Tutors Will Not

“The Smurfs are little blue people who live in magic mushrooms. Think about it.”

Do Your Homework!

Rescue You!

Take Responsibility For Your Learning!

Have All The Answers To Your Questions!

Next – What To Bring To Your Session

What To Bring To Your Session

I didn’t do so well today. The heat kind of got to me. There’s just so much thrown at us at one time. I didn’t have much time to study, so I didn’t prepare myself mentally as well as I have in the past.”

Text Book.

Past Tests.

In-Class Assignments.

Past Assignments.


Date Planner.

Homework Assignments With A List Of Concepts Difficult To Understand.

Good Attitude.

Next – Student Study Skill

Student Study Skills

Study skills are hard to come by. Those who were trained early have a good foundation of the skills necessary to study effectively. Here are some guidelines (not rules) to follow to help develop good study skills.


Let’s be honest, taking notes is somewhat like an art! Students marvel at the student who is able to take good notes they receive from lecture. However, most of us are stuck scribbling everything down the teacher has written on the board, and we swear that the teacher is moving too fast! Here are a few guidelines to give your students to take great notes in class:

  • Write Neatly. (You want to be able to read your notes later on).
  • Develop a format to write your notes. (Notes usually contain: definitions, theorems, examples, and formulas).
  • If you are a visual learner, develop a color scheme for your notes. (i.e. red = definitions).
  • Write notes with the intention of comprehending the material. (Everything the teacher writes down must be assumed to be important).
  • Ask questions while taking notes.
  • Make side notes. (Maybe you want to ask a question later on about a particular topic in the notes, or write the answer to a question you just
  • asked the instructor).
  • Listen to the point the teacher is trying to make before you copy the notes from the board. (You’ll be able to ask better questions if you listen).
  • Rewrite notes later to help reinforce instructors lecture topic and ideas.

Tricks to Good Note-Taking

  • To slow down the instructor, ask them to:
  • Repeat what they just said.
  • Give you an example problem.
  • Tell the instructor you don’t understand.
  • Apologize for not understanding so quickly, and ask them to repeat what they said differently.

Slowing down the instructor will give you the time that you need to write neatly, and process some additional information.

Important Details About Note-Taking

Taking good notes demands:

  • Neatness. So much information is captured if you take neat notes. Messy notes convey confusion.
  • Detailed editing, where you go through and make comments about the things you understand and don’t understand. These are the questions we ask the instructor in class, or a tutor.

Use Notes

Notes should be reviewed regularly to preserve concepts just learned. In addition, the notes the tutees have taken should be used to aid the student in following the instructors way of thinking, and solving problems. Introducing new methods and concepts will eventually confuse the student. Therefore, as a tutor, it is wise to use their notes so that you are helping the tutee as supposed to hindering them.

Listening Skills

“We are given two ears and one mouth, because God knew that it was going to be twice as hard to listen as it would be to speak”

During your tutoring sessions, make sure that your tutee is practicing active listening skills. Actively listening takes time to learn and it does take practice. Make sure the student practices active listening skill during your session. You are able to check if your tutee has understood anything by frequently asking challenging questions.



Defining Wizard is a business which enriches and revolutionizes the methods in which clients are educated with the intentions of increasing the retention rate in any educational system.

We strive and compete in becoming a trusted company whereby the clients and their surrounding community feel comfortable receiving quality expert assistance. We pride ourselves on developing and implementing professional tutoring systems & strategies.

Defining Wizards’ ambitions are to create a movement where tutoring is a service which each and every one of us performs.

The objectives for Defining Wizard are to create a service-base training company with goals to exceed our client’s expectations, by increasing the quality of tutoring sessions.

Mission Statement

Our mission is to create an advantageous learning environment by developing specialized (or personal) tutoring strategies and systems to optimize the learning experience for our clients. Improving our clients’ performance in their specialized area of study increases the quality of our clients’ service. Defining Wizard’s strategies and professional training are unique models tailored to one person or an institution, where carefully executed, amazing results are achieved. Our business focuses on analyzing, identifying, and resolving our client’s needs by providing simple to grasp methods of practice.

Defining Wizard understands that the educational system is changing drastically and some educational systems can not adapt to the changes efficiently. Educational expectations can not be met amongst all students; young and old. And the fact is the gap between the “have’s” and “have nots” is constantly increasing. Thus, because educational expectations are harder for students to meet, other resources are being sought out to help aid those in meeting their educational expectations.

One of the most prolific resources amongst all resources is tutoring. Defining Wizard designs strategies and systems to take full advantage of the position a tutor has and in a way reclassifies and redefines a tutor and their responsibilities. By doing this, Defining Wizard plans to assist mending the gap between the have and have nots and increase the retention rate of institutions. Defining Wizard’s tutors and students take comfort in the fact that they are part of a movement with advantages which mends core issues amongst those having problems meeting educational expectations.

Defining Wizard…

On the surface, Defining Wizard is a portal that allows students to find excellent tutors. However, as an employee member (not actual Defining Wizard employees) Defining Wizard allows those who are gifted and teachers of the ‘iterative progress’ to showcase their abilities. Tutors (employee members) have a duty of impressing their skills upon the educational community.

Defining Wizard employees are skilled enough to officially be called mentors because they take pride in their skills and the people who they tutor. What will always set apart Defining Wizard employees is their affinity for greatness. Based on statistics, these excellent tutors are more than likely to become doctors, scientist, professors, or simply great chefs.

Defining Wizard offers you a network of people with the same desire to achieve the impossible, plus offering an opportunity to express yourself.


Terms and Conditions

Our Mission is to create an environment conducive to learning by maximizing ones learning experience. It is our goal to increase our client’s expectations of themselves by helping improve performance in their work. It is our business to serve our clients as best as we can, as professional as we can.

Although DefiningWizard does not guarantee specific grades, we do expect, rather a full letter grade improvement along with improved performance and confidence.

Grades are purely determined by the client themselves, we don’t want to take that from you.

We uphold all statements of Academic Honesty from schools and include our own statement of Academic Honesty as such:

1. We understand that it is against the law for anyone other than the client to design, build, or present any work for a grade.

2.We understand that we may give instruction in various areas of study or in performance techniques, but know that actual decisions on design and construction of assigned work must be made by the students alone. We testify that we have followed all of the rules regarding: providing outside assistance and informing clients of our intentions. If there are any exceptions, we have listed those.

3.Payment: Unless stated so by contract, client will only pay for services rendered. If there are any problems with this, a Definingwizard representative should be notified. Please email support@definingwizard.com with your issue and please include ‘PAYMENT’ as your subject header. Payment for tutorial services will be paid to tutor within 15-30 days through Defining Wizard as a check, or through PayPal. However, if the client opts to pay for services directly to tutor, that is their choice as well. Tutor should find out method of payment before beginning any tutorial sessions. Moreover, tutor will respect and honor the clients method of payment of their services; otherwise forfeit membership as a Defining Wizard Tutor.

4. We do not discriminate based on age, color, sex, or religious beliefs; however, we do reserve the right to reject service to anyone.

5. It is mandatory for tutors to honor their tutoring schedules. If you are unable to attend your regularly scheduled tutoring times your membership will be revoked. To change your schedule, please do so in your profile or by contacting a Defining Wizard Representative.

6. Membership is liable to be revoked if proven to be incompetent as a tutor. Please take duties as a tutor serious and always be prepared for your sessions.

7. You give DefiningWizard the right to run a background check. It is important that we are able to offer clients the greatest amount of security and safety possible since we offer In-House tutoring.

8. Tutor shall honor all specifications pertaining to membership plans clients are apart of. Specifications include: pricing of sessions, minimum length of sessions, and the evaluation of your sessions by the completion of surveys amongst other provisions.

8. Pricing of tutoring sessions is left to the tutor in some cases. It is understood that prices given are fair amongst all, and tutor will not be engaged in any form of discrimination especially towards payments, lest they will forfeit employee membership. No Tolerance.



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Learning Problem

“Surprisingly enough, twentieth-century advances in literary interpretation and musical analysis have done little to foster an interdisciplinary method.  To put it bluntly, none exists.”

Lawrence Kramer, Poetry and Music – The Nineteenth Century and After (Gray)


         There exist a student in the 4th and 5th grade who struggles developing literacy skills (math and English) in a meaningful way, yet they contain a creative identity through music, and participate actively and passively in this medium on a day-to-day basis.  This learner struggles making meaningful connections with literary content that is taught to them, and are at risk of not acquiring future literary skills imperative to their future because of these meaningless connections.  In addition, the learner’s confidence to use literary skills is only made through meaningful connections and experiences with the content, by practicing with the content that build the learners skill set to be scholarly, mathy, or techy in an advantageous way.  Even when literary skills are learned, these learners typically finish their education with a lack of confidence using their literary skills.  For a student, it is easy to latch on to a singular form of literacy (defined as their strength) or they risk not progressing within the educational system.  This stance and perception of literacy leaves the student to identify themselves as scholarly, mathy, or techy, yet they will fail to see the connections to value other forms of literacy skills.


Graph below shows the trend in Numerical Operation proficiency levels for Whites, Hispanics, and Black groups in the fourth through twelfth grade. Topics like the order of operations are first taught during the years in which the gaps are the greatest between these groups (4th and 5th grade).  The order of operations is an attractive topic to address mathematics literary skills because of its value of acquiring additional mathematics literacy skills for the learner’s future.  It is also a quality topic in mathematics literacy because the order of operations is vertically aligned across the majority of all students curriculum, relevant through grades 4-12; and I felt as far as math is concerned, the order of operations was an appropriate topic in to begin as a foundation for this project.


A definition of literacy that gathers various kinds of literacy at work in environments that might be useful to teachers and students

In the past fifty years, hundreds of definitions of ‘literacy’ have been advanced by scholars, adult literacy workers and program planners (Roberts). Literacy in relationship to this papers is simply the way in which our culture as a whole thinks about knowledge and learning (literacy).  Due to recent brain research done by Dan Levitan, a Ph.D Neuroscientist,  where he studies the “brain on music”,  there seems to be an opportunity to include the creative mind of the user and music to compliment any expectations of the learner becoming more familiar with literacy skills: including writing structures contained in song writing and poetry writing, and even becoming familiar with fundamental rules in mathematics; such as the order of operations.  Lyricist, and musicians provide natural learning environments to capture these literary events and scenarios of writing verses and practicing the order of operations that could be brought to life and made more interesting for learners.  Music from each culture can serve as the added medium for learners to develop literacy skills in writing and mathematics.  Considering most can be found listening to music while performing routine tasks around the house or doing homework, the challenge is to take it step further and design a way for the music to become a part of the literary skill, learning activity.

There are statistics that summarize our learner’s usage of media; and children’s media usage is nearly 75% of a normal workweek.  Since a natural question to ask is, “How much homework time is lost to media?” this became an opportunity to think about optimizing the learners usage of media.

          When considering the amount of time California suburban students spend downloading music, it can be averaged out to be a daily activity for a lot of these students.  So, for my project, this data began to inform the initial stages of my design, and formed the project vision: not to change the habits of the learners, but enhance them by creating learning environments that tailor to their educational and musical needs.
          So the learner I’m thinking of now is a 4th or 5th grade student who is not achieving mathematics proficiency levels in number operations; and this typically will be a minority student according to the data.  They spend a lot of time consuming music, either by listening or downloading.  Moreover, as students in an institution, they can be found disconnected from with literary content as taught in schools, and they have a need to connect with these literary skills because their future depends on it (Figure to Left).  With these literary skills, comes chances to take advantage of job opportunities and contribute back to society; the very reason parents are sending their children to educational institutions.  Without these literary skills, what can we expect from these kids’ future?


Project Vision



Virtual Simulation Prototype to house Edubeats function and experiences.

I am specifically interested in using music as a medium to organize thinking and learning to represent a confluence of math and English literary skills.

In short, I am interested in using music to give a better impression and perspective of literacy skills as they are taught in school teaching math (order of operations) and English (verse writing) literacy skills.  Currently, I can only imagine this confluence of literacy skills as a virtual simulation game; using incentives and leveling up features, which typically engage students in a musical environment: “somehow, the cerebellum is able to remember the ‘settings’ it uses for synchronizing to music as we hear it, and it can recall those settings…” (Levitin, 59).  I am betting on this fact to kick-start (as the main activity) the math activity, as described below.

Better teaching or a better learning experience? The better experience (constructionist) is one that optimizes literacy skills (oral, written, and technological).  In the spirit of Seymour Papert who preaches about creating meaningful learning experiences through technology for learners, this activity should be shaped into a learning experience that elicits the learner’s creative skills while listening to music, all while capitalizing on the concept of literacy and it’s value in education.

For this paper, literacy describes the way our culture thinks about knowledge and learning.  In a survey, a student attending Stanford describesliteracy as “a fourth grade writing level, and pre-algebra”.  This stood out because of the very fact that the target audience is 4th and 5th grade students.  This activity should be a framework where the symbiotic relationship between all literacy skills are at work and provides the learner with their daily dose of music.  Ultimately, this activity should give the learner the opportunity to have successes and advantages of using math and English literacy skills.  Fourth and fifth graders are in a perfect position to take advantage of such an experience that aligns with common core standards as defined in the state of California.  The bigger question is, how much of an impact can be made for our target audiences experience in learning math and English?  Research shows that “a higher level of self-efficacy improves students’ academic performance” (Adriano, 20), thus a certain set of principles must be defined as a prescription to allow such an experience to take place.  It is cliché to mention, when parents enroll their child in school, they expect their child to read and write, and to learn the math. However, the literacy skills in these subjects alone give the impression of future success, and this paper offers a way to maximize this learner’s future.


PictureThis product must be developed in stages: math, then English components will be developed first and considered the endogenous components of the activity – where the context is the game play (Squire, 25). Last, we’ll bridge the gap of both literary skills with an exogenous story line that includes the music. By doing learner testings that answer questions about the best way to present this activity to the learners, the best story line will be learned? If we include all the bells and whistles offered through technology, this exogenous story line could simply be a virtual simulation game with an avatar in aSimCity environment, wrapped in a story line that appeals to our target audience. It would include incentives or badges that are calibrated to help with the transitions, keeping the user doing math problems and writing. For this reason, I am thinking Edubeats could ultimately reward learners with beats for their educational prowess (captured by Math Swag Points) they demonstrate by participating in the activity. Having access to real live beats provided by real musicians inspiring to keep the learner learning – that would be ideal in a utopia. At this point, the endeavor of this project seems larger than a Master’s project, however, this is the overall direction of where I would like this project to move. Since the products to be developed during each stage can function as two separate products; independent of the overall virtual simulation (exogenous component), there will be many opportunities to develop more than one valuable product based on the fact that many topics (i.e. the order of presidents), could be mapped onto the keyboard, and our learners’ musical interest are not monolithic. So, in dealing with literacy, the topics become math and English.