ACT Math, Algebra 1,
Algebra 2, Geometry, Prealgebra,
Precalculus, SAT Math,
ACT English, ACT Reading,
Public Speaking, Reading, SAT Writing, Vocabulary, Writing
ACT Science, Anatomy,
Biostatistics, Botany, Chemistry, Ecology,
Nutrition, Organic Chemistry, Physical Science,
Microsoft Excel, Microsoft PowerPoint, Microsoft Windows
European History, Geography,
Social Studies, World History
General Music, Piano
Elementary (K-6th), Elementary Math, Elementary Science, Grammar,
Microsoft Excel, Microsoft PowerPoint, Public Speaking
Algebra 2, Biology, Chemistry,
Elementary (K-6th), English, Geometry,
Physics, Piano, Prealgebra,
Precalculus, Reading, SAT Math,
ACT English, ACT Math, ACT Reading, ACT Science,
SAT Math, SAT Writing
Microsoft Excel, Proofreading,
Public Speaking, Statistics
Approved subjects are in bold.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
I hold a Doctor of Ministry degree from Global Ministries University. My course work included extensive work with the history of the church from early Christian times down to the present. I did a particularly interesting unit on the Reformation and the Counter-Reformation, plus another unit on prominent women throughout Christian history. My course work is listed on the last page of my resume.
My dissertation for this degree consisted of writing an original play. The play is entitled "The Trial of Judas Iscariot" and is entirely Bible-based. Scriptural references are given throughout and are included in the program given to the audience. We are getting ready for our 6th performance.
I am also a graduate of the four-year Denver Catholic Biblical School program. This four-year program covered the entire Bible and was strong on history and correlations between not only the characters in the Bible but also the cultures and secular histories of the time. We had serious and lengthy written assignments every week.
In addition, I have taught Scriptural Studies since I was an undergraduate. I am also an ordained pastor (though I do not specifically work as one). And, I run scripture and theology discussion lists on the Internet. In addition to the lists I own or manage, I also belong to a few other discussion lists, too.
I took an aptitude test as an undergraduate. That test indicated I should be a physician. I took the MCAT twice and did very well both times. I was 9th on the waiting list two years in a row for getting into medical school. Those were the days when there were far more qualified applicants than there were places for them. I went on to teach students going into the medical professions. I have also written numerous books and articles dealing with aspects of medicine. I have taken considerable coursework in all areas that are found on the MCAT.
All of this means I have a great deal of interest in the MCAT -- a test some people say is the most difficult professional admittance test on the market.
The MCAT consists of four parts -- a writing sample (which asks the student to include a logical analysis on possibly conflicting data and to reach a logical conclusion based on the facts); and three multiple choice sections, one each in the physical sciences, in verbal reasoning, and in the biological sciences.
These are all areas in which I have expertise. In working with the logical analysis of writing samples, my favorite question is "Why?" Regardless of whether I am teaching English or Science or anything else, I am never happy with a simple answer. A student has to tell me WHY. I often play "devil's advocate" to help the student develop thinking skills and confidence in his or her own ability.
I use much the same approach with the sciences. I have taught physics at the high school level and chemistry at both the high school and college level. "Why?" remain my favorite question.
I have taught just about all aspects of biology, from general biology to cell biology, genetics, and embryology. My double fortes are microbiology and anatomy/physiology, both of which I have been teaching since 1981. I have written countless book and articles in those fields and I have been on the editorial board of a major scientific journal for over 12 years.
In teaching the sciences, I firmly believe in teaching the student to think with confidence. This is the same as I said above with the writing sample. It is all about communication skills, logic, and the mastery of many areas -- not only for facts (which are, of course, critical) but also for logic and vision, confidence and insight.
If I were to tutor for the MCAT, that is exactly the approach I would take -- working with the student not only on facts but on the logical analysis of those facts.
Qualifications in Phonics are difficult to delineate -- especially English Phonics. But, I will try!!
I have worked with Phonics for over 40 years and from elementary grades trough grad school. (Yes, grad school students sometimes need to work on Phonics!)
I have tutored students whose native languages were not English. The ones that stand out were German speaking and Italian speaking. I have aso worked with Spanish speaking students. I cannot remember names or dates.
Well, one girl -- fresh from Germany -- was Kirsten (but I do no recall her last name). As a person who really does speak German, working with Kirsten was a joy! She really wanted to learn but she was totally in the dark as far as English having so many different ways to pronounce/write/whatever the same set of letters. That sure is not the way it is in German! (In German, if you can spell it,
you can pronounce it. If you can pronounce it, you can spell it.)
The Italian kids were in 1966 in Detroit, Michigan. I do not remember their names. I actually got the Italian kids connected with an Italian tutor through the Italian Embassy. I knew what I could and could not do.
I speak German and French (and have taught both) and I also know the peculiarities of phonics. German Phonics is easy; French Phonics is very difficult.
English requires real concentration on not only letters (spelling) but also on context.
I have a degree in English. I have taught English, English Composition, Remedial English, and numerous other subjects (including German and French) that require a knowledge of Phonics. At this time, I work as an online copy editor and copy writer for a major scientific publication. I also free lance as a copy writer/editor.
I have also written numerous books for major publishing companies. Going through their comments requires a real knowledge of Phonics.
I have often been called on by others for the "How do you spell..?" questons. Here is a cue!!!! I often know the answer. I ALSO know how to say, "Let's look it up." I do that with a student too. With a student, I can say, "OK, here is the answer. Let's analyze what that means." That is Phonics!
I do know Phonics very well. I have known Phonics since about 2nd grade. I was bored with it in 2nd grade because I knew it so well. That has been to my advantage. Today I know how to make Phonics exciting to my students!
I am almost finished with my Doctor of Ministry Degree from Global Ministries University. I am also a graduate of the four year Denver Catholic Biblical School program. In addition, I have taught Scriptural Studies since I was an undergraduate. I am also an ordained pastor (though I do not specifically work as one). I run Scripture and Theology discussion lists on the internet. I belong to a few others too. I worked as a volunteer chaplain for almost five years at a local hospital.
For over 40 years I have been a classroom teacher and a tutor for students from middle school through college. I have also been through three doctoral programs. I know the principles of study skills (even though I also know that not all students organize, study, and learn in the same way).
I know how to help a student to list tasks to be accomplished, to prioritize those tasks, and then to take a given task and work with it. This includes understanding what the task entails and coordinating the task with the calendar -- as well as with the school schedule and the teacher's suggestions.
I do not believe in telling the student what s/he has to do. I do believe in helping the student figure it out and then work with it. I believe in figuring out (quickly!!) what a student's strong points are and then working with those points. Confidence is great for dealing with study skills! Many times, study skills problems stem from being overwhelmed by the task at hand rather than a problem with the task itself.
I know how to do this! I have worked with some painfully dejected students -- students who did not know how to organize, prioritize, and go on from there.