions of the natural world 'mixing' with itself and pushes this as a good example for the poet and their beloved. This is addressed by the tender and slightly archaic 'thee'. What is then painted is a  picture of an airy, nature-loving poet describing the scene in front of him and his fellow walker. He then  draws a lesson from it, turning to speak to his silent beloved. In the second stanza of Love's Philosophy this address is intensified. The poet instructs the reader, in the position of the beloved, to look around and 'see the mountains kiss high heaven'.The genial, playful invitation of a 'kiss' is an easier finish that the hope to 'mingle' in each other's being.A rhetorical question at the end of each stanza begs a response of some sort - surely, the poet hopes, a wordless one! 'Romantic' and Romantic poetry Our modern use of the word 'romantic' relates to an idealised sort of love. More specifically, to the state of 'being in love', characterised by powerful, irresistible emotions, gift-giving, the idealisation of a beloved and the prioritisation of the relationship above everything else. However, the poetry of the Romantic poets was not just restricted to describing love. William Wordsworth defined poetry as the 'spontaneous overflow of powerful feelings' in his preface to the Lyrical Ballads. One common theme is that experiences were understood by Romantic poets through their effects on personal emotions. This is partly where our modern 'romantic' love idea comes from. However, poetry by Wordsworth, Shelley and Coleridge often shared other hallmark characteristics. For example, the use of natural imagery and simple verse forms. As this poem by Shelley includes all of these, it is a good example of a Romantic romantic poem. Form and structure Love's Philosophy has a trochaic metre - a pattern of stressed, then unstressed syllables, with four beats in the first three lines of each quatrain and three in the fourth. The two stanzas are each a pair of alternately-rhymed quatrains, rhyming ababcdcd. There is a strong relationship with the archetypal ballad metre used by many romantic poets. The trochaic metre also gives the poem a slightly heavy, dreamy feel when read aloud, particularly since ten of the sixteen lines are full trochaic, disyllabic rhymes (like ocean/emotion or heaven/forgiven). Several lines begin with an extra 'upbeat' (properly called an 'analectic' syllable as it extends the normal length of a line). This slight irregularity helps the poem feel spontaneous, despite the cleverness of its composition. Language The natural imagery in this poem is relatively simplistic and uncomplicated: 'fountains', 'rivers' and 'oceans' are all unmodified and free from descriptive clutter. The 'winds of heaven' and 'high heaven' can scarcely be called richly descriptive. 'moonbeams', 'mountains' and the 'sea' are also unmodified. I think there is an innocence about this sort of language, fitting the scene of two lovers on a hilltop. He needn't describe what we can see with our own eyes, after all. This innocence continues in the description of a 'sister-flower' and its 'brother'. The relationship the poet imagines between flowers is fraternal and childish, so the word 'disdain' feels out of place as the idea of aloofness between siblings. Perhaps the use of 'thine' and 'thou' rather than 'your' and 'you' also reinforces this. In Shelley's day, thee and thou were still in use, but less so among people of higher status. Repetitive uses of 'clasp' describing how the waves hold one another, and how the immaterial light of the sun seems to touch the earth, bring this very physical world to the fore. It certainly has a sensual, if not sexual, connotation, but its effect is rather more repetition to persuade, rather than shock. After all, if everything in nature 'clasps' freely, and if the elements around 'mix' with one another so readily, even obeying the command of God (if, unlike Shelley, his reader still believes in God's command to procreate), then turning down the poet's request for a kiss is like disagreeing with the laws of nature and God, isn't it? For extra support with poetry analysis, why not book a lesson with one of our experienced  GCSE English tutor? With  Tutorfair   you can browse through a selection of great tutors, to find the right one for you. For More GCSE poem analyses similar to Love's Philosophy:  The Farmer's Bride, Neutral Tones,  Nettles, The Yellow Palm, My Last Duchess, and Medusa, Praise Song for My Mother

Want to Do Better in School Develop Plans, Set Specific Goals, and Monitor Progress

Want to Do Better in School Develop Plans, Set Specific Goals, and Monitor Progress Improving Academic Performance It is natural to believe that most successful students either have an above average IQ or work very hard, or both. This is an almost universally accepted perspective. But I think it misses the mark by quite a bit. Students often succeed because of the choices they make and the actions they take. In other words, they succeed because of the strategies they employ. To learn more about the notion of success coming from “what you do” and not “who you are” check out this Harvard Business Review article by Heidi Grant Halvorson. In this article, we’ll describe three basic strategies for improving performance in school. Set specific goals Build a plan Monitor progress and adjust Set Specific Goals The more specific the goal, the better. Why? Because the more specific the goal, the clearer idea you’ll have in your head about what it means to reach it, and thus the better positioned you’ll be to plan out the steps required to achieve it. In other words, the more specific the goal, the more likely it is that you can develop a good plan of attack. Let’s use a simple example. You worked reasonably hard but got a C in your math class first semester, and your goal is to do better in the next semester. If you leave it at that, a C+ might represent meeting your goal, because that’s better than the “C.” The plan required to get a C+ vs. an A will be very different. That might seem obviously, but many people set the goal of “doing better in class” but really do wish they could get an A. They might be afraid to set a goal of getting an A, because they are worried they might fail. However, once you set that specific goal, you are ready acknowledge the steps you’ll have to take to get there. You are ready to develop a plan. Develop Plans When people are planning evenings out with their friends or events like birthday parties, etc. they find it natural to plan. They’ll make reservations, get feedback on restaurants, etc. and develop an outline of how the night will go. But for whatever reason, this is not the natural way that many people approach school. Perhaps it’s because teachers assign homework and announce timing for quizzes and tests, so the whole experience of going to school feels very structured and planned out for you. Although some specific classes are structured such that everything is planned out for you, it is a mistake to think that school in general doesn’t require a lot of planning on the part of a student who wants to be particularly successful. Success in school is about much more than working hard. So, what does it really mean to develop a plan in the context of performing well in school? Well, you can and should plan on multiple levels and these plans should be tied to your goals (see the previous section). You should have a high-level plan for how you approach high school or college (what types of classes will you take, what activities will you pursue, etc.), plans for each year, plans for each course (when will you study for the course, how will you get help, etc.), plans for upcoming tests (i.e., what material will you review, how long will you study, when will you study, etc.) and even plans for how you’ll complete your homework on any given night. Here’s an example of how to think about developing a college admissions plan. Monitor progress and adjust Once you’ve set a goal and mapped out a plan for achieving it, you need to develop a way to measure your progress. In the context of school, that should not need to be a difficult task. If you are in high school, many classes have many homework assignments, quizzes, and tests. So, a simple strategy is to just schedule the time to prepare for and complete all of these to the best of your ability, and then be honest about whether you are on track to meet your goal or not. If your goal is to get an A, you need to, obviously, get an A on a clear majority of these assignments. If you are missing half of the problems on your homework, you are not on track to get 95% of them correct on the next test. So, if you missed a day of class, and are sitting down to do your homework and are finding it particularly difficult, this probably means you are starting to fall behind. Don’t ignore this feedback. Similarly, if you bomb a relatively inconsequential quiz, don’t just tell yourself that it wasn’t worth too many points and doesn’t matter. If you are not understanding certain material in the class, this could start compounding into a situation where you are very far behind, and in danger of doing poorly on an important test, midterm, or final. Summary One common term you may have heard about as it relates to goals is that they should be SMART. Or, Specific, Measurable, Actionable, Realistic, and Timebound. In this article, we’ve covered what it means to be specific, and of course to monitor progress, a goal must be “measurable,” which we also covered. A good goal is also actionable, meaning you can envision what to do to go after it. If you think about it, if a goal isn’t actionable, you’d have a hard time developing a plan of attack for achieving it. So, that ties in to our section on developing plans. A good goal is also realistic, meaning it’s something you really could achieve if you work at it. Finally, it needs to be timebound, meaning that you set a specific time by when you plan to have reached the goal. Here’s a good article on SMART goals. If you follow the simple three step process of setting specific goals, developing plans, and monitoring your progress, you’ll be on your way to better performance in school.

5 Reasons Why Students Should Take Art Or Music Lessons

5 Reasons Why Students Should Take Art Or Music Lessons 5 reasons to take art or music lessons after school The classroom offers students a great environment to learn about core subjects, learn to work in a group, and develop time management skills. Some schools offer extracurricular activities in the sciences, art, and music but most childrens creative experiences are limited to afterschool opportunities. One of the best things for young children to try includes music and art lessons. Creative subjects do all sorts of great things for young minds including the development of great problem-solving skills, thinking outside of the box, working as a team, and learning excellent social skills. Here are five reasons why students should take art or music lessons after school. 1.   promote creativity The most obvious reason to take part in art or music lessons is to promote creativity. Creativity helps keep kids happy and curious and can even help them improve their concentration for when they need to work on English and math. Many children are creative by nature but often lose this creativity as many other demanding assignments take up their time. Afterschool art and music lessons allow kids to discover paint, color, clay, melody, and rhythm and also make them feel happy and excited about learning. 2.   Diversified interests Another great reason for students to do an afterschool creative project is to diversify their interests. Many schools focus well on reading comprehension, writing, and math skills but todays student doesnt have as much of a chance to diversify their personal interests and explore what theyre really good at. Some students have an innate ability in the arts and music while others might learn a new skill or just enjoy their time in a hands-on environment. It’s not essential that kids develop a specific talent but just that they explore new activities and learn to share their new found creativity with others (READ: Los Angeles Tutoring Tips: 5 Study Habits That Help Every Student). 3.   Problem-solving Students who participate in creative extracurricular activities such as art or music can also learn great problem-solving skills. For instance, perhaps a student is trying to create a certain shade of green to paint with, but they only have yellow, blue, and red paint. There is a relatively simple solution to this particular problem but, a young kid will have to think about what they should do next. Once students learn these simple problem-solving skills, they can apply them to other creative projects as well as their academic activities within the classroom. A student who can problem solve can find a solution to any academic or career issue down the road our private San Diego academic tutors are here to help your child with his/her problem-solving skills. 4.   Socialization Students who participate in kinesthetic activities such as art also have the opportunity to socialize in a semi-structured environment. Students might play different parts in an orchestra or be involved in a group art project within their community. They might share materials and a workspace while creating their masterpiece. Kids wont have the same restrictions on behavior as they do in the classroom, but there will be some adult supervision so students can learn how to share, deal with different personality types, and have fun in this type of social situation. 5.   Reduce stress Reducing stress is a real issue for students of all ages these days. Art and music have been known to soothe anxiety and help stressed out students from K through 12 learn how to cope with difficult times. Whether a student is studying for an exam, applying to college, or trying to get through a challenging passage in a chapter book in the second grade, creative outlets help keep kids happy, calm and focused on the big picture. All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write

Culturally Responsive Teaching Course Review

Culturally Responsive Teaching Course Review Teachers today hear a lot of talk about overcoming gaps in education - especially the cultural gap between students and teachers. As the students we teach grow more and more diverse, we know how critical it is to engage all of our students in ways that are culturally appropriate. While my teaching preparation program had dipped into some of the theories around culturally responsive teaching, it was pretty light on the practical side. Fresh out of teachers college, I was looking for a flexible professional development offering that would give me the opportunity to uncover best practices, learn new strategies and become better equipped to work with diverse students and parents. Despite the current emphasis placed on the importance of culturally responsive teaching, there was surprisingly very little in the way of professional learning opportunities out there on this very topic. Happily, an online search led me to discover Teach Away Professional Development and their new online course offering,Culturally Responsive Teaching: Connecting with students and parents of different cultures, centered on establishing cultural inclusivity in the classroom and school community. Culturally Responsive Teaching course overview Course name: Culturally responsive teaching: Connecting with students and parents of different cultures Time: 1.5 hours Course fee: $99 Delivery format: 100% online Assessment: Multiple choice exam and written assignment My verdict: Yes, this course is worth your time! Read on to learn more about my experience taking the course. What I learned from the Culturally Responsive Teaching course Professional development courses, in my opinion, need to offer concrete takeaways that teachers can implement in their classrooms right away. This online course offered me all this in the form of lesson plan structures, downloadable activities to help me reflect on my own practice, as well as simple tasks to help me build inclusivity through co-teaching and pedagogical documentation exercises. The course also taught me about the unseen aspects of culture which may play a role in establishing an inclusive classroom. These unseen aspects of culture, like variations in language patterns, tone of voice, facial and hand gestures, and beliefs about gender and sexual orientation impact the dynamics of the classroom. Culturally Responsive Teaching taught me how to carefully address these cultural differences with students and parents, instead of assuming that ignoring the differences makes the classroom a culturally neutral space. It also helped me to understand how to bring students’ families into the school community. In spaces where learners are not all included, we cannot say there is equal access to knowledge and education. Culturally responsive teaching: Bridging theory and practice This course is based upon ample research completed by renowned educational theorists. Notable theories and content highlighted came from Geneva Gay and Fred Korthagen, as well as other prominent researchers in the field of culturally responsive teaching. The best part about Culturally Responsive Teaching, though? It actually moved beyond theory and offered practical strategies for the classroom. For example, two popular concepts in education are pedagogical documentation and establishing critical thinking skills in students through inquiry-based activities. This course offered me easy takeaways to actually tackle these complex activities in the classroom, which hasn’t often been the case in other professional development courses for teachers I’ve taken before. The final assignment gives an outline to create a resource portfolio that would welcome parents and students to your classroom by focusing on cultural inclusion. Instructions are given to develop a lesson plan, resource list, framework and rationale for an area of focus. A comment I hear time and again from other teachers is that the last thing they need is another task piled on them at work. I get it, time is precious! Through this course, I learned that being a culturally inclusive educator does not mean you’re adding another task on top of what you already need to do. One thing to remember is to take the process of becoming culturally competent one step at a time. On the road to becoming a culturally competent teacher Culturally Responsive Teaching helped me realize my own biases and personal assumptions and where I had opportunities to grow professionally in terms of cultural inclusivity. Learning how to include all cultures and understanding differences even in our own countries means identifying what you know and do not know, and this course helps you to do this in a non-judgemental way. Geneva Gay, whose work is often cited throughout Culturally Responsive Teaching, states that schools’ values and actions are not culturally neutral, as one may believe. Everything from classroom discipline, to teaching, to the levels of student and teacher responsibilities reflect the dominant cultural ideology and can cause a disconnect between students’ school and personal lives. The course taught me that culture will be shaped around us and the interactions we have every day with students and their parents or guardians. Just as we teach numeracy and literacy, we must also teach students how to develop ethnic and cultural literacy. By providing information about history and contributions of ethnic groups in class, students will be included and committed to learning and participating in globalized settings. Overall, I would recommend Culturally Responsive Teaching to any teacher, regardless of the subject or grade you teach. It was reasonably priced, useful, easy to follow and - most importantly - relevant to my teaching practice.

Obtaining a place at Grammar school

Obtaining a place at Grammar school Obtaining a place at Grammar school is not easy, much depends on the number of places apportioned to each school. Local Authorities confirm their decisions in February before the beginning of the new September term, so there is time to appeal a decision. Many pupils take the 11 + exams but sadly only about half succeed in securing a place at grammar school. An increasing number of parents are turning to private tuition to help their child pass the entrance exams which consist of verbal reasoning and English/Maths tests.Although a private tutor can maximise the chances of your child obtaining a place at grammar school it is also important to remember that if your child is one of the lucky ones to enter grammar school they may need further private tuition to help them maintain the required level of academic performance, unless they are exceptionally bright. This aspect is often overlooked by many parents who are only concerned about securing a place, not what happens afterwards. Most educational professionals will agree that a child needs to be academically able but a private tutor can motivate and boost a child's interest to learn. There has been much a debate on how stressful the atmosphere can be for a child pushed by the parents, to study for grammar school entrance. A tutor outside the family environment can reduce stress both for parents and children. If you are thinking of trying to obtain a place for your child at grammar school we advise to prepare well in advance. A good tutor will be able to evaluate your child's academic ability well before it's time to sit entrance exams. First Tutors can help you find a dedicated tutor to help your child pass grammar school entrance exams or simply boost your child's academic ability.