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Expand your Reading List to Expand your Mind

Lists are to students, what traffic is to drivers. Notoriously unavoidable and inevitable in day-to-day life. Back-to-school stationary lists, homework to-do lists, and shopping lists – The list of lists can go on and on. Despite their pedantic reputation, lists have been proven to be a powerful tool to increase productivity as they display all the items clearly, ensuring nothing is forgotten. However, there is one list in particular, that we are all familiar with: the traditional reading list.

Receiving an annual or termly reading list may not seem like a momentous moment, in that it is typical of academic institutions to enforce literary requirements. Specific books are integral to a year’s syllabus and curriculum, so it may often feel as though reading is a chore or another task to finish in an endless list. But now amid the summer months, I wanted to explore the various benefits of reading for pleasure – when one can go beyond just academic obligation. The rough definition of ‘reading for pleasure’ is as follows; freely choosing the reading or enthusiastically continuing reading after the respective material is assigned. The common factor is enthusiasm. When reading can be seen as a hobby rather than a chore, it can unlock a whole new deeper meaning behind the discipline itself. Reading promotes a sense of empathy, where the reader naturally aligns their emotions with that of the complex characters presented in the plot. Reading also has the power of metaphorical transportation; we can depart from our four walls, our situation, to different historical worlds of fantasy or mystery. In a research essay exploring the benefits of ‘pleasure reading’ on academic success, Whitten writes:

“Many educators encourage their students to read outside of the classroom in order to increase reading comprehension, vocabulary, general knowledge, and cultural awareness; however, research indicates that pleasure reading may have a greater influence on a child’s overall academic performance than their socio-economic background-” (pg. 48)

I find that one of the biggest advantages of pleasure reading is that the reader can determine their own pace, and there is no better setting for this than over the summer holidays. Schools, English tuition, private tuition, or other academic environments have to press time constraints in order to follow a schedule. Reading for fun calls for independence in time scheduling, pace, and location. With lockdown measures still in place, one can get creative in finding cosy reading spots around the house.

 

So, I urge students, parents, and everyone to try qualitative not quantitative reading, to explore new genres, work from modern authors, and classic texts. Below are links to more lists – ones that don’t have the usual time pressure – for you to read and enjoy this summer.

100 ‘Must Read’ Books for All Ages:

https://www.penguin.co.uk/articles/2018/100-must-read-classic-books/

 

Must Read Books for 9-12-year-olds:

https://www.penguin.co.uk/articles/children/2019/apr/must-read-books-for-9-12-year-olds.html

 

References: Whitten, C., Houston, S.J., & Labby, S.A. (2016). The impact of Pleasure Reading on Academic Success.

-Ketki Mahabaleshwarkar

Does Practise really make Perfect?

When one thinks of the action of practise, it is often synonymous with discipline and order. The fundamental idea of repetitive work is one that is championed by scholars and leaders. Why do we say, ‘practise makes perfect’? Is this a phrase applicable only to one discipline of study, like maths tuition, or is it a more general theory? The scientific impact of practise on the human brain is that the neural pathways work better in unison, by myelination. When we practise a skill over a set period of time, our brain thus becomes conditioned to feel comfortable with the skill – E.g. practising a speech over and over again will make one more confident with the skill of public speaking. It is almost subconscious when we become more attuned to the object of practise.

 

In the life of a student, practise is a certainly an integral pillar of success. Therefore, reserving the period before key exams for revision seems realistic and practical. Private tuition, (such as GCSE levels tuition or 11 plus prep) is a great mode of practise for students to get comfortable with examination conditions. Practise not only allows one to aim for the highest grade, but it also inspires a sense of confidence. If practise encourages personal confidence, it must also have a place in our daily life, whether it be in the extracurricular or academic sphere. The iconic phrase – practise makes perfect – is originated from its Latin form ‘Uses promptos facit’ referenced in the ‘Diary and Autobiography of John Adams’. Clearly, the philosophical and practical message is far from antiquated, and still essential for one’s personal success.

 

However, it must be said that sometimes practise has an innate tendency to feel monotonous. We gain personal satisfaction from seeing immediate results, whereas the ‘art’ of practise can feel like a long-haul endeavour. To achieve the desired results, one must stay diligent over a specific time-frame – this is tough, for boredom can strike, but with perseverance, practise will always achieve results. Will it achieve perfection? The idea of perfection is in itself ambiguous, but what is clear is that practise will make you better at what you are practising. To quote the resounding words of essayist Audre Lorde, “Every day of your lives is practise in becoming the person you want to be”.

 

-Ketki Mahabaleshwarkar

Self-Determination in the Classroom

Achievers’ Academy focusses on providing students with a structured form of education, creating an environment that allows them to flourish. Our student intake is non-selective, yet we achieve outstanding results due to our holistic approach towards education. We teach them ‘how to learn’ rather than spoon-feeding them with merely what is needed to pass exams. Our students become motivated, self-determined and confident young adults as they navigate through life, beyond their education.

 

The Self-Determination Theory (SDT) has been considered in an educational context in the past. It attempts to uncover the degree to which activities are self-determined versus controlled by external or internal influences.

 

 

The model theorises that 3 ‘needs’ should be fulfilled to ensure the longevity of self-determined human motivation.

 

Autonomy

Research by Kasser and Ryan (references below) has shown that performance is enhanced when someone engages in self-governed behaviours or actions. In the classroom, this means  encouraging independent thinking and taking accountability for one’s actions. In addition, autonomy involves allowing students to set their own goals based on their perceived strengths and weaknesses. It is a crucial intrinsic factor that allows students take the reins, instilling confidence.

 

Relatedness

This concept refers to the feeling of acceptance and belonging, especially in a new environment. Taking the time to learn students’ names and facilitating learning in a group setting such that all students feel comfortable. In an educational context, this means practicing active learning, with questions and mistakes being recognised as crucial to the educational journey.

 

Competence

Self-efficacy is essential in maintaining motivation during challenging tasks. In teaching,  this means empowering students by giving them access to an arsenal of resources, including videos, exam papers and handouts. Additionally, competence involves equipping students with long-term study skills, such as note-taking and goal setting. These are valuable tools not only for immediate examinations, but even beyond them.

 

At Achievers’ Academy, we recognise that education and study should not feel like an imposition or a chore. Our intention is to inspire  students and help them develop as independent learners as opposed to academic machines.

 

 

References

Kasser T, Ryan RM. Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personal Soc Psychol Bull. 1996.

 

Patrick H, Williams GC. Self-determination theory: Its application to health behavior and complementarity with motivational interviewing. International Journal of Behavioral Nutrition and Physical Activity. 2012.

 

 

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