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Why choose
us?
1)
Students are taught by K Rajamanikam (Raja) a
qualified teacher and writer of over 60 Educational Supplementary
books.
2)
We
have developed systematic success systems, which when followed to the
letter will produce high scoring compositions, essays and
comprehension answers. In fact, so confident are we, that students
will score higher marks in the exams, using our systems, that we
guarantee higher scores or we'll refund the full fees.
3)
The teacher, Raja, has a proven success record. He has
successfully taught over 3,000 Primary school children and over 3,000
Secondary and Junior College students how to score easily in
Composition/Essay Writing and Comprehension.
4)
In
addition, he has written over 60 supplementary education books,
including Composition/Essay Writing and Comprehension books for
Primary 1 to ‘A’ level.
5)
Students discover the joy of writing, especially so for Primary
students in Composition Writing and Secondary students in Narrative
Essay Writing.
When students
enjoy writing, then they look forward to writing, they want to improve
in their writing and they do their best in their writing. This usually
means that they will score in their writing too.
How does Mr Raja
motivate students to love writing?
Firstly, he loves
writing and he transfers that enthusiasm and passion for writing
to his students.
Secondly, he knows
how to spark and nurture students’ creativity and imagination,
so that writing is not merely functional, but an exciting adventure.
We have a few P4 and P6 students who hated to write initially, but
after a few lessons reported that they love to write!
Thirdly, he
knows how to encourage students (especially, weak and average
students) to succeed, a little at a time.
Benefits of Email
Learning over Traditional Classroom Learning
6)
Students master complete systems of Composition Writing, Essay
Writing, Comprehension and grammar. For example in Composition and
Essay Writing, students are taught how to write various types of
descriptions in beginning, middle and ending paragraphs (because
descriptions are what compositions/essays exciting). Then only we ask
them to write whole compositions and essays. We do this so that
students will have a thorough grounding in the subject in order
to score in the exams.
7)
Later when the students start to write compositions/essays, they write
one composition or essay at a time. We do this to ensure that
students improve with teach composition/essay they write.
8)
Since the courses are complete, students have complete success
methods to score at each level from P2 to ‘A’ Level.
9)
This saves students time, energy and money. Students just have
to focus on our systems to score throughout their school years,
instead of tying up their time, energy and money, looking for other
methods. They can also continue to improve with our Practice Packages.
(Of course, students would continually need to improve in their
language ability and general knowledge by reading.)
10)
Each step of our complete systems is explained simply and clearly
in the lessons given. Mr Raja has made sure that even Primary 2
students understand our Composition Writing Lessons. So far, no
student has ever asked us to explain any part of our lessons.
11)
Students receive individual, personal attention from the
teacher, Mr Raja, which is not possible in a classroom situation with
many students competing for the attention of the teacher.
12)
Students are able to learn at their own time and pace, which is
not possible in a classroom with many students, and usually the
average and weak students struggle to keep up with the rest of the
class.
13)
Usually, students work is marked at their school level. So if
they are weak or average, we’ll slowly build them up to higher and
higher levels of achievement. When it comes to gifted students,
we’ll mark their work at their higher level and encourage them
towards even greater achievements.
14)
Students learn step by step and Mr Raja will only ask students to
go on to the next lesson when he is satisfied that they have
understood the current lesson. Even if students have to redo the
assignments, he is happy to mark them again and again, until he is
satisfied that students understand the lessons thoroughly. In this
way, students build strong foundations in the subjects.
15)
This is not possible in classrooms where the teacher has a certain
limited time to cover any aspect of a subject. Weak and average
students are left to catch up on their own or in remedial classes.
Students do not need to attend remedial classes once they mastered our
success systems.
16)
Students are free to ask Mr Raja any questions at any time by
email, which a fixed, limited time in a classroom does not provide.
17)
Students develop self-confidence in their ability to understand
the lessons by reading them. At the same time, reading and
comprehension skills also develop, which helps students read and
understand other subjects that much easier.
18)
The self-confidence that students develop in mastering our subjects
also leads to increased self-confidence in their ability to master
other subjects at school and even other aspects of their lives.
19)
Students take charge of their own learning by setting their own
timetable (with perhaps, parents' help initially for younger children)
for completing lessons. They are better able to plan their schedule
for homework and schoolwork. These schedules can also be flexible to
match their school workload week by week. For example, if they have
more free time in a week, they can do more than one lesson, and then
go back to completing one lesson again in the next week.
20)
Students become more mature as they
develop
self-discipline, self-responsibility and initiative
from this simple
act of taking charge of their own learning.
21)
Students increase their overall self-confidence in their own
ability and capability to take charge of their own lives, which
increases students' self-esteem and self appreciation of
their own worth and value.
22)
Students become independent learners, who are able to learn on
their own, without depending on the physical presence of a teacher.
This also helps students become more mature and self-reliant.
23)
Our courses are more affordable than traditional classroom teaching.
For a complete course of 6 months, Primary students write 20
compositions and Secondary/JC students write 19 or 21 essays, you only
pay a fraction of what it would cost for a complete 6 month weekly
classroom programme. And we are sure that in that 6 month weekly
classroom programme, students do not write 20 Compositions or 19 to 21
essays! Moreover, students write double that number of
compositions/essays in our one year programmes: Primary students write
40 compositions, while Secondary/Junior College students write 40
essays.
24)
By
having students write 20 Compositions (Primary) or 19 to 21 essays
(Secondary/JC) we are giving more value for your money than
traditional classroom teaching with their limited time in the
classroom, and limited time for each student ever can.
25)
In
the exams, students have to do the exams by themselves, though
classroom interaction does promote social intelligence, it does not
prepare students to face scoring in exams by themselves. Our email
courses do.
26)
One of the biggest savings students gain, is that of time.
Students do not need to travel to and from classes any more. They can
work on the computer or laptop or print out the assignments and do
them anywhere, (even on holiday!) Freeing up more time for their
hobbies or studying other subjects, and again helping them plan their
homework and schoolwork schedules better.
Copyright TriLife Communications helping
students to score since 1997
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