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Travel radius

10 miles
Hourly fee

$30.00
Email Chris C.

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Chris C. passed a background check on 7/25/12. The check was ordered by Chris through First Advantage. For more information, please review the background check information page.

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In 1985, I left one career and began another. I moved from a clerical career to a teaching career.

After one year in the Mills College graduate teacher training program I graduated and obtained my teaching credential.

Following graduation I substitute taught in the West Contra Costa USD while applying for a teaching position in the Oakland USD.

In August 1986, I obtained a bilingual Spanish teaching position and taught 2nd grade Hispanic students for four year and Hispanic English-only students for an additional year.

In June 1991, I left teaching for a year to pursue other careers. AS nothing worthwhile materialized I re-entered the teaching profession as a substitute teacher. Besides substitute teaching I taught as a PE prep teacher for five weeks.

In May 1992, I contracted a debilitating form of arthritis which crippled me and put me on crutches. I tried to return to a regular classroom in September 1992 but it became clear after a month that I could not teach while on crutches.

I was on disability for a year before trying something else.

For four years I sought host families for visiting students from mostly France, Spain and Brazil. I enjoyed this very much, but it did not pay very well. Near the end of doing these, I applied for and was accepted to be a chaperone for 21 high school Spanish language students who were to spend a month in a family in northern Spain. I supervised their placements and handled any problems that arose. Thankfully, this was only a few.

In 1998, I resumed substitute teaching in a number of Districts: West Contra Costa, Vallejo, San Ramon Valley, Mt. Diablo, Walnut Creek, Piedmont, and San Francisco. It was very rewarding. I enhanced my discipline tools and teaching techniques through reading regular teacher teaching plans before each substitute teaching assignment.

In March 2002, I took a position as a lower grade bilingual Spanish language teacher at Downer Elementary in West Contra Costa USD. I worked there successfully until the end of the year when I was offered a bilingual 4th grade teacher position at the same school.

I accepted and began six years of teaching at Downer: three as bilingual 4th, one as English only 5th and two as bilingual Kindergarten.

In September 2008, I changed schools. I accepted a teaching position at Bayview Elementary as a bilingual 3rd grade teacher. The next year I was placed in a 3-4 combination classroom. While I handled it, there were some discipline challenges.

In June 2010, I retired from teaching and have enjoyed several years without working.

When I heard of WyzAnt, I decided I could and should tutor. I trust that tutoring itself can be a rewarding endeavor in retirement.

Sports/Recreation:

Basketball, Football, Softball, Tennis, Volleyball

Test Preparation:

ACT English, ACT Math, CBEST, PSAT

Homeschool:

Special Needs:

Elementary Education:

History:

Computer:

Desktop Publishing

Math:

English:

I have a high degree of competence in the following algebra related areas: balancing equations, factoring, polynomials, graphing equations including polynomials, and solving problems that require the use of algebra to solve. The algebra I've taught as an elementary teacher relates mostly to elementary school level, but I was successful in Algebra I and II as a student at Miramonte High School in Orinda as well as Trigonometry and College Algebra at the University of the Pacific in Stockton. I hope this will help you decide to hire me as your son's tutor in the coming weeks and months.

I have taught American History as part of the 4th and 5th grade curriculum in five of the 13 years as a teacher in the public schools.

How do I teach history? I start by getting students to share any knowledge or experiences they may have that directly relate to the key points of the day's lesson. I introduce the lesson, then proceed to explain key elements of it as well as any vocabulary or other words that may be puzzling to the students. I then proceed with the actual lesson utilizing the following to aid the students assisting their comprehension of the lesson: picture walk through the pages of the text discussing what the pictures might mean or what relevance they might have to the lesson, identifying important dates in the lesson and a visual timeline with those dates and other important dates with which the student may already be family, and finally have students read the text quietly but before each section listen to questions whose answers can be found in the text, and which directly relate to the key points of the lesson.

Upon completion of the reading, I get the students to summarize the important component of the lesson. I then assign two questions for the students to answer in a quiz format.

I hold an elementary school K-6th credential. I have taught most grades as regular classroom teacher...but First and Sixth in substitute capacity. My experience with each grade is described below:

Kindergarten - Two years as regular classroom Spanish bilingual teacher.

First - One year divided into two longterm assignments. The first was K-1 with the grades mixed in the morning...and First only in the afternoon that was reading/language arts intensive. The second was First grade only full day.

Second - Four full years as Spanish bilingual waivered teacher.

Third - Three full years as regular classroom teacher divided as follows: One year full day English only teacher, one year full day Spanish bilingual teacher, one year full day English only 3-4 combination teacher.

Fourth - Three full years as English-only (with assistance provided for a few students with low English proficiency).

Fifth - One full year as English-only.

Sixth - No full year. Three days of teaching as substitute teacher plus a semester teaching social science as part of my upper elementary placement during teacher training.

Whether I'm teaching English/Language Arts, Mathematics, Social Science or Science I'm doing extensive pre-instruction activities, simple language with visuals during instruction and I offer multiple opportunities for the students to practice their new learning. Below I'm providing some of my most often used methods in each of the four subject areas:

English/Language Arts - Story-Mapping, Developing understanding in advance of reading both highlighted voculary as well as vocabulary I perceive to be important or to present difficulties, Buddy Reading

Mathematics - Key Vocabulary Development, Assistance during instruction from graphs and charts as well as other visuals

Social Science - Picture and Photo walks in advance of reading the text, outlines and note-taking of key learning in the text, high interest questioning strategies.

Science - All techniques of Social Science minus outlines.

I have taught elementary mathematics and reading comprehension for 13 years as a regular classroom teacher in the Oakland Unified and the West Contra Costa Unified School Districts. I have also taught these two subjects as a substitute teacher for four years in the following Bay Area districts: Vallejo, Mt. Diablo, San Ramon Valley, Piedmont, San Francisco, and Walnut Creek.

My methodology is simple. I assess student understanding of concepts important to new learning. I use graphs and pictures to explain the new concept outline. I introduce important vocabulary previous learned and to be presented. I ask questions often during presentation to assess developing understanding. I use math language to teach the lesson...but point to elementary concepts in the graphs and pictures while teaching to clarify student understanding. I provide students with opportunities to practice the new concept after demonstrating several examples in front of them. All the while I encourage students to take notes to help their own understanding.

I teach reading comprehension using the following procedures and techniques. I use story maps to give students a visual picture in their minds of characters in the story and how the story develops. Students fill in their own story map as I do one in front of them. As we are reading the story, I stop periodically at key points to introduce characters, turning points in the plot, any problem being solved or worked out in the story, as well as motivations of the characters and why they are doing and saying the things they are saying. I use questioning and answering strategies too...to assess a students understanding sometimes in the form of a game.

I have taught in elementary, middle and senior high schools...English at the first two levels...Spanish language arts at the senior high school level. I hold a master's degree in Public Administration, Administrative Management. I hold a bachelor's degree in Philosophy with Political Science minor. I'm familiar with reading, reading comprehension, language arts skills, grammar, vocabulary development and more.

My French education involves the following: Two years of high school French and one and one-half years of college French. I have also spent a month at the University of Grenoble learning grammar, translation, field trips. I have also held conversations with French chat friends online. I hope you'll consider me for this tutoring job.

I've completed both Bachelors and Master's degree...and studied geography as part of most programs. As a regular classroom teacher in grade K=5, I taught social science which included much geography for 13 years. As substitute teacher in K-6, I did similar with lessons prepared by the regular classroom teacher. I also taught summer school English and US History, the later which included geography. I taught for 3 months at Vallejo Senior High School as long term substitute: two class of Spanish I, two classes of Spanish II and World History. In World History I also taught much geography.

Adding to teaching experience has been extensive travels in many parts of the world which also included learning and knowing geography. Much experience too researching things on the internet involved learning and become aware and competent in many elements of geography.

I have experience and education in the field of geometry. I've taught 13 years in the elementary grades as well as substituting in middle and senior high school with some geometry teaching experience. I can teach equations, shapes, angles, trigonometry, and proofs as needed.

I am competent in government and politics and offer the following subject description to substantiate that competence.

At the University of the Pacific I took and passed the following courses in government and politics: American Democracy; American Legal System; Constitutional Law; Legal Environment of Business; Political Philosophy; Parties, Politics and Pressure Groups; Recent Political Theory; Ethics

While there too I also participated in several political movements: peace marches, various racial-ethnic 'power' movement marches, recycling campaign mailing back packaging to packager, free political prisoner movements, campaign canvasing, letter writing to presidents.

While all my regular classes teaching experience was teaching social science at the elementary level, I did teach as summer school and final quarter sub in subjects of history and politics.

I taught phonics in grades Kindergarten (2 years), 2nd (4 years) and 3rd (3 years). Especially in Kindergarten for 3-4 months at beginning of school year I taught the letters and the sounds that go along with each. This included letter sound combinations as well as phonemic awareness.

My expertise in the elements of prealgebra are highlighted below:

Fractions

Fractions are parts of a whole. How can fractions be manipulated: compared and ordered, added, subtracted, multiplied and divided. How can we relate fractions with decimals and proportions. How can we tell when fractions are involved in the solving of word problems. How can we simplify fractions to their lowest terms.

Long rectangular paper can be folded in different numbers of equal parts to show that certain sets of fractions are or are not equivalent. Manipulatives can be used to calculate fractional parts of a whole both individuals in a group...and small sets within a group. There is a way to find the common denominator of a set of fractions with differing denominators. How do we add, subtract, multiply and divide fractions. How can we use reciprocals to divide fractions.

Integers

Integers are counting numbers both negative and positive including 0. Jpw cam we add, subtr, multiplying and divide integers. How can we compare integers. How can we tell when integers can be used to solve word problems.

Decimals

Place value, wholes and parts as they relate to decimals, ordering and comparing decimals are some important terms to define.

We can use a number line and place value charts to demonstrate most of the elements of decimals.

Measurement

Length, width, heights must be understood. How do we measure angles. What are inches, feet, yards, miles as well as centimeters, decimeters, meters and kilometers must all be understood.

Rulers, protractors and formulas are helpful in understanding measurement and how measuring is performed.

Estimation

What does estimate mean? What do approximate and exact mean? How is rounding accomplished? How can understanding place value be helpful in rounding?

Using place value charts and rounding rules are helpful in developing an understanding estimation.

Factoring

What are factors and factoring? What are prime numbers and why are they important? How are 'greatest common factor' and 'least common multiple' used?

Multiplication facts are used to teach factors and factoring. Fact trees are used to teach prime factorization.

Rations

What is a ratio? What is reducing fractions and rations to simplest form important? How do we compare rations? How are ratios related to proportions?

One can use geometric shapes to teach both 'fractional parts' and 'ratios'. One can use knowledge of fractions to teach simplify, find equivalents, and relate ratios and proportions.

Percents

What are percents? How are they used? Relate fractional part of with percent of? Find conversions of fractions, percents, and money.

Use the filling out of an equivalent chart to teach equivalents of fractions, percents, and money.

Exponents

What are exponents? What is scientific notation? What are squares and square roots? What are cubes and cube roots? What are nth powers and nth roots?

Use prime factorization of products to teach e xponents. Use student knowledge of division to teach inverse exponents.

Graphing

What are coordinate grids? What are coordinate pairs or ordered pairs? Where are the x- and y- aces located on a coordinate grid? How does a person graph a linear equation on a coordinate grid? What are quadrants? Where are positive and negative numbers found on a coordinate grid?

I teach reading emphasizing comprehension. While first finding out what students already know about the subject of the reading by asking them questions, I then introduce important vocabulary words and page through the selection to offer additional discussion and assistance with any troublesome aspects that come up. I usually read the first several pages to the students while they follow. The use a variety of techniques to try to assure fuller comprehension. I use questioning strategies, look for information, story maps, character development, plot development, small groups, and usually before a test on the selection..play the story on cd...while students follow in their books. For teaching vocabulary I use word cards (word on front, definition on back), ask students to use words in sentences orally or in writing, or with sentences with parts left out that the students must fill in.

When I teach Spanish I use the following methodologies:

I introduce important vocabulary for a relevant situation employing Spanish dialog. I introduce important vocabulary for appropriate leveled literature.

I introduce key sentence structures in both the dialog and the literature.

I develop in the tutee important background information that will help the student relate to and engage with the dialog and literature.

I give short quizzes to assess understanding and competence with the lesson.

I give homework for the student to do to practice the lessons in the hour long lesson.

My experience background teaching spelling is as follows. I've taught elementary school all grades for 13 years. All those years included a well developed spelling program. My methodology has been to introduce the words by giving a pre-test. I follow-up in subsequent lessons with lessons about spelling patterns, spelling workpages, crossword puzzles, matching words and definitions, and using the words in context. I would employ these and other techniques as a tutor of spelling.

As an elementary school teacher for 13 years...and substitute and other teacher for 5 years beyond that...I constantly taught students ways to study effectively in order to learn subject matter being taught to them.

These include memorization, repetition, multiple exposures, paraphrasing, teaching to others in a small group, and even reteaching using more basic teaching language.

My experience teaching vocabulary is as follows. I have taught 13 years as an elementary teacher. My vocabulary teaching methodology has included the following. I've introduced the words and definitions. I have given students an opportunity to use the words in sentences. Then, again, when encountering the words in their reading. Another activity is looking up the word in the dictionary and locating information about the word then writing such down on a paper.

Good math tutor — Chris was on time and very easy to talk to about my level of math and ways to improve it. I am on a budget but I am making one exception to meet with him next Saturday. ...

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