The other day, we received another lovely message from a mum whose son is in Year 9. When he first came to our centre, he was disengaged from learning Maths and hated it with all his heart. His mum told us that now he understands Maths, and he loves it! That’s exactly what we’ve been […]
Hearing this from one of our students made us incredibly happy. It reminded us why we do what we do. Because we know that we are not here simply to lift grades. We want to see our students enjoy learning, especially a subject they once said they hated, a subject that made them feel discouraged
Many parents call us hoping their child can feel more confident in their learning. And the struggle is a familiar one: when things get a bit more difficult or unfamiliar, kids don’t want to try. They think they’re “dumb,” that they can’t do it, and they simply don’t want to do it anymore. So how
Every child is unique. They arrive in our classrooms and homes with their own strengths, their own way of seeing the world, their special talents waiting to be discovered. And it is essential for educators and parents to honour and hone that individuality. When we recognise and nurture each child’s strength, we bring out their
In a world that changes faster than any textbook can keep up with, the most powerful gift we can give our children is the love of learning itself. No one can say with certainty what careers will exist in 20 years, or exactly which skills will matter most. But as educators and parents, we can
Knowing ‘how’ to learn is just as important as ‘what’ to learn. We often talk about study techniques such as improving focus, skimming effectively, memorising new concepts, taking better notes. But today I want to address something equally crucial: How to keep yourself motivated when things get difficult, or when you feel like giving up
appy learning Have you ever noticed that when children are happy, they remember exactly what you tell them? But when they are reluctant, upset, or resistant, very little seems to register. That is why it is often not ideal to lecture children immediately after they have done something wrong. In that moment, they are usually not in a state
