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I am thrilled to present lessons individually. Most recently I have worked with secondary students with learning disabilities in a high school learning center. I have 29 years of experience teaching grades 1-10 as a general educator and as a special educator. Teaching grades 3 - 5 in a Waldorf-inspired public charter school, brought me closer to what I do best: use the students' creativity and imagination to inspire learning.
Your lessons will be planned as follows: I will review main ideas, focus on the task, provide meaning, and involve you! I will state what you will be able to do, and why it is important. I will present how the information will be delivered to you. I will provide an example or model what learning style works for you. I will monitor understanding of task with feedback from you. I will provide time for guided practice in front of me. I will provide independent practice (homework).
I am willing to work with the greater group of teachers' curricula, as needed, conferencing and coordinating services to ensure success.
Working with Secondary and Elementary students, I have experienced students' daily successes, as well as their ultimate triumphs over learning disabilities,as demonstrated by winning science fair awards, and graduating with improved grade point averages towards college eligibility.
I hold a California Teaching Credential, Multiple Subjects, California Education Specialist Credential, K-12 CLAD Credential, (cross cultural education) Waldorf Education Summer Teachers' Training (1998-2002), Kentucky Special Education Certification, K-12 and Kentucky Elementary Certification, K-8.
I currently hold a CA Education Specialist Credential as well as a KY Special Education Certificate. I have taught many students diagnosed with ADHD.
I currently hold a CA Education Specialist credential and a KY Special Education Certificate. This required coursework which addressed Dyslexia as a Specific Learning Disorder. I have taught students diagnosed as Dyslexic, and have experienced success, using a variety of instructional methods.
I taught Elementary Grades for 12 years in Kentucky, followed by 3 years in CA.
I hold both a KY certificate and a CA Multiple Subjects Credential.
I have taught Elementary Science Grades 3-5. Science lessons were experiential. Field trips to local exhibits and parks would enrich the textbook experience. The highlight was a 3 day camp trip filled with Science observations, questions, data entries, drawings and ideas for the Science Fair.
I have taught English 1-9. I experienced the most success integrating literature into meaning-based strategies. Any one area cannot exist in isolation from the others if competence is to be maximized.
In my opinion Grammar is taught after reading and writing are established. Once fluency and conceptual understanding is obtained, then the analysis of language (grammar) benefits the Language Arts lesson. Students seem to be ready for this by junior high.
I have taught Grammar in Grades 7-10.
Having a BA in Elementary Education involves studying instruction of Reading, Writing and Mathematics. Phonetic Awareness begins by associating the symbols(letters) with their sounds. Over the years I have used several methods for teaching Phonetic Awareness, including the Orton-Gillingham, and SRA Distar Reading Programs.
We begin with assessments to determine sounds mastered, then systematically provide Word Attack lessons.
I have taught Reading in Grades 1-10. I have experienced success using literature and meaning-based strategies. Having the expectation that learning will occur, while focusing on the students' strengths, creates a positive attitude towards reading.
Tutoring brings forward Individualized Guided Reading. This involves some oral reading, retelling the story and answering comprehension questions.
Most of my 29 years teaching has been as a Special Education teacher.
I received a Masters in Education with emphasis on Learning and Behavior Disorders in 1978.
In 2005 I received the California Credential: Education Specialist.
The Educational Goals and Objectives from the Individual Education Plan(IEP) list skills upon which to focus. I enjoy both collaborating with General Education teachers, as well as creating lessons which accommodate to the student's specific learning disability.
I have taught Spelling Grades 1-10, both traditionally and using whole language. Whole language stresses invented spelling that demonstrates 5 specific stages- from Prephonemic to Standard Spelling. Students go through these stages at their own rate.
In a tutoring situation, using these stages facilitates spelling success. The developmental level of the speller is respected, while directing the student onto the next stage.
Recent experience in The Learning Center included Study Skills instruction . Susan Kruger's SOAR program worked best for this educator: Set Goals, Organize, Ask questions and Record your progress. Presenting any study skills curriculum with an experienced, caring and credentialed tutor is ideal. I am that tutor.
I have been an Special Education teacher in High School for the last 8 years. Before this I taught General Education Grades 3-5 for 8 years. I began teaching in 1974, as a Learning Disabilities teacher for grades 3-8.
Throughout the years vocabulary has been taught as a Specific Skill that is essential for success in Reading Comprehension.
I have taught Writing Grades 1-10. Making the Writing Process real rather than mechanical is essential. Writing is thinking on paper. Revision is at the heart of the writing process. This can be quite challenging, yet also joyous. As a tutor, guided revision may be needed, until the student is confident with the process.
Knows how to encourage the love in learning — 9/10/14 She incorporates lessons plans from Rancho School into her study skills program. Our son is responding well to her help and guidance. We feel comfortable to refer her to my friends who have children with needs outside of the classroom. 9/11/14 Introduction of white board to do math very helpful, with different color markers, he can do math, subtraction, addition, and extra work and not ge ...
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