During my long career I have taught most elementary grades: kindergarden, second through fifth, and for the past fifteen years, sixth grade. As a homeroom teacher I have taught all subjects: reading and reading comprehension, how to write from printing to cursive, grammar, English spelling as well as Greek roots, arithmetic and pre-algebra, history, geography, vocabulary, interpretive literature, and composition. I tutored mostly in math, but in other subjects as was needed.
I am confident in my qualifications to tutor and mentor students in any of those subjects. I have a strong reputation as a teacher/tutor who explains the subjects well, who is caring, supportive, and who praises the child's progress even when it is achieved in small baby steps because the ultimate goal is for him/her to gain confidence and feel more successful in the classroom.
In the last eighteen years of my teaching career, I specialized in teaching prealgebra and geometry in sixth grade. Prior to teaching 6th graders, I was a homeroom teacher in Kindergarten and second through 5th grade.
As a tutor I strive to develop in children a basic concept and understanding of number relationships with ease and accuracy, and to familiarize them with math facts, addition, subtraction, multiplication and division. As the students transfer to higher grades, the new learning builds upon their fundamental knowledge, and gradually,they get introduced to more advanced work in fractional and decimal parts, percents, measurements of time, distance and mass (customary and metric), number factoring, ratios and proportions, and emphasis on algebraic expressions and geometry.
Problem solving and thinking skills are presented to students from the early grades on.
My experience is long and varied and my qualifications are excellent. It can be said that I am passionate about the subject.
As a teacher who has taught practically every grade at the elementary level, K-7, I received much training, I have used a broad experience, and I have gained a subsequent, thorough knowledge of the English language.
I believe that an English class consists of teaching a child to learn how to write a correctly structured sentence using good grammar, accurate spelling, necessary punctuation, and systematic proof reading.
Early on, I teach the child to write a sentence which expresses a complete thought, and I train him/her to answer the question that each word represents.
Ex 1: "The plumber whistles." Who whistles? The plumber. What does the plumber do? whistles
Ex 2: "The plumber whistles a tune." What does the plumber whistle? A tune.
With this training the child understands the role that each word plays in a sentence.
Who? The plumber: subject.
What does the plumber do? Whistles: verb.
What does the plumber whistle? A tune: direct object.
Small steps are added with the use of adjectives, adverbs, phrases and clauses, as shown in the example below.
Ex 3: "The happy plumber, who fixes a pipe in the kitchen, whistles a lively tune because he likes his job."
Grammar analysis provides the student with the ability to build meaningful thoughts from sentences.
Each year the skills increase in difficulty. Toward the end of the elementary school years, a student should demonstrate confidence in his ability to determine the various parts of a sentence and incorporate an extensive vocabulary, which he has collected and used along his elementary training.
Although the beginning steps are small and each student is allowed to progress at his own pace, I expect him to use sensible topics, accurate spelling, neatness, and always to proofread.
I was born and educated in France. I have had a long career as an elementary school teacher having taught French in kindergarten through ninth grades. Along the years, I tutored young children, high school students as well as adults, and have gained a reputation as an excellent instructor who is patient, understanding, thoughtful, and easy and fun to work with. More than anything, I love to teach the language of my birth and to contribute to the education of a young person in the learning of a foreign language.
At the beginning in kindergarten and first grade the child learns to master simple functional grammar and gains the ability to identify nouns as names of persons, places or things. In second grade the child learns that adjectives give meaning to or describe the nouns. In third grade he identifies verbs as "doing" or "is" words. In fourth grade he learns the remaining parts of speech, pronouns, adverbs, etc.
As soon as the child knows how to read a sentence, he learns to select the most important word in it (keyword), and this enables him to recall what he has read, the proper grouping of words in the sentence to answer the questions:
who, what, when, where, why, how
Punctuation marks are learned so as to give a meaningful understanding of the reading.
The school where I taught for 37 years is a Carden school. Mae Carden is the founder of the Carden method, which pioneered the teaching of reading by phonics when she opened the first Carden school in New York.
Young students in pre-K and in kindergarten learn the sound that each consonant makes.
Ex: b - buh
c - cuh
d - duh, etc...
However, a vowel, when it is alone in a syllable (cat), will sound differently if it is with another vowel in the syllable (cape).
Students apply these sounds by learning and writing the "vowel chart" daily. Every child is able to read and to write simple words by the end of kindergarten. Learning to read by phonics contributes to better spelling.
As a teacher who has taught practically all the grades at the elementary level, K-7, I have received much training, have gained much experience and subsequently much knowledge of how to teach/tutor math.
I find that the knowledge of the four number processes, addition, subtraction, multiplication, and division, must be a fundamental acquisition for the student to be able to handle all the subsequent areas of mathematics. This skill must be perfected by helping him/her build understanding and confidence. To help build understanding, my role as a teacher/tutor is to be a questioner and a talking through coach. I want the student to experience the thinking process which results in the correct answer. As in every subject, the mental image is indispensable, and it is my job and responsibility to help the student develop his/her mental image.
My objective as a prealgebra tutor is to prepare the student for the study of algebra. It consists of several broad concepts:
- Review of natural numbers
- Learning and understanding new kinds of numbers, such as integers, fractions and decimals
- Order of operations
- Roots and exponents
- Evaluation of expressions and use of parentheses and brackets
- Four quadrant coordinate plane
Geometry which furthers the understanding of algebra relative to area and volume is included in the pre-agebra course.
My goal as a reading teacher/tutor is for the child to experience joy as he/she is beginning to sound out words and soon to group words, and then to become equipped with the ability to read at sight.
Mental imagery is an essential skill, which the child develops at an early age along with the power to think and to analyze what he/she is reading without the aid of pictures.
For nine years I went to on-going workshops to receive instructions from Miss Mae Carden, the founder of the Carden method and reading by phonics, and as a result, I became an experienced teacher to students in kindergarten through sixth grade.
In kindergarten, I taught printing with clarity of presentation and with sequencing.
For example, once the child knows how to form a "c", it becomes easy to teach him to print the other letters that begin with the formation of the "c".
Ex: c a d g q o e s
Then the straight letters are introduced.
Ex: l h k b f, etc.
This experience enables the child to gain control of the handling of the pencil. In order for the him/her to gain mastery, the emphasis is on the construction, not the copying, resulting in neat and accurate printing.
I introduced cursive writing in first grade.
The practice was continued through the grades with the student writing short compositions through sentences, and then through paragraph form in a logical presentation of ideas.
As a junior high instructor, I specialized in the study of interpretive literature from American and English classics. Besides the reading, my students studied comprehension, vocabulary, critical thinking, annotating and episoding, and formal and creative writing. Short essays and book reports needed to be evaluated and graded, and I taught students the skills of accomplishing longer term reports in an organized and timely manner.