Teach with ExplainEverything Tutoring

Teach with ExplainEverything TutoringExplainEverything tutoring is a nationally recognized and licensed tutoring agency. Our primary focus is the field of education, but we have trained both students and tutors who help with an array of subjects from the sciences to language arts.I personally have had experience working with kids, with children, and have been a tutor for many years myself. For me, what makes education so great is the relationship with the students - each student, every day. It's the way that you can interact with them, the ideas, knowledge, and concepts that you teach.If you're a teacher or a parent, that is what helps students learn. That's why we look at how you can actually use your time to give your students everything they need to learn - all the time they need to learn.Our ultimate goal is to create a learning environment where everyone is successful - every one of us. We take the time to create a team that cares about the student and supports the student's nee ds. You don't need to think of yourself as a teacher or a coach to be a good contributor to a great team - the students do.One of the reasons we're here is that there is no shortage of quality tutors and there are a lot of individuals who are looking for great career options. Everyone has their own unique set of skills and they need different types of support as well.Our goal is to understand our students' individual personalities and develop those skills and tools that will be the most valuable in order to achieve success. So, we do help them learn how to stay focused and motivated by educating and preparing them. And, then we use the strategies that we have developed to help them with their specific goals for the future.One of the things that we have noticed is that we often get referrals from past clients that either love us or feel that we've helped them out. That's because they're impressed with how well we've served and how we have helped them reach their full potential in sch ool, at home, or even in other pursuits.

Upcoming ACT Test Dates

Upcoming ACT Test Dates Prepare for Upcoming ACT Test Dates High school students have the opportunity register for one of the six ACT test dates each school year. The ACT exam is designed as a standardized achievement test to assess the college readiness of American high school students. You can elect to send your ACT scores to colleges and universities that you are interested in attending as part of your application portfolio. Your ACT score is an important indicator of your college potential and the degree to which you are prepared for advanced studies. Careful preparation for the ACT is crucial for maximizing your success. Huntington Learning Center is proud to offer a variety of programs designed to prepare students for the ACT exam. Our professional tutors are skilled at determining each student's level of readiness and crafting personalized preparation programs through either individual or group tutoring. These tutoring sessions will help you understand both the format and content of the ACT exam while boosting your confidence and readi ness.There are several ACT test dates remaining for the 2013-2014 school year; December 14, February 3, and April 12. As you prepare for the exam there are specific things you should do in the months, weeks, and days leading up to the ACT exam. In the months before the ACT exam: Createa study schedule Waiting until the last minute to cram for the ACT likely won't boost either your score or your confidence. The most effectiveway to prepare is to plan and maintain a consistent study schedule. Thisallows you time to map out all of your studying and ensure every area ofthe exam is covered during your preparation. Creating a consistent weeklyschedule is a great way to ensure the studying gets done. Make sure youhave extra study sessions on the schedule each week in case unforeseen circumstances arise. Enroll in ACT tutoring If the thought of preparing for the ACT exam seemsoverwhelming you may want to enroll in an exam prep program at HuntingtonLearning Center. We offer three different programs designed to fit anyneed. The Premier program is ideal for students with 6 to 8 weeks tocommit and will fully prepare you for the ACT exam. You can begin tutoringwith the 28-Hour program immediately and will benefit from the 5 to 7weeks of preparation. The 10-Hour program is perfect for students withlimited time who want to prepare in a single exam content area. In the weeks before the ACT exam: Take apractice test The ACT website offers several practice tests for your use. Scheduling time for a simulated test experience is a great way to prepare for exam day. You should mirror exact testing conditions asclosely as possible paying special attention to what tools you can use and time limits for each section. Score the practice exam when you arefinished to learn which areas still require additional preparation. Focus on your weakest areas Once you've completed the practice test you can use the results to modify your preparation schedule. If you feel confidentin an area shift your focus to others that may be weaker. Don't waste thedays leading up to the exam on subject areas that you are already fullyprepared for. In the days before the ACT exam: Confirmyour test time and location It's important to know exactly where yourtest center is and what time the exam begins. Verify this information withyour exam confirmation, the ACT website, and a map or other drivingdirections. If possible, take a test drive to find your exam center andknow exactly how long it will take to arrive. Understand test center rules All of the ACT test dates utilize the same testingguidelines and regulations. Understand what you can bring into the testing center, what items are approved for use on the exam, and the time limitsfor each section. Failing to follow these guidelines can result in adismissal from the exam center or a nullification of your score. Are you and your friends preparing for the upcoming ACT test dates? Share this important information with others that are preparing for the ACT exam.

How to Teach Common Core Reading

How to Teach Common Core Reading So how do you teach Common Core reading, anyway?A National Reading Panel Report published in 2000 suggests that there are five major areas where students struggle that can be supported with direct instruction or coaching:Phonemic awarenessPhonicsFluencyVocabularyComprehensionPhonemic AwarenessPhonemic awareness has to do with the ability to think about and pronounce sounds in spoken words.  Direct letter instruction is useful in helping students understand the link between the spoken and written word. This is especially true of students who are younger, are learning English as a second language, or who have some sort of learning difference. However, for the vast majority of students, learning phonemic awareness in a vacuum reaches peak usefulness at around 18 hours of direct, focused instruction this includes instruction from teachers at school, intervention specialists, and tutors. PhonicsPhonics bridges the gap between spoken and written English, teaching children the relationshi p between letters on a page and written English. Phonics is a useful tool in instruction for students of all backgrounds and strengths, but it is important to remember that it should not be treated as a workbook activity. Just like with phonemic awareness, teaching phonics works best in the context of speaking and reading. And while phonics is important to teach, its usefulness is generally limited to decoding and encoding, and it doesn’t necessarily address issues having to do with comprehension.FluencyThe third element of successful instruction is instruction in fluency. Fluency here means the ability to read a text rapidly and accurately with expression. This distinction means that we are discouraging students from simply decoding and word calling and encouraging them to read as we do as adults scanning the page ahead even as we read aloud and instilling emotion into our words.VocabularyThe fourth pillar is vocabulary. Both oral and reading vocabulary can be taught directly an d through reading. In teaching how to learn vocabulary, it’s as important to teach the skills necessary for vocabulary acquisition (dictionary and internet use, root study, etc.) as it is to directly teach words themselves.  With direct instruction, we can successfully introduce 8 10 words a week. Indirect instruction covers words encountered in reading and listening to adults speak and is often a larger component of vocabulary acquisition if only because there is no vocabulary filter on the world. ComprehensionThe last component is comprehension. Comprehension can be seen as our overall goal in reading instruction, of course, but coaching comprehension strategies creates good readers just as surely as learning vocabulary and working on fluency. Good readers read for meaning rather than words. They read with purpose and ask questions as they read. Comprehension strategies are skills we can and should teach at every level of reading instruction rather than waiting for students to get to an arbitrary ‘acceptable grade level.’ So why do students struggle? Every student is different, but after working with thousands of students here at AJ Tutoring, we’ve noticed that there are some commonalities as to where students struggle at what time. Problems with phonemic awareness and phonics generally manifest early in the reading process. Issues with vocabulary tend to develop over time as the relative vocabulary sizes of students who read for pleasure and those who don’t diverge. In our practice here at AJ, we tend to see vocabulary problems come to a head as students are preparing for middle and high school entrance exams like the ISEE and SSAT. Fluency is also a problem that can come up at any time as the pace of a class outstrips the pace of a student’s learning. Reading comprehension, similarly, can become a noticeable problem as late as high school or college even with comfortable readers if they don’t have the skills to know how to ask themselves qu estions and engage with text.How we can help The Common Core requires students to read more than ever, but the type of reading and how they are assessed on that reading can seem pretty different from how most of us learned to read. Instead of reading only fiction, our students are being pushed to branch out and read nonfiction earlier and earlier. However, the core strategies for teaching Common Core reading remain the same. So how do you teach Common Core reading, anyway?A National Reading Panel Report published in 2000 suggests that there are five major areas where students struggle that can be supported with direct instruction or coaching:Phonemic awarenessPhonicsFluencyVocabularyComprehensionPhonemic AwarenessPhonemic awareness has to do with the ability to think about and pronounce sounds in spoken words.  Direct letter instruction is useful in helping students understand the link between the spoken and written word. This is especially true of students who are younger, are learning English as a second language, or who h ave some sort of learning difference. However, for the vast majority of students, learning phonemic awareness in a vacuum reaches peak usefulness at around 18 hours of direct, focused instruction this includes instruction from teachers at school, intervention specialists, and tutors. PhonicsPhonics bridges the gap between spoken and written English, teaching children the relationship between letters on a page and written English. Phonics is a useful tool in instruction for students of all backgrounds and strengths, but it is important to remember that it should not be treated as a workbook activity. Just like with phonemic awareness, teaching phonics works best in the context of speaking and reading. And while phonics is important to teach, its usefulness is generally limited to decoding and encoding, and it doesn’t necessarily address issues having to do with comprehension.FluencyThe third element of successful instruction is instruction in fluency. Fluency here means the abilit y to read a text rapidly and accurately with expression. This distinction means that we are discouraging students from simply decoding and word calling and encouraging them to read as we do as adults scanning the page ahead even as we read aloud and instilling emotion into our words.VocabularyThe fourth pillar is vocabulary. Both oral and reading vocabulary can be taught directly and through reading. In teaching how to learn vocabulary, it’s as important to teach the skills necessary for vocabulary acquisition (dictionary and internet use, root study, etc.) as it is to directly teach words themselves.  With direct instruction, we can successfully introduce 8 10 words a week. Indirect instruction covers words encountered in reading and listening to adults speak and is often a larger component of vocabulary acquisition if only because there is no vocabulary filter on the world. ComprehensionThe last component is comprehension. Comprehension can be seen as our overall goal in read ing instruction, of course, but coaching comprehension strategies creates good readers just as surely as learning vocabulary and working on fluency. Good readers read for meaning rather than words. They read with purpose and ask questions as they read. Comprehension strategies are skills we can and should teach at every level of reading instruction rather than waiting for students to get to an arbitrary ‘acceptable grade level.’ So why do students struggle? Every student is different, but after working with thousands of students here at AJ Tutoring, we’ve noticed that there are some commonalities as to where students struggle at what time. Problems with phonemic awareness and phonics generally manifest early in the reading process. Issues with vocabulary tend to develop over time as the relative vocabulary sizes of students who read for pleasure and those who don’t diverge. In our practice here at AJ, we tend to see vocabulary problems come to a head as students are preparin g for middle and high school entrance exams like the ISEE and SSAT. Fluency is also a problem that can come up at any time as the pace of a class outstrips the pace of a student’s learning. Reading comprehension, similarly, can become a noticeable problem as late as high school or college even with comfortable readers if they don’t have the skills to know how to ask themselves questions and engage with text.How we can helpThe number one thing is, obviously, for children to read. To read often and widely, to read alone and in groups. Current research on teaching literacy suggests that to create high progress classrooms classrooms where students consistently attain high levels of academic achievement regardless of their background and are successful at Common Core reading we must structure our tutoring time in such a way that students are interacting with text at least seventy five percent of the time. Our ModelOur sessions are built on  the “read write read” format. A typ ical session might include a brief warm up activity, such as using a three minute singalong as a shared reading activity to promote fluency or a quick game of memory to practice sight words before moving on to the main part of instruction. ReadThe second part of our sessions is generally in the form of guided reading. The tutor introduces a text at or slightly above the student’s reading level for the student to read out loud. The tutor may pause the reading to ask questions about what the student thinks will happen next or to double check that the student has been thinking about what is happening in the text. Guided reading can also be a good time to address issues having to do with phonics and phonemic awareness in the context of meaningful text and to promote good habits in attacking unknown problems. WriteThe next part of session is typically dedicated to writing. For younger students, this time might be as simple as working writing just a couple sentences at a time that the t utor and student can check and read aloud together. For older students, this can be as complex as an ongoing writing project such as a short story or longer essay. ReadThe last part of the session is generally reserved for another reading activity, although for older students there is some flexibility. These second reading activities generally are smaller in scope and may include activities like having the student dictate a sentence to the tutor, which they can then read back, or creating and reading sentences from individual words written on moveable sentence strips. For older students, this time is valuable for teaching the sorts of skills they will be expected to know as part of Common Core reading, such as how to read for meaning in nonfiction and synthesize information into usable pieces. This can be done either with direct reading instruction or through ongoing projects that require students to gather information from multiple texts, such as small research projects that can be done in session.Planning and resultsThe last five minutes of session are generally reserved for a recap of instruction for that day with the parent and discussing any homework. This ensures that parent and tutor are on the same page about progress and areas of difficulty, and is also a good time for positive reinforcement for students. To be told that they are doing a good job with something is one thing. To be praised in front of a parent by an instructor can be even more powerful. Our goals for our studentsIt is always our goal as tutors for our students to outstrip us and to gain agency and independence as readers and learners. We’d love to talk with you about how we can meet that goal and master Common Core reading together!

University applications how to help your child choose

University applications â€" how to help your child choose If your child is heading back to school for their final year of A-levels, they will soon have to decide whether to apply to university. If they can be reasonably confident of gaining three or more passes at A-level, your child has every chance of securing a conditional offer from a UK university, so how can you help them choose which courses and institutions to apply for? Choosing the right university is an incredibly hard decision to make. You and your child need to spend some time researching various universities and courses. An English degree at one university can be quite different from an English degree somewhere else. Teaching methods, projects and course content vary widely so take your child to as many open days as possible in order to give them a better idea as to what life at the university will be like. They can meet lecturers and other students and find out all they need to know about the courses on offer. Your child should also consider the location of the university - how far away it is, and whether it is based in a city or in the countryside. The cost of living is important too: find out what sort of budget you'll need to put aside for accommodation and travel costs. A university with a good track record is imperative, and you should try to find out the proportion of graduates that actually find employment after they complete their courses. All these facts and figures can be obtained from the university and will aid them in making their decision. Once your child has made their decision, support them as much as possible. Moving to university can be an intimidating experience for many young people, but with your help they should take to their new student life quickly and easily.

Algebra Too!

Algebra Too! So, last night I was doing something I do not do much of these days, I was tutoring. The student is the son of a dear friend of mine who is struggling with Algebra 2. Now I know this young man is not alone in this position, as I would have to say at least half the people I’ve ever known struggled with Intermediate Algebra. In fact, I recall many years ago, sitting in a mathematics course that had me over a barrel. In other words I was not doing well. Barely passing would have been an accurate description. I’m not really a math guy myself, but I have proven that if you are committed, and I don’t mean committed to a nut house, but really determined and willing to work twice as hard as anyone else in the class and willing to reach out for plenty of help, you can pass almost anything, eventually. Yet I digress, I was sitting in a course called Differential Equations asking myself how I will ever pass this class, when the professor announced, if anyone was interested in a little extra credit, see him after class. Well you know where I was after class . I was given a stack of midterm exams from two intermediate algebra classes he teaches. This was a lot of exams too; I would guess seventy or more. So I spent the whole weekend grading these algebra tests. When I brought them back to the instructor I said; I think I messed up here. “Why”, he asked, “because, half of these students failed the exam”. He said, “That’s about right”. Wow! So this young man I’m tutoring is very smart, but typical in Algebra land, it seems. What I began to see was this kid was more likely bored than he was confused by X and Y Planes. Then I remembered when I started my own education at Santa Monica Community College. I had to start with high school arithmetic because I avoided all things mathematical back then. I seemed to have a lot trouble. But the word was out, that if you have trouble with math there is one teacher you need to take. I will not give his name out here, because he is probably still teaching there and if you attend that school you will hear very quickly about who he is. For now, we’ll call him … Mr. Brown. His classes are filled to the brim, always. He starts his class lecture by yelling out to the room that he loves math and do you know why, he shouts. And all the students that have had him before shout back; “Because Math is beautiful!” “That’s Right”, he would exclaim. Math is beautiful! He went on to explain math is beautiful because 2 + 2 ALWAYS equals 4! ALWAYS! It never equals anything else. Well you get the idea. Mr. Brown also believed that learning the material was much more important than getting a grade. So, he backed it up with action. Every student in his class had a choice of taking one of the exams over again, if they were not happy with their grade. This exam would not be the same exam as the one before but if the grade was better, it would replace it, just as long as you learn something. He was and probably still is a funny man that enjoys teaching, a lot. And his students felt that, including me. I have had good teachers and bad teachers and what got me through the bad teachers was getting a tutor to translate mathematics into a human language that a slug like me could understand. And it was not as boring or intimidating. In fact, “It was beautiful!” Hooray for the Mr. Browns out there! Algebra Too! So, last night I was doing something I do not do much of these days, I was tutoring. The student is the son of a dear friend of mine who is struggling with Algebra 2. Now I know this young man is not alone in this position, as I would have to say at least half the people I’ve ever known struggled with Intermediate Algebra. In fact, I recall many years ago, sitting in a mathematics course that had me over a barrel. In other words I was not doing well. Barely passing would have been an accurate description. I’m not really a math guy myself, but I have proven that if you are committed, and I don’t mean committed to a nut house, but really determined and willing to work twice as hard as anyone else in the class and willing to reach out for plenty of help, you can pass almost anything, eventually. Yet I digress, I was sitting in a course called Differential Equations asking myself how I will ever pass this class, when the professor announced, if anyone was interested in a little extra credit, see him after class. Well you know where I was after class . I was given a stack of midterm exams from two intermediate algebra classes he teaches. This was a lot of exams too; I would guess seventy or more. So I spent the whole weekend grading these algebra tests. When I brought them back to the instructor I said; I think I messed up here. “Why”, he asked, “because, half of these students failed the exam”. He said, “That’s about right”. Wow! So this young man I’m tutoring is very smart, but typical in Algebra land, it seems. What I began to see was this kid was more likely bored than he was confused by X and Y Planes. Then I remembered when I started my own education at Santa Monica Community College. I had to start with high school arithmetic because I avoided all things mathematical back then. I seemed to have a lot trouble. But the word was out, that if you have trouble with math there is one teacher you need to take. I will not give his name out here, because he is probably still teaching there and if you attend that school you will hear very quickly about who he is. For now, we’ll call him … Mr. Brown. His classes are filled to the brim, always. He starts his class lecture by yelling out to the room that he loves math and do you know why, he shouts. And all the students that have had him before shout back; “Because Math is beautiful!” “That’s Right”, he would exclaim. Math is beautiful! He went on to explain math is beautiful because 2 + 2 ALWAYS equals 4! ALWAYS! It never equals anything else. Well you get the idea. Mr. Brown also believed that learning the material was much more important than getting a grade. So, he backed it up with action. Every student in his class had a choice of taking one of the exams over again, if they were not happy with their grade. This exam would not be the same exam as the one before but if the grade was better, it would replace it, just as long as you learn something. He was and probably still is a funny man that enjoys teaching, a lot. And his students felt that, including me. I have had good teachers and bad teachers and what got me through the bad teachers was getting a tutor to translate mathematics into a human language that a slug like me could understand. And it was not as boring or intimidating. In fact, “It was beautiful!” Hooray for the Mr. Browns out there!

6 Questions to Ask at Freshman Orientation - TutorNerds

6 Questions to Ask at Freshman Orientation - TutorNerds Tips From an Irvine College Tutor: 6 Questions to Ask at Freshman Orientation Recent high school graduates will undoubtedly be excited to attend their freshman orientation at the college of their choice. All of this information in conjunction with a recent graduation can become overwhelming rather quickly. However, its really important for students to ask the right questions and gain valuable information that can make their first year easier. Also, students are encouraged to take advantage of the social aspect of freshman orientation by getting to know potential classmates, roommates, and teaching staff. Its also a great idea to write down some of these crucial questions to avoid forgetting something at the last minute. 1. Do I need to take any prerequisites? The first thing a freshman needs to think about is whether or not they will need to take prerequisite courses. In many cases, students need to take one course before they are accepted into another. Examples include English 1A and 1B or Chemistry 101 and Chemistry 102. Its important for students to know that they cannot sign up for the second course before they take the first course. Students who fail to take the prerequisite during the fall term will have to wait an entire year before they can sign up for it again. During orientation, new students are strongly encouraged to learn about prerequisites in general (READ: 5 ways to learn about art this summer). 2. Do I sign up for courses individually or for a freshman package? Some universities offer a freshman package meaning that new students are automatically enrolled in four courses that fulfill general education requirements. This can be beneficial because students dont have to worry about signing up for individual classes or getting a specific time or day that might already be full. On the other hand, if students have already chosen their major field of study a package deal might not work. It’s best for students to ask about this before the day they register for classes so they can make an informed decision. Students who sign up for courses individually will need to make sure they have a first and second choice in case they get locked out of their original course. 3. What happens if I get locked out of a course I really need? Nearly every college freshman will be locked out of at least one of the courses they need to take. When this happens, the students can either take a second or third choice course that fulfills the same requirement or waits to take that course until the next term. Students who are overly choosy may find that it takes them five or six years to earn a four-year degree, so its better to have alternate choices prepared ahead of time. It can be very frustrating to be locked out of a course, but students should rest assured that this happens to most people, and it works out in the end. 4. Where will I be living in relation to my classes? Another thing students should focus on is where they will be living about their classes. This can help them plan their schedule as well as their social activities. In many cases, the dorms will be located on the opposite side of campus. This means students will have to plan ahead of time to either walk or bike across campus. Students should also have a plan for getting home at night and for any social activities that occur throughout the week (READ: 5 Reasons to get an in-home Irvine tutor this summer). 5. Are there any social activities geared towards freshmen? Nearly every university has some social activities planned specifically for freshmen. This will give new students an opportunity to meet one another, make new friends, and work on general social networking. However, if students miss these activities, they might find that theyre a little late to the game when it comes to socialization. Get a list of these activities straight away and attend as many of them as possible. 6. Who can I get in contact with if I have questions later on? Almost everyone will forget to ask one or two important questions at orientation. It’s important to get a business card or the contact information of one or two people who work for the University who can answer questions later on. If possible, get a direct number or an extension for somebody rather than the front office number, which requires countless menu options and sends callers to a voicemail box. Make sure youre caught up and prepared for university with the help of an Irvine college tutor. Call us today for more information. 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 write.

9 Powerful Ways to Protest as a College Student

9 Powerful Ways to Protest as a College Student Womens March on Washington D.C., 1/21/17Image via Wikipedia Commons Marches and highly active forms of protest are not necessarily inclusive of those with physical and mental disabilities, undocumented individuals, or people of color who may feel a higher sense of fear when entering areas where a lot of police are present. January 20 was a highly charged day for millions who feel betrayed at best when reconciling that the new U.S. president counteracts the human rights we have fought so hard to obtain in the first place that the White House website no longer has a LGBT rights, disability, or climate change page is alarming enough for an action on day 1. Are you ready to protest this injustice? Here are nine ways to do so that dont only revolve around physically demanding marches: 1. March/strike If you feel that marching or participating in a strike suits you, by all means, rally with your community! Create some cardboard signs with powerful statements on them, and make sure to bring plenty of water with you if you plan on chanting throughout the march. Even if you’re not “loud,” entering charged environments like marches and strikes can easily dehydrate you. 2. Write For many, writing is a huge medium for protest, be it in poetry, essay, fiction, or any other type of creative writing. Write to state officials about issues that matter to you. Write a letter to your parents who are afraid of losing their insurance, or to your undocumented friends who are afraid for their safety in the U.S. Language is powerful! 3. Start dialogue Silence is violence and white silence is even worse. Talk to friends about what’s going on in politics and human rights and welcome exchanges of dialogue. However, remember that freedom of speech does not exempt you from being held accountable for your statements. If your beliefs impinge upon the rights of others or actively hurt a community, it’s likely problematic, and you’ll want to deconstruct your thinking to find out why you believe what you believe. Remember never to deny the lived experiences of others or invalidate their reality. Share resources with others around you. 4. Educate yourself and others Teach workshops on diversity and inclusion, how to effect public policy, and how to lobby local decision-makers at the state capital. Take the time to read articles on Everyday Feminism to deconstruct your own internalized beliefs about marginalized groups and learn about implicit bias. Education is power. 5. Sleep in, eat, take care of your body and mind Activism takes a serious toll on your body. The amount of energy you expel physically and mentally during public actions amounts to more than you might think. When marching and participating in demonstrations, you must stay aware of your environment and be able to adapt to changing conditions. Self-care is an often overlooked yet important form of protest. Know that your existence is resistance, and part of preserving your existence involves supplying your body with what it needs: food, water, calmness, and relaxation. 6. Be selective about the media you consume You’ve probably heard the news about “fake news.” It’s out there. Remain critical of your news sources and don’t spread click-bait news if you can help it. Image via Pixabay.com On another note, also be selective about how much social media you consume. On high-traffic social media days such as the inauguration, Facebook and Twitter news feeds were 99 percent focused on the election, and this is draining and even triggering for people to absorb. Make sure not to spend too much time on social media especially before bed, as it is healing to disconnect for a while. 7. Express love Love is the most powerful force against injustice, bigotry, and hatred anywhere and anytime. IF you love someone, make it clear. Celebrate your love (romantic or not), for this is a radical form of protest against any force. 8. Make art Protest by painting your feelings post-inauguration day. Protest by sculpting or embroidering or drawing. Filling the world with art is a hugely powerful way to channel anxious or angry energy into something constructive and symbolic. 9. Think What you focus on expands. Think about how youll rally with your peers to create social change. We may be disillusioned at best given the results of the 2016 election, but we must recognize we are aligned for a revolution. We must strategize and disrupt the plans of leaders who are not aligned with the people’s best interest. For any amount of discrimination we experience in this country, we must counteract it with peace and positivity. We must act on our belief that women matter, that black lives matter, that all people of color matter, that queer and trans folks matter, that folks with disabilities matter, that low-income people matter, that undocumented people matter, and that our country can recover. The way we move forward in this political time will define our progress. Although not everybody can stand on the front lines of huge protests, anyone can find their own meaningful way to protest.