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Hi there! My name's Zach, and I'm a 24 year old high school teacher-to-be. I have extensive experience working with children ages 8-16 and am adept at tailoring my approach to meet any child at his or her level. For high school, my specialty lies in the humanities - reading, writing, test prep, proofreading, and public speaking - and in middle and elementary school, I can help with all subjects.
***Currently my weeknight afternoon/evening schedule is full, but I have morning and early afternoon openings during the week and on Sunday. Please feel free to contact me if you have time available in your schedule during these times***
As a graduate of Hamilton College, I engaged in multiple "writing intensive" courses and am sound in instructing and editing both expository and persuasive essays. I have passed the CBEST and social studies CSET and scored in the 97th and 93rd percentiles on the verbal and writing portions of the GRE, respectively. Next year I will begin my graduate work to receive my teaching credential.
I have a growing experience tutoring elementary, middle, and high school students in writing, history, and math. Additionally, I have volunteered as a teacher's aid in both history and English classrooms in San Francisco.
Working with children:
In addition to focusing on academics, I have spent the past three years working with children of all ages. My summers found me at Camp Tawonga, leading groups of middle schoolers and teens. During the school year, I have been employed as a nanny for multiple families offering homework help in addition to the usual care-giving. And in my previous job, I delivered regular "kid-friendly" composting workshops to libraries across San Francisco.
Learning and especially private tutoring should be a fun, meaningful experience. And to achieve that goal for every student he or she must be met at his or her level. I have found the best method for success mixes healthy doses of humor, creativity, and structure.
Humor in bringing imagination into the room and allowing goofiness to be a tool for both connection and learning. Creativity in having the flexibility to read a student and pivot from the current approach to a more successful one. Structure in building a framework for establishing attainable and measurable goals and following through with regular check-ins to meet them. Most of all, I have found that building a relationship of mutual trust and admiration with a struggling student is the best tool in bringing up both falling grades and spirits.
Having started and run a small business, I know what it means to deliver good customer service and tutoring is no exception. I strongly value being on time, responding promptly to emails and phone calls, and receiving open feedback. In other words, if you are not happy, my job is not finished.
If you have a question or would like to schedule a lesson, shoot me an email! I am willing to travel out of the East Bay, but depending on the distance, I may charge more to cover tolls and gas.
I have a great deal of experience with students who have ADD and ADHD. I currently spend over 8 hours a week working with students who have varying degrees of ADD/ADHD and dyslexia and going back, I have spent countless hours working with my sister in high school who also has ADHD. Through trial and error, I've honed my approach to two basic steps:
First, I work with the student to avoid frustration in the face of school work by using creativity to build rapport. I have found that the biggest hurdle with ADD/ADHD students can often feel overwhelmed in the face of an assignment and they struggle to get momentum. To overcome this, I bring out every tool in the box to get started and build trust. This can range from me reading a text aloud and asking comprehension questions when a homework assignment seems too long, to using accents and funny voices to remain engaged.
Second, I begin gently reinforcing "on-paper" organizational skills until they become habitual. Many students often prefer to try and work out math/reading/writing problems in their head. This is a difficult feat for anybody, but especially for students with trouble staying focused like those with ADD/ADHD. I have found that in countering this impulse with the necessity to "spell it all out on paper," students can make meaningful strides quickly and feel better about their own abilities to tackle increasingly complex assignments.
I have a great deal of experience as both a public speaker and public speaking coach. Beginning in high school, I gave many speeches including at graduation as student body president. In college, I continued speaking in front of groups, working as the team motivator as the rugby forwards captain. Today, I have put these skills to use as both an educator and entrepreneur.
During this same tenure, I have coached many friends and colleagues on all kinds of public speaking including motivational speeches, PowerPoint presentations, and interview preparation. In addition to molding their actual speaking habits, poise, and cadence, I often implemented significant changes in their material or, rather, flow of ideas to allow for a more even, understandable delivery from the audiences' perspective.
If you have a speech or presentation coming up and would like to practice your rough draft, I am more than happy to help. I have a number of techniques, phrases, and other teaching tools available and we can use them to go through and perfect your delivery, transitions, and tone until we both feel you are ready.
Public speaking remains many peoples' greatest fear. Let me help you turn it into your greatest strength.
Zach is the man! — Week after week he continues to reinforce learning skills with my very-distractible 11 year old ADHD boy. He's thoughtful, well-organized, and is great with my son. It is a pleasure working with him. He is giving my son the skills he needs to be successful in school. Thank you Zach! ...
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