Article: Your mind determines whether you remember an event as positive or negative. Creating more positive enforcement of memories can help you form positive emotions and memories. When you focus on negative thoughts during an experience, you're more likely to look back on the experience as negative. If you notice yourself creating a negative experience, think about what is going right.  Reframe events you experience and remember them more positively. This can help you retrain your brain to approach things more positively and remember them in a positive way. Most experiences can be perceived as either positive or negative, depending on your focus and mindset. For example, if you feel like you've had a bad day, think of the small things that went well or felt good throughout the day. Perhaps you can offset the difficulties of running late or forgetting your lunch in the morning with a more positive and fun afternoon by doing tasks you enjoy, buying a special treat, or talking to someone you care about. Instead of focusing on all of the things that could go wrong, find the things that are going right. Focus on possibilities and opportunities for optimism and not pessimism. If it feels like everything is going wrong, notice even the smallest thing that is going well. If you're feeling frustrated, stop and take a moment to shift your attention to something more positive.    For example, if you're running late to a meeting, you might feel overwhelmed or frustrated. Stop and think, “I'm upset that I will be late, but I know I will make it on time. I've prepared for this meeting so I expect that it will go well.” Having a tangible motivation can help create a bright side. For example, plan a vacation if you are feeling stressed or overworked. You can look forward to your vacation when you start feeling overwhelmed and remind yourself that enjoyment is in your future. Gratitude is a way to give thanks for what you have. Instead of focusing on what you lack, focus on what you have or what you appreciate. People who consistently practice gratitude tend to have higher levels of optimism and happiness, act with generosity and compassion, and experience more positive emotions. Get in the habit of finding things every day that you are grateful for.  You can write in a gratitude journal or notice things throughout your day that you can be thankful for. Try waking up and going to bed each day by naming three things that you are grateful for. Feeling optimistic is easy when life is going well and all of your needs are met. It gets much harder when you're feeling low, things go wrong, and you're struggling. Optimism isn't about feeling happy all the time or thinking that everything will turn out fine. It has more to do with continuing positive momentum even when life gets difficult. If you engage in optimism practices, keep them up even when you're feeling low or in a bad mood.
Question: What is a summary of what this article is about?
Create happy memories. Look on the bright side. Practice gratitude. Continue optimism when life is hard.
Article: Accessories should also not stand out in the same ways that they do outside of work. In general, women should choose either a purse or a briefcase instead of carrying both. A purse, if carried, should be small and coordinate with the color of your outfit. Many women tend to wear multiple pieces of jewelry. While this is fine outside of the workplace, business attire standards require that women limit the jewelry that they wear. For example, it is advisable to limit rings to one per hand and wear only a dress watch or simple bracelet rather than multiple bracelets. It is also advisable to keep necklaces simple and avoid dangling earrings. Pearls are always a safe, conservative choice for both necklaces and earrings. Makeup in the workplace should not make you stand out and should reflect restraint and class. In general, you should apply natural-looking makeup and use only clear nail polish. Use subtle makeup colors to accentuate your eyes and lips. This will bring attention to them and help you to communicate with others. Like makeup, hair in the workplace should not distract from work or communication. Hair should be kept shorter than shoulder length and must be a natural color (it can be dyed, just stay away from any unnatural shades). Women with longer hair may wear their hair in a neat braid or a bun. Your fingernails should be manicured and clean. They must be trimmed just above the fingertips or shorter. You should also avoid artificial nails. Again, stick to mainly clear nail polish or nail polishes of very subdued color.
Question: What is a summary of what this article is about?
Carry the right accessories. Wear little jewelry. Keep makeup simple. Keep your hair conservative. Keep your fingernails in check.
Article: If you know algebra really well, but are not as strong in calculus, only tutor algebra. Your students are learning from you and they can’t do that if you don’t know the material inside and out. You also want to make sure you know the math standards that your student is expected to be proficient in.  If you can’t solve all of the problems your student presents you, you shouldn’t be tutoring the subject. Review the material you will be teaching before you meet with your student. If you’re unsure about something, don’t give your student the wrong information. Look up the right answer later and discuss that concept at the next session. Many students struggle with math because they don’t understand the practical applications of it. If you can put the material in the context of their lives, they are more likely to understand and learn it.  Ask your student about some of their favorite hobbies and try to incorporate those in your lessons. If you’re tutoring statistics and they like baseball, use baseball stats to help them learn. Making mistakes is a part of learning, and even the best mathematicians still make mistakes sometimes. Making mistakes does not mean that the student is stupid or that they "suck at math". For younger students, it can be especially important to keep up their confidence.  Highlight the parts of the problem the student got right while correcting the errors to understand why it was wrong. Use phrases that emphasize the content they got right, such as “You did this part of the problem really well” and “The way you’re thinking about this is really smart.” Asking questions is essential to success in math. Guide your student’s learning by asking them pointed questions that will help them get to the right answer instead of just telling them. Questions also help engage the student in the learning process.  Make your tutor sessions a safe space where there are no stupid questions. If the student is confused about anything, they need to clarify that before they can move on to other concepts. Some good questions to ask your students, “Does the solution make sense?”, “What exactly is the problem asking for?”, and “What techniques do you know that could help you solve the problem?” Some of your students may have actual anxiety when trying to deal with math. Talk to your student about this and refer them to a counselor if you think the math anxiety is particularly serious. If you think your tutee is in a course that is too advanced for them, discuss the possibility of moving to a course on their level.  Avoid using phrases like “this problem is easy” as this can intimidate a student who doesn’t think it’s easy at all. Ask your student some of these questions to determine if they have math anxiety: Do you feel helpless when working on math or taking a quiz/test? Do you think you’re the only one that doesn’t understand math and everyone else is smarter than you are? Do you second guess everything you do, hoping others will do the work for you? When they solve a problem all on their own, note that they now understand the material and congratulate them on this accomplishment. This encouragement will strengthen their confidence in solving future problems.  Frequent feedback helps the student know what they understand and what concepts they need to work on. Encouragement is particularly helpful for students who have math anxiety.
Question: What is a summary of what this article is about?
Know the material. Relate math skills to everyday life. Remind the student that they are intelligent. Encourage questions. Talk about math anxiety. Provide positive feedback.