Mary’s current tutoring subjects are listed at the left. You
can read more about
Mary’s qualifications in specific subjects below.
Before I became a credentialed teacher, I worked as a teacher's aide for an SDC class for 2 years. Since then, I have been in regular classrooms, with students that have ADD/ADHD.
The first thing that a teacher/tutor needs to have in order to develop a rapport with his/her potential student is to have a positive attitude. This attitude is reflected in the first encounter and the student will pick it up right away.
These, I believe, are the educational interventions that will help a child with an ADD/ADHD disability: provide visual displays(flowcharts, pictorials); minimize distractions; present work in short units; have students work in short units of time with controlled breaks; flashcard style of review system; showing the student how to do the work and emphasizing detail through color coding.
I am a credentialed teacher, and had a course on special needs students as part of the requirement for my multiple-subject teacher credentialing program. Also, I was a para-educator for 4 years in a Special Day Class while I was finishing my teaching credential. In all the years as a para-educator in the SDC classroom, I had numerous opportunities of dealing with autistic children in the classroom.
I received my Multiple-Subject Credential from the Ca. Commission on Teacher Credentialing in 2011. I was working as a substitute teacher for Lancaster School District while I went through the teacher credentialing program at Ca. State University - Bakersfield. I have experience teaching in the classroom from Kindergarten to 8th grade, but through teacher requests, I have more experience teaching Kindergarten thru 3rd grade. I also have had long-term substitute teaching experiences in Kindergarten and 1st grade, which lasted for 5 months, each time.
Communication is a powerful tool in school and society. For example, we communicate to develop and maintain relationships, to gain and give information, to express feelings through oral and written language. Language or English is learned and/or taught so that one may become more productive as in expressing or more receptive as in comprehending. Although most basic language skills develop before children enter school, language (English) continues to evolve through the school-age years, a process that includes a large growth in vocabulary, more complex sentence structures, use of prefixes and suffixes, multiple meanings and figurative language, just to name a few.
The United States is one of the most culturally diverse nations in the world. The diversity continues to increase as new immigrants relocate in the United States.
Students are mainly influenced by their home culture and are often based on such factors as national origin, ethnicity, socioeconomic class, religion, gender, age or even disability. The first thing that a teacher can do for her student is to know and learn and understand his/her culturally/linguistically diverse student. From there, a good rapport can start to build, and learning occurs.
What can I do for my student? I can provide a supportive/comfortable environment in which help is readily available. I will use visuals, gestures and demonstrations to be easily understood, and will simplify grammar and language. I can also slow the pace of the lesson and have materials ready at all times.
The first test that I passed to be qualified to work as a substitute teacher for the Ca. Public Schools, was the reading portion of the Ca. Basic Educational Skills Test(CBEST). As part of my credentialing program at Ca. State University - Bakersfield, I took 8 quarter units of Literacy Acquisition. Before I can be issued my Multiple Subject Credential by the Ca. Commission on Teacher Credentialing, I had to pass the Multiple Subjects Subtest I (Reading, Language, Literature, History & Social Science)of the Ca. Subject Examinations for Teachers(CSET). Another requirement by the Ca. Commission on Teacher Credentialing is to pass the grueling nationwide exam, RICA (Reading Instruction Competence Assessment).
The goal of reading instruction is to provide students with the skills, strategies, and knowledge to read fluently and to understand and construct meaning from text for purposes of enjoyment and learning, whether reading a book, magazine, sign, pamphlet, email message, or information on the Internet. Reading is considered by many to be the most important area of education, and proficiency in reading is becoming even more critical in our technological society. Skill in reading is a prerequisite for many of the learning activities in content-area classes such as social studies, science, vocational education,and for successful employment and daily living.
Before I became a Substitute Teacher, I worked as a special education para-educator for three (3) years in special day class (SDC) and one (1) year in the RSP (Resource Specialist Program) setting.
I had four (4) years experience as a para-educator in a special education classroom, and have also been assigned as a substitute teacher in these classrooms, too. Aside from their academics, one of the things that's considered equally important, that we teach the kids in the classroom, is "Developing Independence in Learning". It consists of 1.) Teaching Advocacy, 2.) Study Skills and 3.) Strategies. These three (3) goes hand-in-hand, because when one is studying, it is skillful, it is intentional, it is personalized, it it individualized and it involves a self-regulatory function. The goal of study skills and strategy instruction is to support students in becoming independent in completing learning tasks. Most students need direct instruction and sufficient practice to learn how to learn. Goal-setting and self-monitoring strategies can help students reach both academic and personal goals. Establishing organizational systems, time management, and long-and short-term planning help students set the stage for efficient studying. Self-advocacy is a subset of the skills, knowledge, and beliefs that constitute self-determination. Other aspects of self-determination include choice making, decision making and self-awareness. Teachers need to plan systematic ways to teach students how to participate in class discussions and small-group learning situations. Note- talking in class helps students become active learners and to learn how to record important information for home learning. Skilled note-taking involved selectivity, organization, consolidation and fluency. Direct instruction in skills for studying for and taking tests can improve test performance. Preparing students for high-stakes tests includes instruction in test approach, test taking and test preparedness skills.
Everyone has the capacity to write, and it can be taught. People learn to write by writing, because it is a process, and it is a tool for thinking. Writing grows out of many different purposes, whether it's to entertain or to inform. Reading and writing are interconnected with a complex relationship to talk.
To start the writing process, you first have to formulate your message in your head, and start organizing your ideas in a logical fashion. You have to think about the reader and how he or she might understand and react to the message. To do this, you have to choose and select your words carefully to make the flow of language smooth, and convey your meaning succinctly or to the point. Pay special attention to the spelling, capitalization and punctuation, and most of all consider the tone of the final product on whether you have delivered your message or not.