I have extensive experience working with children of varying ages who must cope with ADD and ADHD. For these children, organization and focus are a challenge that stands between them and learning. I focus not only on making sure that the content of what I am teaching is clear, but that my instructions are also clear. I have found that many children with ADD or ADHD often have difficulty with abstract or broad instructions. For these children, they need tasks broken down into very small and specific steps. Not only does this help clarify what is expected, but it takes advantage of their brief spurts of attention.
Recently, I helped a 13 year old boy with ADD to move up several grade levels in reading. Prior to that, I worked with a girl for several years on all academic subjects, and personal habits of organization (ex: how to organize her bedroom, how to interact socially, how to complete personal projects that involve multiple steps). Currently, I am working with a 10 year old boy who has never received B's and A's on a consistent basis in school. In the past, he was frequently in trouble at school as well. This year, with my help, all of his grades are B or better. His teachers have also commented on his ability to sit still for longer periods, his increased attention span, and his increased positive attitude.
I have completed continuing education credits in working with ADHD children as well.
Tutoring via Skype, phone, or e-mail:
I offer certain tutoring services by Skype, phone, or email. For adult learners, I offer tutoring for most subjects by Skype, phone, or email. The method of interaction would depend on your needs, and the particular coursework or project.
For high school students, I only offer email, Skype, or phone for composition and creative writing. Most recently, I completed a continuing education program called "Working with Students with Special Education Needs" which covered students with ADHD.
I love anatomy and physiology. I worked at a major hospital for 7 1/2 years and loved every minute of it. Those years greatly increased my understanding of, and appreciation for human anatomy. Our bodies are amazingly complex and wonderful machines.
In high school, and college, I received the highest marks possible in my biology courses for the anatomy units. To teach anatomy, I use a variety of materials, and methods, ranging from standard flashcards and question-answer drills, to 3D models, computer programs, and more. I tailor the approach to the needs of the student.
I recently tutored one student through high school biology, and another through middle school biology. Both did very well, bringing their grades up from C/D level at the beginning of the year to an A and a B by the end of the year. I also worked in a busy hospital for 7 1/2 years, during which time I gained a deeper understanding for biological processes related to anatomy and physiology. I am a bit of a science junkie and just love biology in general.
Career development in the current economy can be tough. Whether you are changing jobs, working on getting your first job, or want to improve your general abilities in job searching or getting a promotion, I wan to work with you.
I have helped several people to create results driven cover letters and resumes. With my help, these people have immediately increased their requests for interviews.
I have conducted interview preparation sessions for numerous people as well, helping them to improve their confidence and success in their interviews.
Through both teaching and working with individuals on their public speaking, I have helped several people to improve interviewing and presentation skills, both allowing them to land jobs and to advance in their current jobs.
We will work on everything from resume formats to interviewing skills to how to how to dress and present yourself on the job, and whatever else your career development goals might be.
For resumes, we will create a minimum of three resume formats so that you have flexibility in matching your resume to the job announcement. We will work together to be sure you know your resume inside and out, and that the resume includes keywords and industry buzz words to get you noticed.
For interviewing skills, we will go over typical interview questions as well as the oddball questions that come up every now and then. We will work on polishing your answers, and turning possible negatives into shining positives. I will help you come up with answers that show forethought and anticipate the needs of the company where you are interviewing. We can work on general interview skills, or if you have a job interview already booked, we can specifically address that particular interview. We will cover everything from what to say to what to wear and how to behave.
If you are just starting out, and need help finding your first job, we'll go over your strengths and weaknesses, your interests, likes and dislikes, and much more. We will narrow down a profile of possible job titles and companies, and then I will help you through the application process.
For those already in the workforce who want to brush up on general people skills and the soft skills that go along with having a job, we'll assess your strengths and weaknesses. Then, we will work on making sure your strengths come through while working on improving those weaknesses.
I also have extensive experience with public speaking and presentations. Maybe you need to speak at a meeting or seminar, or have to present at your next department meeting. I can give you the tools to pull it off, even if you are a nervous wreck - you'll be able to hide your nerves and handle the presentation.
With an undergraduate major in Arts and Letters, and a graduate degree in Writing, I am well versed in many aspects of the area called classics.
I am especially well versed in classical literature such as Homer ("The Odyssey" by Homer, translated by Robert Fagles, is a masterpiece!) and Sophocles, as well as Greek mythology. My classics background also includes ancient and modern philosophy, art history and architectural history, and archaeology. In particular, I am interested in how all of these areas intersect to create the idea of culture and society.
I have taught and tutored the classics primarily to middle school, high school, and undergraduate college students.
I believe in studying materials together, discussing significant ideas, and then helping my student apply their own theories and understanding. However, I also strive to support my students' individual learning styles and thus may use auditory, visual, or kinesthetic materials and methods to build understanding.
I began tutoring elementary school students when I was one myself. In the fifth grade I tutored second grade students in alphabet recognition and sight word recognition. I am now long out of elementary school but have continued to work with students in grades K through 6th on all elementary subjects.
I have spent the last five years tutoring a single student in language arts and math, helping her to bring her grades up from F's, D's, and C's to B's and A's. I have spent hours in classrooms in all elementary grades helping with subjects such as letter and sound recognition, reading skills, math from the most basic skills up to pre-algebra, composition/writing, literary analysis, project planning and implementation, and more.
I am able to tutor in single subject areas or across the board in all elementary subjects. However, all elementary students must have a firm grasp of basic math and language arts skills in order to succeed in their other subjects.
I also have helped many students with organizational skills such as how to study, how to keep a notebook, note-taking, test prep, and more.
In addition to holding an MFA in writing and BS in arts and letters, I have also completed several continuing education workshops and classes. These include:
Working with Students with Special Education Needs, Continuing Education completed 10/5/2013.
Math is Language Too! Reading Comprehension in the Math Classroom, Continuing Education completed 4/4/2013.
First Year Teacher training from Reading Rockets (teaching reading to young children)
Responding When Students Don't Get It (online seminar component of the 2011 ASCD Annual Conference; ASCD = Association for Supervision and Curriculum Development)
In elementary school, I loved handwriting lessons. I would practice everyday after school in an effort to receive the weekly handwriting prize in first and second grades. My love of good penmanship has continued into adulthood, and I enjoy helping others overcome their penmanship struggles.
For many younger students, handwriting is a challenge because the fine motor skills are still developing. Holding a pencil or pen correctly may be painful or tiring.
With my handwriting students in the past, I have combined several approaches to help them overcome their writing challenges.
With most students, I have helped them with hand exercises to help prepare for writing. These typically include learning a few basic stretches for the fingers and hands, and these exercises may be used before, during, or after a writing session.
After teaching my students some basic physical hand exercises, I have them write a few sentences so that I can study their grip and approach to writing.
Once I know how a student approaches writing, I develop a plan. I usually will model good handwriting habits, help the student adjust his or her grip, and will have the student do tracing exercises. If a student's writing is particularly poor, I have him or her begin with simply tracing straight lines, curves, circles, and squares. We might also focus on one or two specific letters at first. As the student becomes more and more accustomed to this, we graduate to other letters, words, and sentences, as well as more complex shapes.
Frequently students simply don't know where to start a letter which causes poor penmanship. Other times, the student struggles with pacing - they try to write too quickly, particularly those students with ADD or ADHD.
Regardless, I always start where the student already is, and we work from there.
Literature is a window into other worlds and experiences. Through a good book, a student will gain insight not only into the mindset of the author, characters, and setting, but will also be transformed as a reader.
I seek to help my students understand their texts at all levels, from the most basic understanding of plot, setting, and characters to deeper aspects of symbolism, implied meanings, and more.
I also specialize in textual analysis for the purposes of writing literature-based analytical essays. Even if I have read a book before, I always read it again, following my student's reading schedule in order to have the material fresh in my mind, and thus give focused attention to my student as he or she grapples with the book.
I read widely, and devour books. A small sampling of the texts I tutor includes:
* poetry (especially Sylvia Plath, Anne Sexton, William Carlos Williams)
* The Catcher in the Rye
* The Lord of the Flies
* Of Mice and Men and The Grapes of Wrath
* To Kill a Mockingbird
* A Raisin in the Sun
* Black Boy
* Shakespeare's plays
* The Odyssey and The Iliad
* the work of Sophocles, Aristotle, and Plato
* the works of Mark Twain and Robert Louis Stevenson
* the works of Amy Tan
* the works of F. Scott Fitzgerald
* the works of Sandra Cisneros
* the works of Jack Kerouac and Allen Ginsberg
* and many, many more
While phonics is a key element in learning to read, I first work with a student to determine if they need help with phonics, sight words or a combination. Most students learn to read using a combination of both phonics and sight words. I utilize a variety of methods in teaching phonics including a letter chart, refrigerator magnet letters, sand trays for kinesthetic learners (students who need to feel things to comprehend them), and more.
My very first tutoring student, years ago, was a second grade boy that was unable to recognize most letters of the alphabet, had no knowledge of the sounds associated with the letters and could not put them together to form words. I tutored him twice weekly and by the end of the school year he was reading on grade level.
Since then I have tutored students ranging from kindergarten through sixth grade in phonics, sight words and reading readiness. Most recently I helped a 13 year old girl who had learned to read using sight words exclusively. As a result she missed many of the nuances of the English language and was often confused by what she read. After just two months of one-on-one tutoring, she has learned to not only sound out words but to use other cues to gather word meanings. She is now confident in using phonics skills to supplement her sight word recognition and her reading has become more fluid.
All good writing has undergone proofreading and editing. I have many years of experience with both.
My proofreading experience includes standard school essays from elementary school through college level. I also have helped many college applicants to strengthen their applications by proofreading their college application essays, and offering suggestions to improve those essays. Most recently, I helped a college graduate who wants to apply to Physician Assistant programs. We worked hard to tell her story, express her interest in PA school, and to show that she is a three dimensional person with the drive to succeed in PA school.
My experience also includes both medical and legal proofreading.
The fear of public speaking can be paralyzing. It doesn't need to be that way! Like many things, public speaking is a skill which can be mastered, and the fear that comes with it can also be mastered.
I have years of public speaking experience in front of groups ranging from five to over 100 people. My experience includes speaking at student conferences while in college at Portland State University, as a professor at Long Island Business Institute in Queens, NY, and as a professor at Concordia College in Bronxville, NY.
At Concordia College, I taught a public speaking course in which every student was a in their first year of college, and all of them were terrified of taking this class. By the end of the term, each one was more confident, had mastered different aspects of public speaking, and had a guide for skills to continue working on. Two of my students gained so much confidence that they joined Toastmasters, a public speaking club. Another one told me a few weeks later that he gave a presentation at his office, and for the first time ever, he wasn't nervous in the public speaking role.
I can help you with nervousness, volume projection and voice modulation, practice speeches, developing and using visuals during public speaking, and more.
Without a strong understanding of how to study many students are moved on from grade to grade and come to a point where they begin to feel lost. As subjects become more complex, it is imperative that students know how to study. This involves more than simply opening a book and reading.
When I teach study skills, I first determine *how* a student learns. Some students do well with visual cues while others best retain information in other ways (auditory, kinesthetic, or a combination). Once I have determined a students learning style we can move on from there and put in place a system for studying.
For some students study skills are lacking because the student does not understand the basics of organization. This may mean that we work on daily skills such as writing down assignments in a planner, or that we work on how to put together a notebook, or we may work on how to take notes in the first place.
By learning how to most effectively study, a student will be more likely to have success later in their academic career, and even in the workplace.