Chelsea W. passed a background check on 7/15/13. The check was ordered by another user through First Advantage. For more information, please review the background check information page.
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I am an experienced tutor specializing in learning disabilities.
Over the last two years I have successfully helped dozens of students meet their academic goals and become independent learners. (I believe it's my job to work myself out of a job.) My schedule rarely opens up except when my students have learned enough study skills and compensation methods to be autonomous. I help students learn subject matter, but the driving force is teaching my student to be cognizant of their own learning style, use more effective study practices, and how to ENJOY what they are learning.
My methods are very convivial and subtle. This allows me to assist students that would otherwise have trepidations about tutoring. For instance, while helping a student with a behavioral and learning disability integrate into a classroom setting, the school was so impressed with my methodology and the results it wrought, that I am now the go-to tutoring recommendation for that prestigious private school.
I am a Psychology graduate from Colorado State, where I have done research into Learning and Memory, as well as Early Autism Detection. I am also an experienced babysitter, I have worked as a Backpacking Counselor and I have worked as a youth soccer coach. Between my childcare expertise and my knowledge of learning paradigms I will create a system that works for your child. I have been tutoring children with disabilities and my clients love the way I customize the lessons, bring hand-made study tools, and develop a system of trust and empowerment that translates to their school work.
People with learning disabilities, like ADHD, dyslexia, and Aspergers, are statistically similar in IQ to their non-learning disabled peers; yet they are far more likely to experience pervasive academic difficulties and lower GPAs. There are learning and memory techniques that can assist those with learning difficulties.
Each child is unique. While I cannot promise miracles, I will constantly research the learning difficulty your child may possess and the learning techniques that will help them. I am particularly good at presenting material in new and unique ways.
A FEW QUOTES
I am fun and exciting and patient with my students. All my clients have said that they are highly satisfied with my tutoring and me.
"You are just so good with him! So patient!" said another one of my clients about my session with her autistic child.
My supervisor for the engineering for kids classes I teach also remarked, “Are you sure you’re not a Marine? You’re always prepared for anything and everything.” I really take pride in my preparation outside of class and my adaptability in a session. It helps me maximize the sessions.
As one of my clients said about tutoring her child with sensory processing problems, "Chelsea, you are awesome!"
I take care to constantly evaluate my student's progress by playing testing games. Each time, I switch things up to make sure that they are learning and having fun. I create games that are exciting and addictive, like ABC memorization games, reading scavenger hunts, and even attention games.
I studied Psychology in college focusing on cognitive development, and independently researched learning disabilities, specifically studies and books on how to create effective study strategies. As a student with ADHD, I beta tested techniques on myself and learned how and why certain learning paradigms were more effective in the context of this disability. For example, ADHD symptoms tend to increase with external factors such as fatigue and stress, so in learning and testing these students are disproportionally affected by these factors; which is one of the reasons that additional testing time through Disability Services only begets statistically higher test scores in populations with ADD/ADHD and certain other learning disabilities. While I employ a myriad of techniques with my current clients, like studying in time-limited sets (around 15 minutes), the end result is a patchwork of study skills that begin to nullify the effects of ADD/ADHD as a confounding factor in academics.
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