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I do not hold formal special education certification, but I have worked with students with mild-to-extreme learning disabilities. I worked with one student with ADHD who did not take his medication consistently. Working with him taught me effective methods for allowing outlets but also the value of holding high standards for all students. He challenged my thinking about effective learning time, but we both gained invaluable experiences in working with each other.
I am a native Persian/Farsi speaker. I moved to the US as a child, but I have continued studying the language. I received elementary and secondary instruction in reading and writing, but my fluency was limited until college. At UCSB, I completed all of the Persian language courses offered, in addition to an independent study for which I translated an essay from English to Persian. Combined with my experience as an educator, my fluency in Persian enables me to teach/tutor Persian with beginners to advanced (though, not near-native) students.
I do not hold formal special education certification, but I have worked with students with mild-to-extreme learning disabilities. My work at a local charter public school required my commitment to learning about and engaging students with individualized education plans.
Working with a student with a short-term memory disability, I planned time and lessons for improving her note-taking habits, writing, presentation skills, and general organization, as well as advocating for herself and her special needs. Over time, we built a strong relationship focused on her academic and career goals, which we would research and explore as a reward for our hard work every day.