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My emphasis is on student understanding as opposed to memorization. I've had 25 successful and rewarding years of experience teaching math and science at the high school level. I've worked in public schools and private schools. I also have an extensive background in working with elementary and middle school students in all subjects. I have a Master's degree from UCLA in education, and I've taught methods classes to beginning teachers.
Over the years I've used many strategies and techniques and I have a good sense of how to reach a variety students by tapping into individual learning styles. Many of my former students say that my approach, which emphasizes visual learning and use of physical models, has enabled them to do well in geometry. The fact that many of my students have gone on to become teachers is my best recommendation.
I've taught groups of teachers at UCLA how best to present Algebra and Geometry to their students. I've also been a classroom teacher for over 30 years and presented many of my original lessons at conferences.
I've been teaching high school science classes (Biology, Physics, General Science and Environmental Science at the high school level for years. I've presented at the annual National Science Teachers Conference many times. In college, I ran several labs in Biology as a TA. My Histology, Embryology and Human Anatomy credits are from Medical School.
I was a Field Supervisor of teachers-in-training at UCLA for four years; during this time I helped many going into teaching study for and do well in the CBEST. I've also worked with many private students to prepare for this test. I am familiar with all topics on the CBEST.
I have been playing tournament chess and have a USCF rating of 1600. I have taught chess as an ofterschool enrichment class for over 12 years and I've been the head of the chess club at several different high schools.
I have read extensively on the Orton-Gillingham approach and have used it with success over the years. It includes guidelines for reading readiness, lessons, and student assessments. I've had 12 hours of professional development in How to Reach Students with LD (learning disabilities), I have 8 credits from UCSD in the first level O-G approach, and I am currently enrolled in the on-line course at the Dyslexia Training Institute (San Diego).
I have been a classroom teacher in both private and public schools (over 30 years) and I have always had private students; in schools students are tested for learning disabilities and given an IEP (Individualized Educational Program). I have always had a few students in my classes with IEPs and I have worked closely with counselors and experts to develop strategies for teaching dyslexic students. I have had much success teaching students how to read and how to decode words; in addition I have had much success in teaching how to read to learn (which comes into play in the upper elementary grades).
I work well with K-6th children. I am a certified Montessori Teacher PreK-8 from UCSD. I taught high school for over 25 years so I know how to prepare students. I know what's coming so I know what to emphasize.
I have been working with the teacher training program at UCLA giving future teachers techniques and methods of teaching elementary mathematics.
I have published several articles in academic journals.
Success with ALL students who have studied with me!
High school geometry teacher for over 30 years.
Created and led teacher-training in geometry at UCLA.
Present original work at many mathematical conferences, including NCTM.
I have a California teaching credential and a Masters in Mathematics Education from UCLA. I taught over 30 years in high school math and science. I taught several years in elite private schools (Brentwood, Marymount, Loyola) and I'm familiar with the private school requirements and curriculum. I've helped over 20 students over the years prepare for the ISEE test with 100% success rate in acceptance to various private school in the Los Angeles area.
I teach Phonics first by doing some Diagnostics; does the student hear and identify sounds (phonemes)? Can she recognize the "look" of the corresponding letters and patterns (graphemes) that represent them? I start by working on these skills. Then I teach students to decode the words on the printed page by sounding them out, or in phonics terms, blending the sound-spelling patterns. I do believe that the "whole language" approach to reading is important and practice reading students good literature and stressing meaning. The whole language emphasis on identifying new words using context. After all, earning to read is goal; students need to appreciate language to learn to read so they can read to learn as they go through the upper grades.
I am familiar with the entire book lists for school (both public and private) in the LA area! I'm skilled in the Montessori approaches and have worked with many beginning readers with much success.
I am an approved tutor in SAT preparation.
I am well qualified to teach all SAT topics, and my students usually do much better than they expected to do. I help with the academics and I also teach general test-taking skills.
I created and taught a 4 hour class for parents as part of an Park and & Recreation community outreach. It was called Study Skills: How to help students have success in school. The class was very well received and eventually over 400 parents attended; the feedback was very positive.
Study skills have a lot to do with organization, which can be learned. I can teach students to get in the habit of using an assignment book, planning ahead, and using time wisely. Other skills that I emphasize are how to estimate how long it will take to complete each assignment, how to prioritize, how to proofread, and how to predict test questions. I teach effective reading techniques such as SQ3R and how to take class notes.
As students progress as readers, vocabulary increases almost automatically; however, for some students, reading alone does not result in increased vocabulary. For those students I usually begin a study of Greek and Latin root words and have them list related words. It's very helpful to have students first read a text carefully, paying attention to unfamiliar words, and try to analyze these as for as the etymology. Those words can be examined with their meanings and spellings in mind. A large vocabulary has two main components; correct spelling and accurate definition(s).I have presented original material at many educational conferences: one of my most successful talks was how to integrate reading across the curriculum. I have an extensive collection of children's literature and I am familiar with the books lists for K-12. Because I love reading, my students often catch my enthusiasm and become eager readers! An eager reader will develop an extensive vocabulary.
I am very familiar with books that students consider their favorites and I've helped many translate their happy experiences with reading (and being read to) into writing about their own interests. For fiction writing or descriptive writing, I use the well-known "Five Elements of a Story": Setting, Plot, Conflict, Characters and Resolution" for beginning writers. For writing reports, reviews and analyses, I use the Guidelines for Convincing Expositions, among other resources. Most of my experience is with elementary, middle school or high school students and many of my former students tell me that our time together has paid off in their college courses.
Complete transformation in my 10 year old son with his reading!! — Gwen R. has worked her magic on my 10 year old son. He was a poor reader and consequently didn't want to try for years. Over the last two months, with Gwen's gentle guidance, he is a changed kid. The call I got from him last week -- "mom I love reading now" was music to my ears! It was a complete transformation. He is now almost finished with his second Harry Potter book and wants me to buy t ...
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