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Supporting your child’s literacy skills in Years 4 to 9.By Liana Chandler (Bach EC, M.T & M Ed Spec)

26/6/2014

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Literacy is an essential skill that children need to succeed in their everyday lives.  As a parent or carer, you will have already made a significant contribution to supporting your child’s learning from an early age.

 

Now that your child has reached the middle phase of their education, they will be supported by their school to move from primary to secondary education.

 

It is critical for you to continue to play an active role in helping to develop your child’s literacy so they can achieve the best possible outcomes.

 

Your vital role as a parent or carer

 

You might not realise it, but you are already contributing to the development of your child’s literacy skills through regular activities such as discussing the meaning of new words and phrases, the main ideas in books or events in a newspaper story.

 

Improving your child’s understanding and use of these skills will help to increase their enthusiasm to actively participate in the classroom and build on the foundation of literacy they have already gained in earlier years.  Ensuring that your child feels confident talking to you and their teacher about school work will enhance their opportunity to thrive in the 21st century.

 

What literacy skills will your child learn at school?

 

During Years 4 to 9, young people begin to investigate the world beyond home and school and are required to become more independent learners.  Students learn to write for particular audiences and purposes such as describing, explaining, instructing, arguing and narrating.  They read and comprehend different types of texts and visuals.  This involves identifying the purpose, audience, main ideas and order of events in a text, as well as making connections between ideas and information in different paragraphs and drawing conclusions.

 

Activities to do with your child

 

Here are some simple yet effective activities you can do with your child to help them apply the literacy skills they learn at school:

  • read some of the same books as your child and talk about characters, storylines and themes
  • when assembling a newly purchased item, ask your child to assist with the reading of the instructions and interpreting diagrams
  • read the newspaper with your child each morning — choose an article to discuss and ask questions such as ‘what is the report telling you?’ and ‘what does this word mean?’
  • use language that encourages thinking and reflection such as ‘do you agree with what was written in that newspaper article or story?’ — have your child locate sources within the story or text to support their point of view
  • talk about movies you have seen — discuss why a filmmaker may have created a movie in a certain way, the purpose of the film, the intended audience and what points of view or values are conveyed. Talk about language choices and why characters are represented in certain ways.
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Supporting your child’s literacy skills in Prep to Year 3.By Liana Chandler (Bach EC, M.T & M Ed Spec)

22/6/2014

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Literacy is an essential skill that children need to succeed in their everyday lives.  As a parent or carer, and your child’s first teacher, you have the opportunity to make a significant contribution to supporting your child’s learning — from the time they are an infant through to adulthood.

 

When your child starts school, it is critical for you to continue to play an active role in helping to develop your child’s literacy so they can achieve the best possible outcomes.

 

Your vital role as a parent or carer

You might not realise it, but you are already contributing to your child’s understanding of literacy from an early age.  For example, having books in the home and reading these with your child; taking your child on trips to the grocery store; reading the signs and labels on products; and having your child help you prepare meals by reading out the recipe and instructions can familiarise them with reading and writing.

 

Ensuring that your child feels confident talking to you and their teacher about school work will enhance their opportunity to thrive in the 21st century.

 

What literacy skills will your child learn at school?

In the first years of school, children learn through hands-on activities. Your child’s teacher will identify what they already know and can do, and will extend their knowledge and skills through new and challenging situations.

 

An important aim of the Preparatory Year is to build on your child’s previous experiences with new and different learning opportunities at school. Teachers help children to connect their home language with spoken and written English used in the classroom and other environments.

 

Children will learn how to speak in different situations, for example, in play, telling a story, or telling what happened on a picnic or on visits to friends or a library.  They will learn to understand that printed words have meaning and together words can describe ideas and events and tell a story.

 

In Prep classrooms, children see a lot of written language and pictures to help them learn about labels, sentences, directions and routines. Materials for writing, painting and drawing are available to encourage children to use their literacy skills.

 

In Years 1 to 3, children use language in increasingly complex and unfamiliar situations. They learn to use the language necessary for different purposes such as reading and writing stories, lists, recipes and reports, and understanding charts and diagrams.

 

Children will speak and write about real-life and imagined events and experiences and learn ways to improve their written work through drafting and editing.  If you have any questions or concerns about your child’s progress please contact your child’s teacher.

 

Activities to do with your child

Here are some simple yet effective activities you can do with your child to help them apply the literacy skills they learn at school:

• keep blank paper and pencils handy at home for writing activities

• read with and to your child every day

• have your child collect and sort the mail — who are the letters for and who are  they from?

• create a collage using junk mail, old magazines or your child’s drawings with a particular focus — this could include pictures of things beginning with an ‘s’ sound or all pictures showing a particular colour

• make a scrapbook — this could be about a holiday or special event, and have your child write captions for the photos and pictures

• make your kitchen a ‘cooking’ zone and a ‘reading’ zone — use fridge magnets to make new words and short sentences, or have your child write the weekly shopping list and read names on packages

• play word games and do crosswords to help develop spelling and vocabulary

• keep a dictionary in an easily accessible place — show your child how it can be used for a variety of purposes and accessed while word processing on a computer

• make the writing of letters, notes, cards or emails a daily family activity — you can write notes to your child and encourage them to write notes back to you.

 

 

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How Do Children Learn to Read?  By Liana Chandler (Bach EC, M.T & M Ed Spec)

19/6/2014

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Understanding how sounds are connected to print

In an English alphabetic system, the individual letters on the page are abstract and meaningless, and they must eventually be linked to equally abstract sounds called phonemes, blended together and pronounced as words, where meaning is finally realized.

To learn to read English, children must figure out the relationship between sounds and letters.  Therefore, the beginning reader must learn the connections between the approximately 44 sounds of spoken English (the phonemes), and the 26 letters of the alphabet.

What we have discovered is that for a beginning reader to learn how to connect or translate printed symbols (letters and letter patterns) into sound, they must understand that our speech can be segmented or broken into small sounds (phoneme awareness) and that the segmented units of speech can be represented by printed forms (phonics).  This understanding that written spellings systematically represent the phonemes of spoken words is absolutely necessary for the development of accurate and rapid word reading skills.

Why are these principles so critical for the beginning reader? Because if children cannot perceive the sounds in spoken words – for example, if they cannot "hear" the at sound in fat and cat and perceive that the difference lies in the first sound, they will have difficulty decoding or "sounding out" words in a rapid and accurate fashion.  This awareness of the sound structure of our language seems so easy and commonplace that we take it for granted. But many children do not develop phonemic awareness. 

From numerous studies we now understand that it is not the ear that understands that a spoken word like cat is divided into three sounds and that these discrete sounds can be linked to the letters C-A-T.

Rather, we know it is the language systems in the brain that performs this function. In some youngsters, the brain seems to have an easy time processing this type of information.

However, in many children that skill is only learned with difficulty, and thus must be taught directly, explicitly, and by a well-prepared and informed teacher.

It also has become clear that the development of these critical early reading-related skills, such as phonemic awareness and phonics, are fostered when children are read to at home during the preschool years, when they learn their letter, and when they are introduced at very early ages to concepts of print and literacy activities

Does this mean that children who have a difficulty understanding that spoken words are composed of discrete individual sounds that can be linked to letters suffer from brain dysfunction or damage? Not at all!

It simply means that the neural systems that perceive the phonemes in our language are less efficient in these children than in other children.

The development of phonemic awareness, the development of an understanding of the alphabetic principle, and the translation of these skills to the application of phonics in reading and spelling words are non-negotiable beginning reading skills that all children must master in order to understand what they read and to learn from their reading sessions.

But the development of phonemic awareness and phonics, while necessary, are not sufficient for learning to read the English language so that meaning can be derived from print.  In addition to learning how to "sound out" new and/or unfamiliar words, the beginning reader must eventually become proficient in reading at a fast pace larger units of print such as syllable patterns, meaningful roots, suffixes, and whole words.

The development of reading fluency

While the ability to read words accurately is a necessary skill in learning to read, the speed at which this is done becomes a critical factor in ensuring that children understand what they read.

Children vary in the amount of practice that is required for fluency and automaticity in reading to occur. Some youngsters can read a word only once to recognize it again with greater speed; others need 20 or more exposures. The average child needs between four and 14 exposures to automatize the recognition of a new word.

Therefore, in learning to read, it is vital that children read a large amount of text at their independent reading level (with 95 percent accuracy), and that the text provide specific practice in the skills being learned.

It is also important to note that spelling instruction fosters the development of reading fluency. Through spelling instruction, youngsters receive many examples of how letters represent the sounds of speech and also alert the young reader to the fact that written words are made up of larger units of print (like syllables). This insight lets the developing reader know that word recognition can be accomplished by reading words in larger "chunks" rather than letter-by-letter.

Constructing meaning from print

The ultimate goal of reading instruction is to enable children to understand what they read.

The ability to understand what is read appears to be based on several factors. Children, who comprehend well, seem to be able to activate their relevant background knowledge when reading – that is, they can relate what is on the page to what they already know.

Good comprehenders also must have good vocabularies, since it is extremely difficult to understand something you cannot define.

Good comprehenders also have a knack for summarizing, predicting, and clarifying what they have read, and they frequently use questions to guide their understanding.

Good comprehenders are also facile in employing the sentence structure within the text to enhance their comprehension.

In general, if children can read the words on a page accurately and fluently, they will be able to construct meaning at two levels. At the first level, literal understanding is achieved. However, constructing meaning requires far more than literal comprehension.

The children must eventually actively guide themselves through text by asking questions like, "Why am I reading this and how does this information relate to my reasons for doing so?," "What is the author's point of view?," "Do I understand what the author is saying and why?," "Is the text internally consistent?," and so on. It is this second level of comprehension that leads readers to reflective, purposeful understanding of the meaning of what they have read.

The development of reading comprehension skills, like the development of phoneme awareness, phonics, and reading fluency, needs to be fostered by highly trained teachers.

Recent research shows that the teacher must arrange for opportunities for students to discuss the highlights of what they have read and any difficulties they have had when reading.

Children's reflections on what they have read can also be directly fostered through instruction in comprehension strategies. These sorts of discussions and activities should be conducted throughout a range of literacy genres, both fiction and nonfiction, and should be a regular component of the language arts curriculum throughout the children's school years.

 

 

 

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Top 10 Things to Know About Reading.  By Liana Chandler (Bach EC, M.T & M Ed Spec)

11/6/2014

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Here are 10 things you need to know about reading—what it takes to learn to read and how to help struggling readers.

Too many Australian children don’t read well.

Thirty-three percent of Australian year four students read below the “basic” level.  The “basic” level is defined as “partial mastery of the prerequisite knowledge and skills that are fundamental for proficient work at each grade.

An achievement gaps exists.

Many students enter kindergarten performing below their peers. And they remain behind as they move through the grades. Differences in language, exposure to print and background experiences multiply as students confront more challenging reading material in the upper grades. There is a well-established correlation between prior knowledge and reading comprehension: Students, who have it, get it. Students who don’t, don’t. The differences are quantifiable as early as age 3. For some subgroups of students, the reading failure rate is even higher than their same-age peers: 52 percent of Indigenous students, 51 percent of ESL students, and 49 percent of students in poverty all scored Below Basic reading level.

High-need students have chronic difficulty in the classroom. Teachers must be prepared to meet the challenges they face.

Learning to read is complex.

Reading is a complex process. It draws upon many skills that need to be developed at the same time. Dr. Marilyn Adams of Brown University compares the operation of the reading system to the operation of a car. Unlike drivers, though, readers also need to:

  • Build the car (develop the mechanical systems for identifying words)

  • Maintain the car (fuel it with print, fix up problems along the way and

    make sure it runs smoothly)

  • And, most importantly, drive the car (which requires us to be motivated, strategic and mindful of the route we’re taking)
Cars are built by assembling the parts separately and fastening them together. Adams says:

“In contrast, the parts of the reading system are not discrete. We cannot proceed by completing each individual sub-system and then fastening it to one another. Rather, the parts of the reading system must grow together. They must grow to one another and from one another.”

The ultimate goal of reading is to make meaning from print. A “vehicle” in good working order is required to help us reach that goal.

Teachers should teach with the end goal in mind.

The most accomplished teachers learn to teach with the end goal of readers and learners in mind. Teachers working with young children learn to balance the various components of reading—phonemic awareness, phonics, fluency, vocabulary and comprehension—in their everyday teaching. The very best teachers integrate the components while fostering a love of books, words and stories.

Kids who struggle usually have problems sounding out words.

Difficulties in decoding and word recognition are at the core of most reading difficulties. Poor readers have difficulty understanding that sounds in words are linked to certain letters and letter patterns. This is called the “alphabetic principle.” Many poor readers don’t attain the alphabetic principle because they haven’t developed phonemic awareness. This means being aware that words are made up of speech sounds, or phonemes. When word recognition isn’t automatic, reading isn’t fluent. And comprehension suffers.

 

 

What happens before school matters a lot.

What preschoolers know before they enter school is strongly related to how easily they learn to read in first grade. Three predictors of reading achievement that children learn before they get to school are:

  • The ability to recognize and name letters of the alphabet
  • General knowledge about print (understanding, for example, which is the front of the book and which is the back and how to turn the pages of a book)
  • Awareness of phonemes (the sounds in words)
Reading aloud together builds these knowledge and skills. It is the single most important activity for parents and caregivers to do to prepare children to learn to read.

Learning to read is closely tied to learning to talk and listen.

Families and caregivers need to talk and listen to young children to help them learn the skills they will need for reading. When a child says “cook” and her father says, “Would you like a cookie?” he’s building her knowledge of vocabulary, sentence structure, syntax and purposes for communication. This will help her become a reader in later years. When a caregiver sings rhymes and plays word games with the children she cares for, she’s helping them recognize the sounds in words (phonemic awareness). Children with language, hearing or speech problems need to be identified early. Then they can receive the help they need to prevent later reading difficulties.

Without help, struggling readers continue to struggle.

Many children learn to read by first grade regardless of the type of instruction they receive. The children who don’t learn, however, don’t seem able to catch up on their own. More than 88 percent of children who have difficulty reading at the end of first grade display similar difficulties at the end of fourth grade. And three-quarters of students who are poor readers in third grade will remain poor readers in high school. These facts highlight the importance of providing a strong foundation from birth through age 5.

With help, struggling readers can succeed.

For 85 to 90 percent of poor readers, prevention and early intervention programs can increase reading skills to average reading levels. These programs need to combine instruction in phoneme awareness, phonics, spelling, reading fluency and reading comprehension strategies. They must be provided by well-trained teachers. As many as two-thirds of children with reading disabilities can become average or above-average readers if they are identified early and taught appropriately. These facts underscore the value of having a highly trained teacher in every classroom.

Teaching kids to read is a team effort.

Parents, teachers, caregivers and members of the community must recognize the important role they can play in helping kids learn to read. Research shows that what families do makes a difference. What teachers do makes a difference. And what community programs do makes a difference. It’s time for all of us to work together to ensure that every child learns to read. It is our shared responsibility.

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Behaviour Management: Evaluation of an incident. By Liana Chandler (Bach EC, M.T & M Ed Spec)

8/6/2014

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Over my years of work I have had to report on many and varied incidences of behaviour management.  The following report is an evaluation of a recent incident where the teacher involved asked for guidance on prosocial behaviours.  An incident occurred between a kindergarten teacher and one of her children in the class.  It was reported to me that the child often “misbehaved” during free play on the Friday before lunch and the teacher had tried on numerous occasions to discipline the child often keeping him in at lunch time.  The report below critically evaluated the strategies associated with the incident between the child and teacher by identifying and evaluating the behaviour management strategies implemented.  The report then goes on to describe and provide an alternative approach that would have been more effective in guiding the child’s prosocial behaviour. 

Evaluation of the strategies used in the incident

Observing the incident between the child and teacher it was clear that the teacher used a punishment disciplinary approach.  This approach sits in with James Dobson’s punishment discipline theory and Skinners behaviour modification theory (Edwards, 2008).  Dobson felt children needed to learn to submit to authority and that the role of the teacher was to control their behaviour.  Skinner advocated tight control and the manipulation of children’s behaviours, he believed that disruptions were certain if their behaviour was not regulated and controlled (Edwards, 2008).  The one positive aspect in this incident was that the teacher immediately addressed the behaviour issue, however in using a punishment disciplinary approach it then impacted very negatively on the child, the teacher and the class.  

One of the negative aspects in using this approach implied that the child wilfully engaged in wrongdoing (Gartrell, 2011).  The teacher then publicly labelled him as naughty and it became an emotional reprimand when she inferred that he needed to be like the other children or no-one would want to play with him and as Ormrod (2011) states “verbal reprimands are only effective when they are immediate, brief and unemotional.  Because the reprimand was neither brief nor unemotional the child was then seen to act out as he had been labelled.  Children will do this because they often internalise negative comments, seeing themselves as they are labelled (Gartrell, 2011; Ormrod, 2011).  Using this method the teacher saw discipline as way of teaching the child a lesson however for the child it turned out to be one of humiliation and not much else, which then prompted the child to behaviour in the manner in which he had been labelled (Watson, 2003). 

The teacher then tried to finish the punishment by keeping the child in at lunch time however she utilised the time ineffectively as she made the child sit at his desk in complete silence while she went on with some work.  The teacher needed to make it clear to the child what was happening and the behaviour that was being addressed and then followed-up with him about what behaviours were expected (Rogers, 2011).  She also needed to find out why it was during this time only that he acted out; perhaps there was an underlying reason for the misbehaviour (Gartell, 2011).

An Alternative Approach

In this incident rather than viewing what had happened in terms of misbehaviour, an alternative approach would be to understand that the child is still learning to develop his interpersonal and intrapersonal skills, and he will make mistakes as he acquires them (Gartrell, 2011).  The child appeared to have an unmet desire to explore his environment and engage in relationships and activities, because these needs were unmet his mistaken behaviour was triggered (Gartrell, 2011).  It also appeared that he was deliberately misbehaving just on this day and time to avoid going out at lunch time and this issue needed to be explored.

 

An alternative response to this incident could have been to try to see what his triggers were such as was he trying to gain attention, exercise power or express frustration (Dreikurs & Dinkmeyer, 2003).  The teacher needed to acknowledge the child by addressing him directly and then inviting him to join the children on the mat playing with the mobile, in doing this it could have resolved the issue straight away and not have led to the child destroying the building that the children were constructing.  If this approach did not work and the child still acted out by destroying the building then the teacher should have taken him aside and talked with him privately, in doing this it would have allowed the child to learn to manage his emotions, to understand his behaviour and how his behaviour made the other children feel.  The talk would need to acknowledge the child’s feelings - which is, it’s alright to feel frustrated and upset; but that it is not alright to destroy what his fellow classmates have spent so much time making (Gartrell, 2008).  The teacher then needed to ask the child to come to the mat and clean up the mess.  Gartrell (2011) provides the opinion that teachers who use the guidance approach will support children’s competence, worth and belonging, this will then drive them toward development and growth, which then results in all of their basic needs being met, this relates to the Hierarchy of Needs model by Maslow (as cited in Berk, 2006). 

 

Further to this talk would be a talk with child about why he only acts out during this time on this day, try to find the underlying issue so it can be resolved and also to let the child know that if he does need help and support his teacher will be there for him.

 

Bibliography

Berk, L. (2006). Child Development (7th ed.). Boston: Allyn and Bacon.

Burts, D., Schmidt, H., Durham, R., Charlesworth, R., & Hart, C. (2007). Impact of the Developmental Appropriateness of Teacher Guidance Strategies on Kindergarten Children's Interpersonal Relations. Journal of Research in Childhood Education, 21(3), 290. Retrieved from ERIC database.

Driekurs, R. & Dinkmeyer, D. (2003).  Encouraging Children to Learn.  Illinois:  Prentice Hall.

Edwards, C. (2008).  Classroom Discipline & Management (5th edition).  N.J.: John Wiley & Sons, Inc.

Gartrell, D. (2008). Comprehensive Guidance. YC: Young Children, 63(1), 44-45. Retrieved from Education Research Complete database.

Gartrell, D. (2011).  A guidance approach for the encouraging classroom (5th edition).  Washington, DC: Thomson/National Association for the Education of Young Children.

Glasser, W. (2011).  Choice Theory in the Classroom.  NY:  Harper Collins.

Hearron, P. F., & Hildebrand, V. (2009). Guiding Young Children (8th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010).  Educational Psychology for Learning and Teaching (3rd edition).  Victoria:  Cengage Learning Australia.

Marion, M. (2011). Theoretical foundations of child guidance. In Guidance of young children. (8th ed., pp. 27-55). Boston, MA: Merrill Prentice Hall.

Ormrod, J. E. (2011). Educational psychology: Developing learners (7th ed.). Boston, MA: Pearson.

Rogers, B. (2011).  Classroom Behaviour. (3rd edition).  London: SAGE.

Watson, M. (2003).  Attachment Theory and challenging behaviours:  Reconstructing the nature of relationships.  Young Children, 58(4), 12-20.

 

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Behaviour Management; Tips for positive behaviours By Liana Chandler (Bach EC, M.T & M Ed Spec)

3/6/2014

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The issue of supporting children with severe challenging behaviour has been an ongoing problem for Australian schools.  Estimates of the problem vary considerably depending on stringency of criteria but prevalence rates in the range of 3% to 6% are commonly reported.  One recent response to this problem in New South Wales has been to establish segregated schools servicing children with behaviour problem.  Nevertheless, considering the reported prevalence rates, it is clear that the vast majority of children continue to be supported in regular classes. 

 

The issue then becomes how can these children be supported in regular classes when their behaviours not only impede their learning but the learning of those around them.

 

It is important for the educators to ask why the student is misbehaving.  There is always a purpose.  Is it getting attention, power, revenge or feelings of failure? It's important to understand the purpose to readily support it.  For instance, knowing a child is frustrated and feeling like a failure will require a change of programming to ensure that he/she is set up to experience success. Those seeking attention need to receive attention - catch them doing something good! Recognise it! 

Avoid Power Struggles:

In a power struggle, nobody wins. Even if you do feel like you've won, you haven't because the chance of reoccurrence is great. Avoiding power struggles really comes down to exerting patience. When you show patience, you're modeling good behaviour; you ALWAYS want to model good behavior even when you are dealing with inappropriate student behaviors. Do you do this? A child's behavior is most often influence by your behavior, remember this. If you are hostel or mad when dealing - they too will be.

Do the Opposite of What They Expect:

When a child/student misbehaves, they often anticipate your response. Do the unexpected. For instance, when you see children playing with matches or playing in an area that is outside of the boundaries, they expect you to say "Stop", or "Get back inside the boundaries now!" However, try saying something like "You kids look too smart to be playing there" (or playing with matches). You'll quite surprise them. This is a little trick that works well most of the time. Say something positive first.

Find Something Positive:

For students or children who regularly misbehave, it can be very difficult to find something positive to say. Work at this, the more they receive attention for the positive things, the less apt they are to look for attention in a negative way. Go out of your way to find something positive to say to your chronic misbehaving students. Remember, these children often lack belief in their own ability. You need to help them see that they are capable.

Don't Be Bossy - This Too is Bad Modeling:

Bossiness usually ends up with students seeking revenge. Ask yourself, do you like being bossed around? Chances are that you don't. Neither do children. After all if you employ the strategies suggested here, you'll find that you won't need to be bossy. Always express a strong desire and strong interest to have a good relationship with the student/child.

Sense of Belonging:

When students or children don't feel that they belong, the result is usually the display of unacceptable behavior. Make sure the student has a strong sense of belonging. Praise the child's efforts to get along or work with others. Praise attempts to follow rules and adhere to routines.

Up, Down Then Up Again:

My favorite tip of all. When you're about to reprimand or punish a child. Bring them up first "Lately you've done so well, I've been so impressed with your behaviour' "Why today did you need to be involved with a 'hands on'". (Deal with the issue). Then end on "I know it won't happen again because you've been so good up until this moment. I have great faith in you." You may use different approaches but always remember: Bring them up, take them down, and bring them up!

In Summary:

Strive to create a positive tone. Research shows that the most important factor in student behavior and performance is the teacher/student relationship.

Students want teachers that:

  • Respect them

  • Care about them

  • Listen to them

  • Don't yell or shout

  • Have a sense of humor

  • Are in a good moods

  • Let students give their opinions and their side/opinion

    Bottom line: Good communication and respect between teacher and students works.

     

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    About ALA

    The Australian Literacy Academy (ALA) is a private English tutoring centre in Castle Hill, NSW dedicated to helping children of all levels and spectrums reach their full potential in the area of literacy: reading, writing, spelling, comprehension and speaking and listening.

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About Us
Australian Literacy Academy is a private English tutoring centre dedicated to helping children of all levels and spectrums reach their full potential in the area of literacy: reading, writing, spelling, comprehension and speaking and listening. We provide tutoring at our Castle Hill centre and online
tutoring to children of all ages across Australia.

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