Improving Your Crossword Puzzle Skills With a Female Tutor

Improving Your Crossword Puzzle Skills With a Female TutorMany people are unaware that a female tutor can be very helpful when it comes to improving your game at the crossword puzzle. Here are some things that you should know about using a female tutor.The first thing that you will want to consider is whether or not the person you hire has specific experience in doing crosswords for females. There are some who have had success and others who have not, but you want to make sure that the person you hire has a lot of experience at doing them.You also want to take the personality and the ability of the person into consideration. If you are not sure about this, then you may want to ask your friends and family if they have a female tutor they recommend. Just because someone has a great working relationship with one person does not mean that they will work with you.Remember, you may find that there are only two persons who have the ability to do this for you, and this means that it will be very difficult for you to find someone else. Be sure that you check on all the different options so that you do not miss out on anyone.Once you have decided which woman you would like to use as your tutor, then you can schedule an appointment. In some cases, the tutor can be there in a few minutes and will have the book with you. This will save you time, money, and energy.However, if it takes longer than an hour to get through each puzzle, you may need to call and ask for help. It is always better to get help to speed up the process.There are many people who love solving crossword puzzles. If you are serious about improving your skills, you should look into hiring a female tutor. These are individuals who have the experience to do crosswords for females effectively and efficiently.

About the Virtual Writing Tutor Grammar Checker

About the Virtual Writing Tutor Grammar Checker Nicholas Walker, creator of the Virtual Writing Tutor For a list of Virtual Writing Tutor features with video tutorials on how to use them, see here. This article is about the motivation to build and use the Virtual Writing Tutor for pedagogical purposes. Until recently, I had been correcting student errors by hand, returning assignments a week or two later. Like other teachers, it always struck me that 7-14 days was a long time for learners to wait for corrections, but with the large number of students I had in my classes, it was the fastest I could get the job done. Even then, I was concerned that my slow method of error correction was constraining the amount of writing practice my learners were getting in my courses. To explain, if it takes two weeks to correct students writing and students expect corrective feedback on every writing task they do (or they wont do it), then the most a teacher can assign is one writing assignment every two weeks. Nevertheless, students language development benefits from writing more often. Of course, I tried using MS Word and other automatic error correctors, but they were not particularly useful at catching  second language errors in my students writing. I then turned to Moodle and developed an extensive  auto-linking glossary  of errors, but the glossary filter put a heavy load on Bokomarus  Moodle server  and slowed everything down. So, in the spring of 2012 while my college students were out on  strike, I launched the Virtual Writing Tutor and set the following goals for myself: To increase the quantity of corrective feedback available to our students To improve its quality To improve its timeliness To increase its frequency To enhance ESL writing pedagogy Increasing the Quantity of Feedback: Catching More Errors Most automatic grammar checkers miss the kinds of errors that second language learners make. They seem more focused on  the kinds of errors that writers in their first language make  instead. I want to remedy that by catching transfer errors, tense errors and  collocation errors. While human teachers can potentially catch all of these errors when they correct assignments by hand,  no teacher has either the time  or space in the margins to correct every error in a college-length writing assignment or explain at length the nature of each error. The VirtualWritngTutor can provide more detailed feedback on as many errors I program it to detect. Improving the Quality of Feedback: Details, Links, and Resources Skeptics of automatic grammar checkers sometimes interpret the occasional false alarm, bad feedback, or  missed error  as a sign that the quality of automatic feedback can never be as good as the feedback a human teacher can give. I am working on these individual problems, and I believe that I can overcome them with time. Indeed, members can help me by reporting issues with the system using the  Report button  on this website. In the meantime, there are other aspects to feedback quality that sceptics should not overlook. Hand-correction usually involves a combination of underlining, terse metalinguistic correction codes and the occasional explicit correction. The Virtual Writing Tutor does all that, too. It locates an error, provides a metalinguistic explanation of the error (not just a correction code) and suggests one or more ways to correct the error. However, the Virtual Writing Tutor goes one step further and displays a clickable link to relevant online remedial practice activities and resources. In this way, the Virtual Writing Tutor can generate a kind of instant curriculum, tailor-made for each learner and based on the learners immediate learning needs. That in itself goes well beyond current hand-coding practices. So, all things considered, the Virtual Writing Tutor has the potential to give better feedback. Example text Try it for yourself. Click the text below to see what the Virtual Writing Tutor can do. I make a lot of mistake that negatively effect my writing. Thats not good. I want always to make the good choice of verbs. I want also to improve my pronunciation. My English-speaking friends talk about to help, but they never do. I work in a big store on the south shore of Montreal where there are a lot of immigrants people. Im speaking every day to a men that works there. I think practicing with immigrants is equally as effective. So far, I have work there since 2 weeks and my English is getting more better. Also, I have learned already a lot about retail, but I will like to have a better job. I am waiting still for my first paycheck. They dont have paid me yet. When I will get paid, I will pay my parking tickets. Nevertheless if my English would be more better, I would definitely get a better paying job. I often wonder how many opportunities I would had had if I paid more attention to my nice English teacher in high school. Improving the Timeliness of Feedback With large class-sizes during the busy midterm period, the timeliness of the corrective feedback on writing we give our students tends to suffer. Teachers struggle to get corrections back to their students by the next class, but sometimes students have to wait two weeks. When assignments are returned, students exclaim, It was so long ago that I have forgotten what I was trying to say here. With the Virtual Writing Tutor, feedback is instant. What could be more timely than that? Improving the Frequency of Feedback The Virtual Writing Tutor is available 24 hours a day, 7 days a week. Instead of receiving corrective feedback on only one draft of an essay or narrative composition, learners can now get feedback on every draft throughout the writing process. The system will never get annoyed or tired. Learners can write a paragraph, check it, write another check it, and so on. The Virtual Writing Tutor makes it possible for learners to get feedback as often as they want it. Another point worth considering is that teachers can now give more writing assignments than ever before. Whereas teachers might have been reluctant to add to their own workload by assigning additional writing tasks to their students, with the availability of the Virtual Writing Tutor they can ask for error-free texts every class and the burden of error correction will never increase. In this way, students will get feedback on errors as often as the teacher wants or thinks is necessary. Improving Writing Pedagogy In many colleges around the world, writing is taught as a collaborative exchange between student and teacher. The teacher assigns a writing task, the student produces one draft, the teacher provides corrective feedback on it, then the student redrafts the text and submits it for evaluation. Sometimes a student can feel somewhat mystified and betrayed if, after trying to respond to all the teachers correction codes, the student then receives a low score on the essay since the teacher was in effect a collaborator on the final draft. A better way to teach writing might be for teachers to ask students to consult the Virtual Writing Tutor throughout the drafting process as just one of a variety of revision strategies. Other revision strategies might include the use of self-assessment checklists, peer-review tasks, and participation in teacher-student writing conferences. In this way, the teacher can evaluate the use of a range of revision strategies and not the students success at responding to corrective feedback received on one draft of one essay from one source. During peer-assessment activities classmates might find it useful to submit a students writing to the Virtual Writing Tutor to see if the revision strategy was used and which suggestions were ignored. In this way, a teacher can put the following question on a peer-assessment grid:  Has the writer eliminated all major errors from his or her writing?  Such a question teaches all learners in the class to be judicious consumers of corrective feedback for life. Power Tools for Teachers Just as learners will have to become judicious consumers of automated corrective feedback, teachers will have to reassess their old approach to hand-coding errors. There is nothing about the Virtual Writing Tutor that prevents teachers from continuing their practice of giving hand-coded feedback. However, like a master builder with a new power saw, ESL teachers will have to reflect carefully on when to pull this new power tool out of the toolbox and when to do things the old-fashioned way. Heres why: 1.     The VWT is fast, really fast. 2.     It provides error correction upon demand 24/7. 3.     It can provide feedback on multiple drafts of text, not just the first and last draft. 4.     It can explain at length the nature of the error, something human teachers dont have time or space in the margins for. 5.     It displays links to specific resources and remedial activities to help learners eliminate errors from future writing. 6.     It is available to students and non-students alike, supporting lifelong learning. 7.     It is completely free for teachers and their students to use. However 8.     It provides unfocused feedback, correcting every error it finds without regard to the learners readiness. 9.     It generates false alarms, suggesting unnecessary corrections or providing explanations that dont always make sense. 10.  It still misses lots of errors. Get InvolvedStay in Touch Of course, the Virtual Writing Tutor is  a work in progress. If you are an ESL teacher and would like to help me make the VWT better, please Suggest a New Error or Report a False Alarm using the email utility provided or by leaving a message on my  Facebook wall or by posting a comment on my  blog. I would love to hear from you, and your feedback will help me provide the ESL world with better corrective feedback. Please follow and like us:

Products

Products ESL Textbooks ESL Textbooks Check out our award-winningActively Engagedseries of textbooks for CEGEP ESL fromBokomaruPublications.com. On June 8th, 2017, Nicholas Walker, the creator of the Virtual Writing Tutor, was awarded theTESL Canada Innovation Award in Niagara, Canada for his Actively Engaged series of books. On June 6th, 2019, he received the AQPC Mention dHonneur for teaching excellence at Ahuntsic College. Actively Engaged Together Actively Engaged Together is designed for the students with low-proficiency, anxiety, and a limited repertoire of practice strategies. A such, it focuses on basic interpersonal communication skills through storytelling and an automatically scored 8-topic pen pal writing project using the Virtual Writing Tutor grammar checker. Students at this level enjoy exchanging messages each week with peers at the same college or at other schools. Instead of giving these at-risk students more of what did not work for them in their high school English classes, grammar and vocabulary practice is story-based. Grammar and vocabulary are embedded in short narratives with illustrations, with a variety of oral practice strategy drills in each lesson to make new structures stick. Rather than try to memorize decontextualized rules and verb paradigms, students acquire the language directly as formulaic chunks in obligatory contexts. Actively Engaged Together (100A focusing on pen pal exchanges) Download sample units of Actively Engaged Together Actively Engaged on the Job Actively Engaged on the Job is designed primarily for B-block beginners who need lots of fluency practice, On the Job has proven to be a versatile course book for multi-level groups. Its packed with interactive activities that keep absenteeism prone students coming week after week. The book is structured around a series of grammar lessons laid out in the usual order, starting with prepositions and the present tenses, moving through past tenses to conditionals, and ending with modals and future tenses. The big difference is the way this book contextualizes the grammar practice through weekly writing assignments. Students work in groups to imagine a fictional company. Each student is responsible for writing about the goings on at the company from the perspective of one of the employees there. Each week, they write a section of the story incorporating the grammar and the vocabulary from the lesson. They submit their writing on Labodanglais.com and anonymously peer review two classmates stories. In this way, grammar practice is communicative and contextualized. Additional vocabulary and grammar practice activities are available on Labodanglais.com in the form of fill-in the blank and error-find-and-correct exercises. Again, the emphasis is on meaningful context that lead to productive use. Find out how you can use Actively Engaged on the Job with your students by contacting bokomaruPublications@gmail.com. For an example of how to use this textbook for multi-level business English courses, have a look here at an integrated flyer and sales pitch evaluation. Actively Engaged on the Job (100B Focusing on collaborative workplace narratives linked to a field of study) Actively Engaged at College Actively Engaged at College is for students looking to build the fluency essential to engage with others in English. Learners develop the linguistic tools needed to build engaging conversations and friendships through first person narratives. Rather than give these students the all-too-common (midterm and then final) hamburger opinion essay writing tasks, this college-level ESL textbook puts fluency building first. Lets face it. You wont make many friends in your second language if all you know how to do is give your opinions on controversies. Try this experiment: express a strong opinion and notice how people lean back to plan their rebuttal. Tell a dramatic story and people lean in to hear more. Over the course of 11 weeks, students learn to master first-narratives, building a collaborative story with their groups using the just-in-time grammar and vocabulary lessons. Students peer-review each others stories and provide each other feedback on content, while the Virtual Writing Tutor grammar checker provides feedback on target structure use and grammar accuracy. This innovative book contextualizes the grammar practice through weekly writing assignments. Students work in groups to imagine a fictional house. Each student is responsible for writing about the goings on at the house from the perspective of one of the roommates there. Using a series of play-by-post collaborative writing tasks, students write one section of the story each week incorporating the grammar and the vocabulary from the lesson. The story begins with a description of the house, a description of their characters routine, a party for the new roommate that goes wrong, a dream that reveals a desire or fear, an influx of pets and people making the house overcrowded, a bad day, and a final conflict in which one of the roommates moves out. They submit their writing onLabodanglais.comeach week and anonymously peer review two classmates’ submissions. The final oral and writing tasks involve retelling the story. In this way, fluency, grammar and vocabulary can be evaluated together in an engaging and meaningful context that is immune to all forms of plagiarism. It just works so well. This course book captures and focuses students attention in the most engaging way possible. Students love it. Teachers trust the pedagogy. Download sample units of Actively Engaged at College. Actively Engaged at College (101A Focusing on a collaborative narrative about roommates living together) Actively Engaged Online A blog post and YouTube video can reach thousands of people. For this reason, many scholars and professionals communicate online these days, but students toil away at their desks writing essays in longhand. Are we preparing students for time travel back to the 1990s or are we preparing them for the future? Many ESL teachers want to teach their students digital literacy, but the tools have not been available until now. Actively Engaged Online teaches students (and teachers) how to create a blog step by step. Students learn how to introduce their program, create an online glossary, write a listicle (list-article), describe a day-in-the-life of a career, a hypertext narrative, and a screencast describing a website that solves a problem linked to their field of study. Everything is ready to start teaching blogging tomorrow: PowerPoints, quizzes, readings, listenings, and writing assignments with easy to score peer-review evaluations on Labodanglais.com. Get a sample copy of Actively Engaged Online by contacting me by email here: BokomaruPublications@gmail.com. Actively Engaged Online (101B or 102B focusing on blog writing, screen casts, and field-related hypertext narratives) Actively Engaged in Academic Writing Teach academic writing? Do you want step-by-step explainer videos and dynamic classroom activities to help you reach underperforming students? Do you want to try integrating automatically scored academic essay writing tasks into your course? If you teach ESL in Quebec, Canada, you can get a sample copy of Actively Engaged in Academic Writing by contacting me by email here: BokomaruPublications@gmail.com. Actively Engaged in Academic Writing (103A Focusing on writing a literary critique) Printables Check out our popular printable activities for sale on TeachersPayTeachers.comfor students and teachers alike. Printable Present Perfect Go Fish Card Gameand LessonPrintable Illustrated Everyday Vocabulary LearningGame with 108 Everyday Vocabulary ItemsPresent Simple Job Vocabulary Game forlearning the Present Simple through relative clausesPrintable Present Perfect Progressive Go FishCard Game and Lesson Please follow and like us:

The SAT Switch What Will 2016 Mean For Me - TutorNerds

The SAT Switch What Will 2016 Mean For Me - TutorNerds Irvine SAT Tutor Tips | The SAT Switch: What Will 2016 Mean For Me? Irvine SAT Tutor Tips | The SAT Switch: What Will 2016 Mean For Me? Students are wondering what will happen when  the Redesigned SAT is introduced in spring of 2016. How will their scores from the Redesigned SAT compare to scores from the current SAT? What happens if they need to take both? How will it affect their ability to get into college? These questions and many, many more are rattling around in the heads of students and parents causing undue anxiety during this time of academic change. Although standardized testing is a reality for the vast majority of college-bound high school students, it shouldnt be as difficult as all that. There are ways that parents and students can prepare for the switch and reduce their stress. 1. Consider the ACT Students who want to take exams this winter and next spring should consider the ACT as a good alternative. Many students take both the SAT and ACT these days, so why not focus on the ACT for now? If a student received a 27 on their ACT this fall but would like to improve their score to a 30, they have plenty of time to do that without significant change in study strategy. The SAT,  on the other hand, will be entirely different. 2. A holistic admissions process Students are encouraged to remember that many colleges, even large public universities, have a holistic admissions process. This means they will look at the whole student. They want to know about a student’s volunteer activities, whether or not they held a part time job, what their specific background is, what they can add to the university and what they plan to study, as well as good old standardized test scores. It’s extra important for students to write a superb personal statement and make sure their admission form is filled with extra-curricular activities and AP classes. Students applying for admission in 2017 or 2018 will still have plenty of time to add to their current resume (READ: Tips From a Private Irvine SAT Tutor: The Free SAT Study Guide). 3. Subject tests Students who are concerned about their performance, or how it will be judged, on the Redesigned SAT should consider taking any number of subject tests. If all goes well on the Redesigned SAT,  students will have excellent reinforcements to show colleges that theyre serious about learning, and they have acquired adequate skills during high school. If things don’t go well, students have subject tests as a backup. 4.  Avoid taking both exams If in any way possible, its important for students to avoid taking both the current 2015 SAT and the 2016 Redesigned SAT. These two tests are largely different and studying for both would be not only confusing, but time-consuming to a point that it will likely affect their other academic studies as well as their work life balance. Students who want to take the current SAT should make sure they do so before the deadline. Students who know they will have to take the Redesigned SAT at least once, are encouraged to focus their studies on that particular exam and acquire the skills necessary to do well on that test (READ: 8 SAT Essay Tips). 5. Preparing for the Redesigned SAT At this point, many students will be taking the SAT for the first time as it has been redesigned to be introduced in spring of next year. This can be overwhelming because students wont know how to compare themselves to their fellow students, also their competition, and may struggle with the stress of the unknown. A good way to deal with these issues is to sit down and start studying early. The College Board website has some excellent, complementary, study tools for students to get started on right away. Students should also rest assured that the educational community is following updates and changes as they are introduced to the public. To be on the safe side, students taking the Redesigned SAT should consider starting their studies earlier than normal. As a result, they will have time to adjust to any new study habits or learning tools that are presented within the next few months. Learn more about the redesigned SAT here! Score high on the ACT SAT with the help of a private Orange County test prep tutor! Call us today for details. 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.

Eat Healthy for the Best Growth - ALOHA Mind Math

Eat Healthy for the Best Growth It’s Called Junk Food for a Reason Kids love junk food; it’s quick, easy, and it’s tasty. But are they benefiting from it? The answer is no. Eating fresh and healthy food gives children the energy they need to complete a long and tiring day. It also helps sharpen their mind and hence keeps them both physically and mentally fit. With obesity levels on the rise, you really need to monitor what your kids are eating. We have a few tips on how you could make your kids eat those greens that are so essential for their growth. Developing Healthy Eating Habits If you feel your child isn’t getting their daily supply of vitamins and minerals, youcould try these methods to get them to eat healthier. You can disguise food that your child doesn’t like on the plate, in a fun and creative way Try getting your kids involved when preparing a meal Take them shopping and tell them how each fruit and vegetable can benefitthem Keep cut fruits and vegetables at home instead of chips and cookies You could insist that they try the dish, even if they don’t want the entire thing Nourishing Means Flourishing A child who eats well and whose nutrient intake is optimal will d o better in school. Good health means that a child’s absence from class is less, which results in more learning and a higher efficiency of work done. If you have any healthy recipes or health tips, share them with us on our Facebook and Twitter. __ Founded in 1993, ALOHA Mind Math has been guiding children between the ages of 5 through 12 years to achieve academic excellence. The interactive learning process is proven to enhance a child’s math, reading and writing capabilities. The teachers also assist children in developing skills and abilities such as observation and listening that result in the overall growth of the child. ALOHA Mind Math is currently training children in over 20 countries with 4200 different centers. For more details on this unique program, please visit alohamindmath.com or search for the center closest to you by using our locator alohamindmath.com/locations/

Green, Red and Gold Apple to be Replaced by Pay-Per-Lead

Green, Red and Gold Apple to be Replaced by Pay-Per-Lead The vast majority of new tutors sign up for the free Green Apple membership plan. The reason is obvious: tutors dont want to pay for yet another online subscription plan. But this behavior jeopardises the revenue needs of Tutorz.com. At the same time tutors are willing to pay for new clients. So whats the solution? Pay-Per-Lead. In a Pay-Per-Lead (PPL) system, tutors no longer pay anything until they receive a tutoring lead. And even then when presented with the message, name, date, location and quality indicator of a tutoring lead, they have the choice to accept the lead or decline it. A pretty good deal for tutors, or what? This is Internet at its best: no more up-front commitment or payment but 100% transparency and accountability. The PPL system will replace Tutorz.com Green, Red and Gold Apple subscription plans. The (nice) names Green, Red and Gold Apple will become indicator of how quick and well tutor responds to students messages. The PPL system will roll out in April 2011. So mark your calendars!

italki Team Language Challenge Week 5 Update

italki Team Language Challenge Week 5 Update The italki team is taking  the 2015 New Years Language Challenge How much Chinese can they learn in 20 hours? 3 members of the team at italki are taking the language challenge to improve their skill in Mandarin. Each of them will have 20 hours of lessons between January and February. Can you do better than them?  Check out their original Public Video Pledges that they made at the beginning of the Challenge  here. Week 5 Updates Aimé, Intern Week 5 I did it!  I finished all 20 hours of the italki Language Challenge, and I finished early!  It was hard, and sometimes I really had to force myself to make it to my sessions, but you know, it was worth it.  Since I was a bit rushed, it was hard for me to find time to study on my own and improve between sessions, so I think the others will be able to make use of the time left to improve even more. I didnt make my original goal of having a conversation in Chinese, but I really mastered my introduction.  When I first started, I could hardly say a single thing, and I know I still need to improve on my listening, but in one of my last sessions, my teacher  told me, You know, you just spoke Chinese for a whole minute.  I didnt say a thing that was all you.  I feel so proud of my progress. I want to encourage everyone else to keep going and find the time for your sessions.  Put in the time.  I gotta say, its definitely effective. Josie, Services Week 5 I have now completed 17 hours! I have three more sessions and will be finished on Saturday.  However, I didnt complete my goals for the week.  Its been a hectic week, and I really have been terrible at making new vocabulary flash cards For this week, since I will complete my sessions, I want to make sure I write down all of my new vocab.  Its probably close to 100 new words I need to write down and learn, but Im confident that I can do it!  I plan to reward myself with REST! I will take a few days off from having sessions, and maybe have some chocolate To all the other challengers, I want to say, Keep going! You are close!  Even if you feel like you havent improved, you definitely have.  Its definitely worth sticking it out until the end. Karthik, Data Scientist Week 5 (Note: I posted this after I made my video intro which I did late last week) I have completed 10 hours!  I took about 3 hours worth of lessons this week.  I  almost met my goals for this week.  I wanted to get to 5 hours, so Im 80% there. My new goal is to do 10 hours this week.  I will reward myself with ice cream if I reach this goal! To anyone else struggling to fit in your 20 hours, look how far I am from my goal.  But, Im not giving up. If you have the time this week, see if you can surprise yourself and meet your goals. italki Team Language Challenge Week 5 Update The italki team is taking  the 2015 New Years Language Challenge How much Chinese can they learn in 20 hours? 3 members of the team at italki are taking the language challenge to improve their skill in Mandarin. Each of them will have 20 hours of lessons between January and February. Can you do better than them?  Check out their original Public Video Pledges that they made at the beginning of the Challenge  here. Week 5 Updates Aimé, Intern Week 5 I did it!  I finished all 20 hours of the italki Language Challenge, and I finished early!  It was hard, and sometimes I really had to force myself to make it to my sessions, but you know, it was worth it.  Since I was a bit rushed, it was hard for me to find time to study on my own and improve between sessions, so I think the others will be able to make use of the time left to improve even more. I didnt make my original goal of having a conversation in Chinese, but I really mastered my introduction.  When I first started, I could hardly say a single thing, and I know I still need to improve on my listening, but in one of my last sessions, my teacher  told me, You know, you just spoke Chinese for a whole minute.  I didnt say a thing that was all you.  I feel so proud of my progress. I want to encourage everyone else to keep going and find the time for your sessions.  Put in the time.  I gotta say, its definitely effective. Josie, Services Week 5 I have now completed 17 hours! I have three more sessions and will be finished on Saturday.  However, I didnt complete my goals for the week.  Its been a hectic week, and I really have been terrible at making new vocabulary flash cards For this week, since I will complete my sessions, I want to make sure I write down all of my new vocab.  Its probably close to 100 new words I need to write down and learn, but Im confident that I can do it!  I plan to reward myself with REST! I will take a few days off from having sessions, and maybe have some chocolate To all the other challengers, I want to say, Keep going! You are close!  Even if you feel like you havent improved, you definitely have.  Its definitely worth sticking it out until the end. Karthik, Data Scientist Week 5 (Note: I posted this after I made my video intro which I did late last week) I have completed 10 hours!  I took about 3 hours worth of lessons this week.  I  almost met my goals for this week.  I wanted to get to 5 hours, so Im 80% there. My new goal is to do 10 hours this week.  I will reward myself with ice cream if I reach this goal! To anyone else struggling to fit in your 20 hours, look how far I am from my goal.  But, Im not giving up. If you have the time this week, see if you can surprise yourself and meet your goals.