Botany, Ecology, Genetics, Geology,
Microbiology, Nursing, Nutrition, Physical Science, Physics, Physiology, Zoology
Latin, Speech, TOEFL
American History, Anthropology, Classics, European History, Geography, Social Studies, World History
ADD/ADHD, Aspergers, Autism,
ACT English, ACT Math,
ACT Science, ASVAB,
MCAT, NCLEX, Praxis, PSAT,
Latin, NCLEX, SPSS, Statistics
Approved subjects are in bold.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
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 have a Master's degree in Mathematics Education from UCLA and I have taught Algebra 2 for over 25 years, in public school and in private school. In addition, I've presented original material at more than 10 NCTM conferences. I've also worked with groups of teachers (professional inservice) teaching them the Common Core approach to mathematics.
My undergraduate degree is in Biology and I studied comparative anatomy. In my first year of medical school I studied human anatomy and (like everyone else) dissected a human cadaver.
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 have a MS in Mathematics Education and I've taught Calculus in both public and private schools for over 20 years. I also use "Visual Calculus" a book co-authored by Tom Apostol (Caltech math prof. emeritas). I am familiar with most graphing programs as well.
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 given presentations at national teachers' conferences on teaching elementary science, with or without a lab.
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.
English grammar is based on the Latin; and I have a university minor in Latin! I teach grammar using the beautiful prose of powerful authors so my students are exposed to beautiful, exciting use of the English language, and most of my students develop an increased interest in reading.
I have a California teaching credential and a Masters in Mathematics Education from UCLA. I taught high school math and science for over 30 years. I taught several years in elite private schools 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 love to read! I have taught many (adults too!) to learn to read. And I've taught many kids the difference between reading and reading LITERATURE. To me, the words of the great writers have the lessons of life set in the language of the heart.
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've played poker all of my adult life. I have competed in several Texas Hold 'em tournaments and have a plus score. I have taught fundamentals of probability using poker as a means.
Prealgebra is the beginning course in mathematics; I can get students off to a great start! I know what's coming so I know which topic to stress in this first course. I am an active tutor in all levels of mathematics, and I have taught HS math including BC Calculus.
I am familiar with the entire book lists for schools (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 use both whole language and phonetics to teach. I can recommend books for all ages; books that will encourage students to WANT to read.
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.
I've taught Trigonometry for over 30 years, in public high school, in private high school and to groups of teachers in the UCLA teacher-training program. I've presented several times at the annual NCTM conference. I've developed many visuals and manipulatives and models to help students really understand the concepts linking Algebra 2 with Geometry and Trigonometry.
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.