Organic Chemistry Tutor YouTube Momentum

Organic Chemistry Tutor YouTube MomentumIs there a secret to organic chemistry tutor YouTube momentum? In order to understand this, you must first know that when you watch a video on YouTube, it is usually only available for viewing by your fellow community members. Most popular online videos are all the rage on Facebook and other social networking sites.Since the content of the videos was created by the website's creator, they will often be read by a large audience of people, which means that a lot of them can reach the information that the video is attempting to convey. For example, if the creator created a video on a particular disease, that is going to come across to a large audience. Even if it is only 20% of the viewers will read the content because it is a very topical topic. These are just a few examples of why organic chemistry tutor YouTube momentum is so important.Tutor videos will reach thousands of people. Not only are they something that people can easily reference on G oogle, but they are also incredibly interesting and entertaining to watch. There are many YouTube teachers who make use of these tools in order to get the most out of their YouTube experience. This is one of the main reasons why these things are so important.Although organic chemistry tutor YouTube momentum is not going to increase the number of views, it can help you get a better chance at getting those views in the first place. If you learn to create good content, you will be able to attract more people to visit your website. One of the reasons why the online education market is so popular is because so many people can access it. You do not need a lot of traffic to have traffic.Organic chemistry tutor YouTube momentum is what happens when you have a lot of content. When people have the ability to watch a lot of content, it means that the quality of the information will be much higher. It is the reason why so many people find YouTube to be such a valuable resource. If you are looki ng to improve your business or job performance, there is no reason why you should not use the internet. The power of this platform is huge and there is so much out there.Organic chemistry tutor YouTube momentum can be used as a way to help you build your business. You can also use it as a great source of marketing and promotion. There are many website owners who are making use of these to promote their website. It will never hurt to use it. For example, if you want to market a website, it is best to use the video content that can help to get more people to your website. This will help you build credibility and value to potential customers.Organic chemistry tutor YouTube momentum is used by many people on the internet today. There are a lot of benefits to using it in conjunction with your online business. The benefits go far beyond simply adding more traffic to your website.

Want to Accept the Gift of Online Tutoring Reward Program

Want to Accept the Gift of Online Tutoring Reward Program 0SHARESShare We, at Tutor Pace, have time and again introduced innovations to ensure the optimum satisfaction of our students. This time too we have created something that not only provides excellent service but also a precious reward to our students. Say a big hi to your dearly loved reward program. Feeling zealous to know about it? Don’t worry; we’ll answer all types of questions for you, so that you are able to understand the hidden benefits of reward program. I don’t know what is Reward Program? The word reward means an appreciation or incentive. So, the reward program is also meant to reward you for your association with us. What do I get in reward program? The reward program is an exciting game of points. You earn points whenever you enroll in our subscription plans or even continue your enrollment with us. As you continue your subscription, the points keep on accumulating to give you huge benefits once you reach a total of 6000 points. What are the criteria of earning points? The criteria of earning the reward points are simple and seamless. You receive points on the basis of the subscription plan that you choose as per your requirements. We offer various plans, as given below: College grade 1 hour or 2 hours plan  No point 5 Hours plan                 250 points 10 Hours plan               500 points 15 Hours plan               750 points 20 Hours plan              1000 points Other than college grade- Hourly plan                   No point for hourly plan Weekly Subscription    250 points Monthly Subscription   1000 points How do I get benefits? You get benefits by redeeming a total of 6000 points. What are the ways to redeem? You can redeem either by check or by upgrading your current plan. What do I get in these two methods? If you redeem by check, we provide you a check worth 99$ in your name. You can simply place a request to receive the check at your home and we’ll deliver the check to your place within 7-10 working days from the day of the receipt of your request. If you redeem by upgrading your current plan, you get to enjoy your plan further, the details of which are given below: College Grads: Get a subscription plan for full 20 hours Other than college grads: Get a subscription plan for one complete month Don’t wait! Reward yourself now by calling Tutor Pace! [starbox id=admin]

Should You Consider an Online MBA Part II

Should You Consider an Online MBA Part II GMAT MBA Admissions Blog In a recent post, we explored why, in general, one should consider pursuing an online MBA. Our argument was that an online MBA program should at least be considered by most potential MBA students because: The academics, professors, and class options are usually equivalent. You’ll learn the same things form the same professors A working professional can use an online MBA to pursue a graduate education without leaving his or her full-time employment, which completely eliminates the “opportunity cost” of forgone salary for two years Some (but not too many) highly rated “brands” with traditional MBA programs (e.g., University of North Carolina) offer online options To explore the online MBA option, we posed four questions: 1) what are the main reasons to get any type of MBA 2) what can you expect from an online MBA relative to an on-campus approach 3) when should you consider an online MBA and 4) when should you not consider an online MBA? In this article, we’ll explore in more detail the scenarios in which an online MBA is a really good option, and those in which it is not. When is an online MBA a really good option? An online MBA is a particularly attractive option for those who: Want to keep working and/or are particularly cost conscious Are pursuing an MBA primarily to acquire new knowledge and skills Are pursuing an MBA to advance within their existing organization Are relatively less worried about “signaling” their talent to potential employers with a prestigious MBA “brand” Are relatively less focused on: Being presented with new job opportunities Switching careers Building their network Gaining real-world experience in new areas through projects or internships Let’s look at one potential program. The University of Kansas offers an aacsb accredited online MBA. Now, the University of Kansas is a flagship university for the state of Kansas, and very well known nationally and internationally for having one of the best college basketball programs. It’s a high quality educational institution. Its undergraduate program is ranked #115 by US News and World Report. Compare this to the “brand” of Indiana University, which offers both a highly ranked traditional and online MBA. Indiana is also a flagship university for the state of Indiana, and a very well-known school because of its basketball program. Indiana’s undergraduate program is ranked #90 nationally, in the same general range as Kansas. So, at a high level, for the relatively uninformed person just looking at a resume, “University of Kansas” and “Indiana University,” regardless of whether it’s an undergraduate or graduate degree, will likely elicit a response along the lines of “yeah, pretty good school.” In a previous post about the online MBA option, we noted that Indiana happens to have a well regarded traditional MBA program (~#25 nationally) and one of the most highly rated online MBA programs in the country (#3 as rated by US News). The traditional MBA will run you almost $350,000 in direct costs and lost salary when taking two years off to do the program, while the Kelley Direct online MBA costs ~$70,000. Now, let’s use this is an anchor, and consider someone who is just getting an MBA because they need to learn new things, and because they are guaranteed new opportunities at work, or even a promotion, if they earn an MBA. We have already seen that choosing an online MBA from Indiana will save this person $280,000 ($350K - $70K = $280K). The online MBA from Kansas has a price tag of $36,000. Kansas, which has an online MBA program that is only ranked #78 by US News, is basically half the price of Indiana’s online program. For many folks who are knowledgeable of MBA programs, you might point out that there is a huge difference between Kelley’s online program, which is essentially one of the best possible online MBA programs one can pursue (#3 ranking nationally), and Kansas’ program, which is relatively new (#78 nationally). But one costs $70K (Indiana) and the other costs about half that. And the general “brand” associated with the University of Kansas is not bad at all. It’s a reasonable option, all things considered. When does an online MBA make less sense? If your focus in earning an MBA is signaling to the business community, and specifically recruiters at companies for which you’d like to work, that you are particularly motivated, talented, and knowledgeable, it probably makes sense to target a top 10-15 ranked MBA program. Unfortunately, none of those programs offers an online option. If you are pursuing an MBA because you want to switch careers, this means you are likely interested in having some substantial project-based learning experiences in business school, and you’d like to do an internship. You are probably also hoping that, as your MBA experience nears its conclusion, you’ll have the opportunity to interview with lots of different potential employers who put a premium on applicants with degrees from your school. Unfortunately, these are not the things that online MBA programs tend to offer. Finally, and perhaps obviously, if you are looking forward to taking a break from your career to build your professional network, the online MBA is not the most logical path. Conclusion If you know you want to earn an MBA, and your focus is primarily on learning new things and acquiring new skills, you should consider an online MBA. The traditional in-person MBA is unmatched when it comes to offering opportunities to switch careers or associate yourself with the most highly ranked and prestigious business school brands nationally, but these benefits come with a very high price tag. If you are comfortable in your current job and are just looking for ways to build your knowledge base and advance in your organization, an online MBA could be the perfect fit.

Apply to vs Apply for

Apply to vs Apply for Source:  Wikimedia Commons What is the difference between  apply to  and apply for? Do you find prepositions confusing? Do you sometimes wonder which preposition to use, unsure of its effect on meaning? You are not alone. In the article below, you will learn the difference between apply to and apply for, and you will learn how to correct this common grammar error. Rules and Examples RULE: Use  apply to  to say WHERE you are applying and use  apply for  to say the PURPOSE of your application. EXAMPLE: You could apply  to  the hospital. Send your CV and apply  for  a job. INCORRECT: I will apply  for  another university if I dont get accepted by my first choice. CORRECT: I will to apply  to  another university if I dont get accepted by my first choice. INCORRECT: You can apply  to  the job online. CORRECT: You can apply  for  the job online. Please follow and like us:

2015 June Challenge Winners Send us your After Video and earn an extra 50 ITC!

2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge! 2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge! 2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge!

English Language Learners What Methods Are Best for ESL Students and Teachers

English Language Learners What Methods Are Best for ESL Students and Teachers Current ResearchGoldenberg and Coleman’s “Academic instruction in a second language” is a straight-forward article talking about the many issues and strategies in goingabout instructing for students who are currently learning the native language. In the case of the article English learners are focus here. They are often referred to as English Language Learners, or, ELLs. The authors begin by explaining how effective instruction for ELLs will share many similarities to effective instruction for native English speakers. They build on this by saying that effective instruction for ELLs will require additional approaches and resources in order to be truly effective. However the questions of what adjustments and supports will best serve ELLs in obtaining grade-level appropriate academic content are still unanswered. The authors then say that it is the responsibility of all educators to provide for their students’ education, rightly so. They reference the Supreme Decision of Lau, which says anything less than educational equity is unconstitutional.After the introduction of the chapter/article’s content, the authors go into the real essence of the content. They talk about what is effective in terms of academic instruction, things such as clear goals and directions. As said before, many of their academic instructions are effective for both ELLs and native speakers alike. They also talk about Sheltered Instruction Strategies in English, most importantly targeting content and English language objectives in every lesson. They then draw comparisons between different ways of learning English, normally called ESL teaching (English as a Second Language) or, more formally, ELD (English Language Development). ELD is teaching English through different content (with less emphasis on the actual content), and Sheltered Instruction. In the end it shows how Sheltered Instruction is a more effective strategy in instructing ELLs. This is because content-based ELD, while providing an effective means to teach the English language, is ineffective in teaching content, thus the students will fall behind academically.Thoughts From An ELL InstructorMy intellectual reaction to this article is positive. I can really make sense of what the authors were trying to convey, the biggest item being the differences between content-based ELD and Sheltered Instruction. It makes sense, as the authors pointed out, that if the objective of ELL students to simply learn English, then content-based ELD is an effective means of which to go about that. But that is not the objective here. The objective is to teach every student that walks into my classroom the content for which they are required to know in order to become educated young adults. Thus content-based ELD will not do. Sheltered Instruction (SI), as the article implies, is the way to go. The primary focus with SI is content, with language development coming second. It can be a difficult path, for student and teacher alike, with SI, but in the end will be more beneficial for the ELLs. I remember having difficult moments in high school, and could not imagine how much more difficult they would be if my comprehension of the language was still being developed, like many ELLs. I have no personal experience of this from a teacher's perspective yet, but I am sure to run into at least a handful of ELLs in my future classrooms, and I hope at that time I am able to employ effective academic instruction for them, using Sheltered Instruction in order for them to learn the content, same as their peers.There are a few questions that I walk away from after reading this article (which is good). I’d like to know to what extent Sheltered Instruction is successful in teaching content to ELLs, while still also being able to develop their English language skills. I know at the bottom there is a short bit about how in science classes ELLs are relatively at the same level as their native English speaking peers in learning content, most likely due to much of the science vocabulary being as foreign to the native speakers as to the ELLs. So I suppose that’s a partial answer for my question of how effective Sheltered Instruction could be.What Does This Mean for Our Students?As a future teacher the implications this article has on my future policy and practice are very similar to what my intellectual reaction was. This article has shown be the beginning path of what I should do in terms of practice for my classroom. Scaffolding may be necessary for any ELLs in my class, as much of the work could prove difficult for them at first. However by creating objectives for both content and language developments, I think I could help them overcome the language hurdles they experience. Differentiated instruction has been stressed on myself and my fellow cohorts since day one of this program, and I can see why. Differentiated instruction is an effective way to go about our future practices in order to accommodate for any future challenges we may be facing, be they ELLs or learning disabilities. I would hope the policy of schools whom have ELLs is more in line with Sheltered Instruction and less of content-based ELD, because if it does happen to have a content-based ELD policy, that could potentially be unconstitutional as the education they are providing is not equal, but rather, segregated.

The Dos and Donts of Dropping a Class in College

The Dos and Donts of Dropping a Class in College Dropping a Class: The Dos and Donts Many students get to a point, especially in their first semester,   where they have to decide whether theyre going to power through a class or give up and drop it. For many years students would take the majority of a difficult course, drop it and save their notes for the next term. However, over the years professors figured this out and will often change key aspects of the course so that students have one shot at a passing score. On the other hand, some students honestly didnt know what they were getting into when they signed up for a class or simply werent ready for the material or the time commitment required. So what are the essential rules of dropping a class in college?                       Do: Always make the decision to drop a class after sleeping on it. Students who get overly stressed will often run down to the registrar’s office and drop a class after getting one bad test grade. 99% of such students painfully regret that they dropped the class when they later find out that they could have completed an extra credit assignment or that the ‘D’ they received on their exam was only worth 2% on the final class grade. Students who are considering dropping university level courses should always sleep on it to make sure that their decision is an informed one and not made out of anxiety (READ: 5 Things Successful Students Never Say). Do: Talk to the professor prior to making a final decision. If a student is truly struggling, professors will be able to sit down during office hours and talk about the student’s chance of passing the class. If the professor already knows that the best possible final grade a student could get is a ‘C’, and that they are at risk for failing, they will communicate this. In this case dropping may be a good option. Always talk to the professor beforehand. Dont: Don’t re-enroll in the same class without figuring out what went wrong the first time around. Signing up for the same class next semester without doing additional research will generally result in another low final grade. Students who need to repeat a class should do research on the subject, consult a private tutor, and make sure that they are in line for an A or B grade prior to signing up for a second time. Do: Find out what the long-term repercussions will be for dropping the class. Think about how this will look to potential employers or on a graduate school application. For example, Students who drop a class one week after they enrolled can easily explain that it simply didnt fit into their schedule or the description of the class was not what they were expecting. However, students who drop a class on the last possible date may have some explaining to do (READ: 6 Ways to Spend February Break). Dont: Its not necessary to share the reason for dropping a class with classmates. Certainly classmates will notice a friend’s absence from the drop date forward and will be curious. However, its generally not a good idea to talk about the intricate details of deciding to drop a course. A student’s reasons for their individual academic path are their own. Do: Always find out if the exact course will need to be repeated. For example, if a student is thinking about dropping Math 101 during their freshman year it’s extremely likely that they will have to take Math 101 a second time. On the other hand, if a student wants to drop Anthropology 203, its very possible that they will be able to find an alternate class to fill their science credit requirement (READ: Extra Curricular Activities For Your College Resume). Do: Find out if the same class can be taken with a different professor. Many students drop a class not just because of the subject matter but because they find the professor’s assignments to be overly difficult. If the subject matter is within a student’s grasp but the professor’s personality is not a good match, the student is advised to find out if they can take the same course with a different professor next term. If this is the only professor that teaches the specific course, students may decide to simply power through the class, pass it and be done. In short? With the exception of dropping a class within the first week due to scheduling issues, its important for college students to weigh the various options, benefits, and repercussions when they decide to drop a course if youre still not sure, talk to your Orange County college consultant. There are both pros and cons to dropping a course and its a decision that should not be made lightly. 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 post about â€" our Orange County private academic tutors are happy to help. The Dos and Donts of Dropping a Class in College Dropping a Class: The Dos and Donts Many students get to a point, especially in their first semester,   where they have to decide whether theyre going to power through a class or give up and drop it. For many years students would take the majority of a difficult course, drop it and save their notes for the next term. However, over the years professors figured this out and will often change key aspects of the course so that students have one shot at a passing score. On the other hand, some students honestly didnt know what they were getting into when they signed up for a class or simply werent ready for the material or the time commitment required. So what are the essential rules of dropping a class in college?                       Do: Always make the decision to drop a class after sleeping on it. Students who get overly stressed will often run down to the registrar’s office and drop a class after getting one bad test grade. 99% of such students painfully regret that they dropped the class when they later find out that they could have completed an extra credit assignment or that the ‘D’ they received on their exam was only worth 2% on the final class grade. Students who are considering dropping university level courses should always sleep on it to make sure that their decision is an informed one and not made out of anxiety (READ: 5 Things Successful Students Never Say). Do: Talk to the professor prior to making a final decision. If a student is truly struggling, professors will be able to sit down during office hours and talk about the student’s chance of passing the class. If the professor already knows that the best possible final grade a student could get is a ‘C’, and that they are at risk for failing, they will communicate this. In this case dropping may be a good option. Always talk to the professor beforehand. Dont: Don’t re-enroll in the same class without figuring out what went wrong the first time around. Signing up for the same class next semester without doing additional research will generally result in another low final grade. Students who need to repeat a class should do research on the subject, consult a private tutor, and make sure that they are in line for an A or B grade prior to signing up for a second time. Do: Find out what the long-term repercussions will be for dropping the class. Think about how this will look to potential employers or on a graduate school application. For example, Students who drop a class one week after they enrolled can easily explain that it simply didnt fit into their schedule or the description of the class was not what they were expecting. However, students who drop a class on the last possible date may have some explaining to do (READ: 6 Ways to Spend February Break). Dont: Its not necessary to share the reason for dropping a class with classmates. Certainly classmates will notice a friend’s absence from the drop date forward and will be curious. However, its generally not a good idea to talk about the intricate details of deciding to drop a course. A student’s reasons for their individual academic path are their own. Do: Always find out if the exact course will need to be repeated. For example, if a student is thinking about dropping Math 101 during their freshman year it’s extremely likely that they will have to take Math 101 a second time. On the other hand, if a student wants to drop Anthropology 203, its very possible that they will be able to find an alternate class to fill their science credit requirement (READ: Extra Curricular Activities For Your College Resume). Do: Find out if the same class can be taken with a different professor. Many students drop a class not just because of the subject matter but because they find the professor’s assignments to be overly difficult. If the subject matter is within a student’s grasp but the professor’s personality is not a good match, the student is advised to find out if they can take the same course with a different professor next term. If this is the only professor that teaches the specific course, students may decide to simply power through the class, pass it and be done. In short? With the exception of dropping a class within the first week due to scheduling issues, its important for college students to weigh the various options, benefits, and repercussions when they decide to drop a course if youre still not sure, talk to your Orange County college consultant. There are both pros and cons to dropping a course and its a decision that should not be made lightly. 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 post about â€" our Orange County private academic tutors are happy to help.