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I'm a retired French professor who also worked closely with music and English instructors. Computer-assisted instruction is something I enjoy, and so do my students. I have assisted students with learning disabilities and ADHD/ADD to ensure that they have a successful language-learning experience.
Enthusiasm, respect for students and an enjoyment of problem solving are my hallmarks, as well as a broad interest in and knowledge of a variety of subjects.
I have worked with students of all ages who are dealing with ADD/ADHD, and have participated in numerous workshops for teachers on the subject.
When my college decided to institute a language proficiency requirement for all its students, I did extensive research on ADD/ADHD and learning disabilities so that we could decide how best to ensure that all students could have the optimal language-learning experience. Once the requirement was in place, I advised and helped to place all students with documented ADD/ADHD and learning disabilities who were in the language program.
As the advisor at my college to all students with certified learning disabilities who were in the language program (there was a language requirement), I worked extensively with students with dyslexia, sometimes even helping them complete the requirement by offering them an independent study course. In order better to serve them, I attended many workshops and conferences.
In teaching dyslexic students, I use computer software to create interactive, image-based exercises. I use a variety of techniques, capitalizing on the strengths of each individual student.
Part of language teaching is ear training, of course; but I have also directed children's choirs and spent a good deal of time on ear training. I have a minor in music (B.A.) and musicology (Ph.D.), and have worked with many instrumental and choral groups.
My experience in English ranges from published literary translations to writing research papers and reports. I have taught many composition courses, and have tutored students in research, organization and writing methods.
I enjoy teaching everything from basic French to advanced literature and culture. Computer-assisted instruction, games, use of Web sites, and keeping grammar in context are earmarks of my methods. I have lived in France and the French-speaking part of Switzerland, and spent many years close to the Canadian province of Québec.
Although not a "techie," I enjoy and appreciate computers as an essential element of life and learning. I use many programs regularly (MS Word, Excel, Power Point, Adobe Photoshop Elements, etc.) and instruct teachers in the use of programs such as Smart Board, eCollege, QUIA and other applications. I am a quick learner, and pick up new applications speedily so I can help others use them.
I thought I hated geography when I was young! Teachers made us memorize lists of raw materials, products, etc., without giving us any feeling for a country, its culture and its people. Now geography is one of my favorite subjects, and I study it on my own, as well as having participated as a professor in a Global Studies program. What a wonderful way to become a virtual world traveler.
It may sound strange, but I love grammar. Conquering it is like solving a puzzle. It is so necessary to communication with others -- if we aren't all using the same "codebook" (grammar), we can't understand each other. I use color-coding, simple diagramming, hands-on moveable elements (either hard-copy or on the computer) to make grammar more dynamic and understandable.
Understanding and discussing literature is a life-enriching experience. I have taught introductory courses in literary studies, and use literature to illustrate cultural and linguistic concepts.
I use Word extensively, not only for simple document preparation, but also for creating tables, writing macros and optimizing document appearance. At the college where I taught, I worked with colleagues to help them take advantage of all that Word can do.
With a minor in music for the B.A., and in musicology for the Ph.D., I have an extensive background in music history. I keep up with the subject by assisting colleagues in music in creating and maintaining Web sites for their music history courses.
Having spent my professional career in an academic setting, where I and my colleagues were expected to publish scholarly articles, I have developed a "clientele" of my peers who ask me to proofread their writing before they submit it. I have also published translations (including a book) for which extensive and repeated proofreading was necessary.
Although my official professional experience in teaching reading is mostly at the college level, I have had success working with younger students and children, some of whom had learning disabilities and ADHD. I use images, videos, dramatization and other methods to enhance reading skills.
Teaching reading skills in preparation for a multiple-choice exam is a specialized technique. Everything from psychology to logic to problem-solving come into play. Although I am an excellent test-taker, I understand the challenges tests can present to many students, and have developed methods to help them prepare for exams and keep calm as they take them.
The English language presents more spelling challenges than any other language. It is not impossible, however, to improve spelling using analogies, word origins, phonetics and other methods. What a triumph is is when a spelling problem is conquered!
At the college where I taught before retiring, I worked with both language students and my own advisees to develop study skills. Many of these had ADD/ADHD, and organization was a problem for them.
I have also worked with younger students, developing not only organization but also teaching them how to understand what assignments are asking them to do, how to take notes, and other essential skills and strategies.
If approached properly, learning vocabulary can be a truly enjoyable experience. It must be taught in context to be understood and remembered.
Many students today seem to struggle with writing, and this can hold them back in their career experience. Starting with topics students enjoy helps, since they then are anxious to acquire the structures and vocabulary needed to write effectively. Teaching them to organize their ideas so that others understand them is vital.
Great at working with learning disabilities. — Anne is a skilled educator who is especially good at working with learning disabilities. She is patient and conscientious and knows a lot of techniques for working with dyslexia and other learning differences. I highly recommend her as a tutor for anyone. ...
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