The number crunchers have been beavering away at the Maths-Whizz statistics and have come up with an answer to the most pressing question of our time - which day is best for using Maths-Whizz Online Tutoring?
The Maths-Whizz Referral Programme can save you hundreds of pounds on your child’s maths tuition. Are you as surprised as this endangered Mountain Gorilla baby was when he found out? Then read on.
Learning with Maths-Whizz begins with simple and relatively quick assessment. Make sure your child gets off to a good start with the service with an accurate assessment result.
Sometimes students will seem to spend a disproportionate length of time working one one or two topics. This might not be a technical problem.
Even the best students need to revise.
Students can advance very fast with the Maths-Whizz tutor, but no matter how much progress a child makes, periodically revisiting subjects is vital for long-term success. Encourage your child to do a little revision now and then; students don’t get any credits for passing revision exercises (after all, they should already know this material!) but they do get a confidence boost by reinforcing their learning and they can use Revision to prepare for tests and exams.
To access Revision, your child must open the Whizz menu (bottom-left corner of the bedroom page) and select ‘Revision’.
Students benefit from structure and routine when they learn.
Schedule Maths-Whizz sessions on regular dates - the same days each week, the same times after school, etc.
Your child will also get a boost from seeing how often he or she has used Maths-Whizz. Buy a large format calendar, and mark the day with a sticker every time your child logs in and completes some exercises. After a couple of months you’ll see real academic progress and your child will be proud of the work he or she has done.
Tell your student to explore the Whizz Shop as a reward for completing exercises in the tutor and earning credits for their success. (more…)
Students learn best in sessions of around 20 to 30 minutes.
