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I am more than a tutor. I am a teacher. What does that mean? That means that I use highly regarded, research-based instructional programs that I have been thoroughly trained to use for all of the academic subjects I teach. And since each student has different learning styles and needs, it means that I know how to customize these programs to fit the level and need of each student. I use professional assessments to determine each student’s current level of academic achievement, so I can target and fill in any gaps in the foundational skills in each subject.
I have been a literacy teacher since 2006, and since 2009, credentialed to teach all of the subjects in social science at the secondary level. These include US and world history, government, geography, and economics. My MA is from Antioch University and my undergraduate degree from Northwestern University is in education.
Currently, I work part-time as a library media teacher at Santa Monica High School. Until its closure in 2013, I also worked as a literacy teacher at The Kelter Center in Los Angeles where I was trained to use state-of-the art, research-based methods for teaching all aspects of literacy – decoding (phonics), spelling, fluency, vocabulary, reading comprehension, vocabulary, grammar and writing. I have also worked for Lindamood-Bell Learning Processes, using their critically acclaimed instructional programs for teaching basic reading skills.
I enjoy teaching one-to-one, because I like young people and learning about them, their interests and their ways of learning and finding the best way for them to master a particular skill. In a 6-week intensive program, my students typically advance by at least one-grade level in their reading and writing scores. I have recommendations from many satisfied parents and students.
As a computer tutor for adults, I have been using Microsoft Office products on both the PC and the Mac for more than 15 years, and I was a computer trainer for a Fortune 500 company.
I hold a California single subject teaching credential in social science (history, geography, economics and government). In addition, as literacy teacher at The Kelter Center in Los Angeles, I taught students strategies for reading non-fiction texts and writing expository essays, both of which are the staple of secondary-level history classes. I love history and am an avid reader of both American and European history.
I am a credentialed elementary and secondary school teacher, and I have been a literacy teacher since 2008. I have had training in reading instruction from Lindamood-Bell and The Kelter Center in West LA.
Brain scientists recognize three cognitive processes underlying dyslexia: Weak auditory processing, weak visual processing, and deficits in what is known as working memory. My instructional methods include using physical techniques for mastering the sounds of English, colorful visual imagery to strengthen letter/sound relationships, and mental games for strengthening working memory.
Slow or inaccurate reading (dysfluency) is also affected by weaknesses in these cognitive processes. My fluency program is based developing the reader's awareness of his mistakes in an empowering way. It's amazing how well that works in improving accuracy, which therefore increases reading comprehension. As a result, my students typically improve their reading level by two grades after a few months of focused, effective fluency instruction.
I have a preliminary CA multiple subject teaching credential
I worked for four years as a literacy teacher at The Kelter Center in Los Angeles. I was trained to use Winston Grammar and Step Up to Writing to teach all aspects of expository writing, including grammar and syntax, outlining, essay and report writing, and writing specialty paragraphs (compare/contrast, cause and effect, and sequence) and specialty essays (persuasive writing and response to literature).
I hold a California single subject teaching credential in social science (history, geography, economics and government). In addition, as literacy teacher at The Kelter Center in Los Angeles, I taught students strategies for reading non-fiction texts and writing expository essays, both of which are the staple of secondary-level history classes. I love history and am an avid reader of American and European history.
I have been a computer user since the 1980s. I was a computer trainer in a Fortune 500 company and tutoring adults for nearly 10 years. I'm also a reading teacher for children with dyslexia, so I'm experienced and effective in working one-on-one with people and a patient teacher, especially for people new to computers.
I am certificated to teach 12th grade government and economics. In addition, I have been an avid student of politics since my first Poli Sci 101 course in college. I have worked in government at the local and state level here in Santa Monica and California respectively, and volunteered in many presidential elections.
I worked for four years as a literacy teacher at an education center in Los Angeles. I was trained to use the following programs for teaching grammar: Winston Grammar, Step Up to Writing (Sopris), and The Sentence Writing Strategy (University of Kansas Learning Strategies). These are highly regarded, research-based, multi-modal instructional programs that have been proven to work for all student learning styles. These methods also work very well for ESL students. So far I have worked with three SMC international students and all three were highly satisfied with the results.
Although I have used both Macs and PCs since 1984, my personal preference is the Mac. For my home computer, I have a MacBook Air (OSX 10.8.2), my second MacBook. At work, I use an iPad.
I have been using Excel since the early 90s and tutoring adults for nearly 10 years. I was a computer trainer in a Fortune 500 company. I'm also a reading teacher for children with dyslexia, so I'm experienced and effective in working one-on-one with people and a patient teacher.
I have been using Outlook since the early 90s and tutoring in the entire suite of Microsoft Office products, of which Outlook is one.
I have been listening to all forms of western music since I was very young, and I studied music theory, sight singing and composition in college. And I'm a history teacher. So I know the sequence of the periods in western music, the composers in each period and their significant works, and the harmonic and rhythmic structures and instrumentation that distinguishes each period. I am a singer, songwriter and a piano player and I have a very finely tuned ear.
I have been a literacy teacher since 2008 and I have had training in reading instruction from Lindamood-Bell Learning Centers and The Kelter Center in Los Angeles, both highly regarded leaders in literacy instruction. My phonics instruction focuses on strengthening the connection between letters and their sounds using multiple modalities and teaching explicit rules for reading words.
I have been a literacy teacher since 2008 and I have had training in reading instruction from Lindamood-Bell Learning Centers and The Kelter Center Educational Therapy in Los Angeles, both highly regarded leaders in literacy instruction. I use state-of-the art, research-based methods for teaching all aspects of reading, including decoding and reading comprehension strategies. These methods include Lindamood-Bell's LiPS, Seeing Stars and Visualizing and Verbalizing.
I am also a part-time high school librarian. So I am skilled at matching books to students' interests and reading levels. Reading for pleasure is the key to reading regularly, which is the key to becoming a good reader.
I was raised Catholic and went to Catholic schools until I was a Junior in College so I am steeped in Church history, which IS the history of the West from the Fall of Rome in the 5th C AD until the Protestant Reformation in the 16th C. I'm also certified to teach all of the social sciences, which includes the study of religion as an aspect of a society's culture. I have also personally explored other religions in my adulthood, including Judaism and Buddhism.
I am a credentialed teacher, and I have been a language arts tutor since 2006. I have been trained by Lindamood-Bell Learning Centers and The Kelter Center in Los Angeles, both highly regarded leaders in literacy instruction. Difficulties with spelling are usually based on difficulty in clearly processing the sounds of English (phonemes) and connecting them to their orthographic patterns (letters). So my spelling instruction focuses on strengthening the connection between letters and their sounds using multiple modalities, and teaching explicit rules for reading and spelling words, both one-syllable and multi-syllable.
I have been teaching study skills since 2011. Currently, I am working with two ninth-graders. I was trained by The Kelter Center in West Los Angeles as an educational therapist to teach study skills to our middle-grade and high school students. These skills include using a planner to track all assignments; scheduling time for homework, studying for tests and other activities; breaking down long-term assignments into manageable chunks; and techniques for active reading, taking notes in class, preparing for tests, and reducing test-taking anxiety.
Study skills are necessary for success in school. Recent research shows that they may be more important to success than general intelligence. And they can be taught. As an educator, nothing is more important to me than student success.
My writing instruction encompasses everything from the foundational parts-of-speech and sentence structures to writing the most sophisticated essays. I use three highly regarded, research-based instructional programs: Winston Grammar, The Sentence Writing Strategy (University of Kansas Learning Strategies), and Step Up to Writing (Sopris). I assess each student to see if there are any gaps in the foundational skills, and if so, include those skills in the student’s learning goals.
Brainstorming and outlining your ideas before writing is essential to writing coherent essays that adequately address the essay prompt. I use a variety of thinking maps to help you visually organize your thoughts and a color-coded outline format to help you sequence your ideas. It’s amazing how few students organize their thinking before writing thinking it takes too much time. In fact, it takes more time to complete the essay if you start writing first, and the quality of the writing is poorer. Outlining is the key to success in writing!
If you are an ESL student, these methods will work very well for you. I have worked with a number of ESL students at SMC and all three were highly satisfied with the results.
Great Experience! — Sandy has been extremely competent in her approach to teaching reading to my son. I chose her in particular for her approach to teaching based on a specific deficit area and a particular program which she said she had experience with. She has proven to be as knowledgeable as she claimed and my son is making progress. She is always accessible and her personality is a nice balance between friendli ...
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