Discrete Math, Geometry, Linear Algebra, Prealgebra, Probability, SAT Math, Statistics
Literature, Proofreading, Public Speaking,
SAT Reading, SAT Writing, Vocabulary,
Geology, Nutrition, Philosophy, Physical Science, Psychology, Sociology
General Computer, Microsoft Word
American History, Criminal Justice, Geography, Government & Politics, Music History, Religion, Social Studies, World History
General Music, Music History, Voice (Music)
Elementary Math, Elementary Science, Grammar,
Autism, Dyslexia, Phonics,
Career Development, Microsoft Word, Public Speaking
SAT Math, SAT Reading, Spanish, Statistics,
College Counseling, GED, SAT Math, SAT Reading, SAT Writing
Career Development, College Counseling, Criminal Justice,
General Computer, Grammar,
Microsoft Word, Proofreading, Public Speaking, Spanish, 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 have worked in the classroom since 1998 helping students who have been identified with Attention Deficit Disorder, Attention Deficit Hyper-Active Disorder, and Oppositional Defiance Disorder. I have used many strategies, techniques, and skills that have aided these students in re-focusing, relaxing, and re-positioning themselves in the learning environment so that everyone is able to benefit in the academic atmosphere.
For many of my academic lessons, I employ a variety of prompts to keep students focused on core academic studies such as check-point time and repeat the main idea strategy. During classroom management challenges, other skills involve re-direction with an activity or exercise the student has chosen and has been agreed upon by the teaching staff. This could mean soothing music, walk-break time, creative release space(could include art/drawing,stretching..) ,total- down time, which is complete quiet/rest, or peer-connection, which allows students to buddy with peer of their choice that has been agreed upon by teaching staff.
My ultimate goal is to ensure that all students receive quality time and specific instruction needed to learn and receive an effective, exceptional education.
Part of my undergraduate studies included many of the religions of the world. Though I am not a Bible Scholar, although I've been called one, my interest in Christianity, it's ancient beginnings, and significance in the world today, help strengthen my faith.
I teach Sunday School and have been appointed as a Youth Leader of the Puritans. Since I do have young people that I must instruct in the ways of the Bible, I find that leading by example works quite well for me. In the past, I've conducted many Bible Studies. Hermeneutics and other formal theological applications have their place, however, I've been most fortunate to take the
basic principles of Godly living and make it individually relevant. Whether discussing the Creation Story, Joseph and his dreams, King David's sin, the Weeping Prophet-Jerimiah, the Gospels, or End Time Prophecies, there are practical applications to everything the Bible has to say. Both the Old and the New Testaments sucessfully enlighten and renew the minds of believers.
Realizing that not all people believe in the Bible, and that my purpose is NOT to save or inappropriately condemn, only 1 can do that, I've been privileged to converse with non-believers, leaving them with something to ponder! If I were to pick one topic that I love discussing, it would be the BIBLE!
I completed and passed my CBEST in October 2003 as part of the Project Quest Teacher Recruitment Program to Sonoma State. I was admitted to the School of Education. Currently, Sonoma State has an alternative Teacher Program.
I've attended Sonoma State's School of Education and am completing Chapman University for M. A in Teaching. My undergraduate studies within the School of Education included teaching reading in elementary and secondary education, math applications for student learners, and basic science and social studies topics that align with the California Framework of Standards and Benchmarks for Public Schools.
Many pacing guides that have been adopted by districts can be successful in implementing the necessary minutes of instruction young minds need to positively measure growth. Also, choosing curriculums that address the culture of the students we teach help minimize boredom and isolation and maximize student engagement and participation.
After the family unit and places of worship, schools maintain the single most socializing force for our young. Learning how to interact successfully with others is equally as important as learning core academic subjects. From the introduction of Phonics, Concepts about Print, Reading Comprehension, Writing, Grammar, Numbers, Current Events, and everything else about ourselves, our Earth and the Solar System, young minds pliable ability to learn and retain information is their first step in becoming positive,productive and successful inhabitants of the world.
*English Language Arts, within the Framework of the California Department of Education, includes the ability to effectively read, write, and speak Standard American English with optimal success. Middle School Students will also learn the importance of Public Speaking and how the knowledge of applying the foundations of all aspects of *ELA will help with every other subject and curriculum they shall study on their academic journey.
I have tutored adult speakers of other languages and possess the qualities necessary to successfully guide students into communication with Standard American English.
Learners are most productive when instruction is relevant, engaging,and reciprocal. We always learn from each other!
With my patience and flexibility, please allow me to serve your English needs with the utmost care. Your journey will be most rewarding with the acquisition of another language.
To be able to understand the written word is perhaps the most crucial communicative tool of society. Students can struggle with meaning when the very basics of not understanding words and the context with which they are used are minimal or worse, nonexistent.
Learning and applying techniques or strategies that enable students to decode and identify words will eventually help with reading automaticity, fluency, and comprehension. These skills will be life-long tools that will make reading pleasurable for years to come.
I've taught learning handicapped students and students who have been identified as severe, emotional, disturbed. Special needs learners thrive from one-on-one attention, organizational skills, positive behavior support, relevant repetition, and the ability to progress in a way that complements their learning style.
I've been fortunate to use multiple modalities in order to engage the many diverse learners that have identifiable learning challenges. Gaps in processing, whether visual or auditory, provide wonderful opportunities for learners to develops a new appreciation for learning with electronic technology, such as computers or smart boards, or to use more discreet hands on tools such as manipulatives. Every learner must find his/her way of "owning" their learning either through their own interests or through new concepts taught and realize we are all capable of being filled with and using good knowledge.
Within the English Language Arts Framework of Reading Comprehension for all learners, Spelling is achieved when aspects of phonemic awareness including letter identification and decoding skills are mastered. Basic to word anaylsis is a students awareness of not only how words are spelled, but the structure of a word in assisting in its description. Automatic recognition (automaticity) in spelling of familiar everyday sight words will help any new learner quickly grasp more irregular words as they become more familiar with reading and writing.
The subject of Study Skills involves various methods of organization that aides the student in effectively obtaining and maintaining key information crucial to academic success.
Some of the effective methods that I've used with students in the past include but are not limited to; using acronyms and mnemonics for remembering lists of data in particular order, outline and notetaking for highlighting key pieces of information for study, and cue and flash cards for impromptu memorization exercises.
There are many different ways to arrange information so that the learner is confident in his/her ability to retain this information without feeling overwhelmed. After this is achieved, being able to apply the new information to whatever assessment is given is evidence that effective methods of Study Skills work.
The expression of words that convey a complete, meaningful thought, legibly communicated and authored by young minds is one of the most crucial aspects of English Language Arts. Along with Reading, Word Analysis, Fluency, and Listening and Speaking Skills, to name a few, Writing Standards remain high within the California Framework for English Language Arts. Young learners that study printing and later cursive writing will soon find that the art of effectively copying letters and words can be as exciting as striving to write their first report, especially if the subject is of interest to the student author. For young learners, they soon find there's more to writing than just their name!