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Michele L. M.

Michele L., My passion is biology and environmental science

Waterford, CT (06385)

Travel radius
40 miles
Hourly fee
$35.00
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Michele L. M. passed a background check on 4/9/14. The check was ordered by Michele L. through First Advantage. For more information, please review the background check information page.

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I am a graduate of Southern CT State University for both undergraduate and graduate degrees, and have experience teaching non-major biology lab at the university level and tutoring biology at the high school level. In addition, I have taught anatomy and physiology labs to pre-nursing, exercise majors, nursing, and other various majors at the university level. I have my masters in environmental science and was chosen to work on the USDA grant for oysters while completing my masters with my professor and chairman of the biology department, Dr. Dwight Smith.

I have collaborated with Dr. Smith on an article published in the CT Science Journal for Education, Spring, 2010 on oysters in CT. I also collaborated with another colleague and Dr. Smith on oyster curriculum for middle school. I have also done research on monk parakeets as an independent class for Dr. Smith and the late Dr. Carlos Ramirez.

As your tutor I will customized to fit your needs, and work with your classroom instructor what will be the best course of action to achieve academic success. I will work with the curriculum that is set by your classroom instructor and work with you to determine the most suitable tutoring plan and presentation of material for your learning style.

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Michele L.’s subjects

Math:
Geometry, Prealgebra
English:
Grammar, Proofreading, Reading, Vocabulary
Science:
Anatomy, Biology, Botany, Ecology, Microbiology, Nutrition, Physiology, Zoology
Computer:
Photography
Art:
Photography, Theatre
Elementary Education:
Elementary (K-6th), Elementary Math, Elementary Science, Grammar, Phonics, Reading, Study Skills, Vocabulary
Special Needs:
Phonics
Homeschool:
Biology, Elementary (K-6th), Geometry, Prealgebra, Reading, Study Skills
Sports/Recreation:
Cooking, Fitness, Softball
Corporate Training:
Grammar, Proofreading

Biology

I have an undergraduate degree in biology and an A.S. in medical laboratory technician. As an intern at West Haven VA Hospital I taught Pathology Assistant students phlebotomy and how to analyze and read the results of the various tests. As a graduate student I taught zoology, botany, anatomy, and physiology to non-biology majors and to pre-nursing/nursing majors as well as health and exercise majors. I had 12 of my nursing majors get accepted in nursing school at SCSU and at various other nursing schools both in state and out of state. I was given the privilege of working on the USDA oyster grant of Long Island Sound to develop a curriculum for middle/high school students. I worked with the chair of biology and other graduate students on this curriculum and published an article relating to this project in the CT Science Education Journal. I taught summer school in 2004, Environmental Education at Lyme-Old Lyme High School. I was the first teacher to introduce a field trip at summer school to assist students in understanding the environment and how important it is to the ecosystem. My students enjoyed my class and said they never worked so hard before. They all passed and received credit. My passion is both biology and environmental studies. I have participated in photo shoots with a friend, capturing animals both in the wild and at zoos. This is my hobby that I also would like to share with students to help them understand various habitats that surround us.

Botany

I taught this course as a graduate assistant in Fall 08 and Fall 09 as a lab instructor to non-biology majors as part of their 3 credit course. I have taught approximately 100 students over 5 sections of lab with 98% of my students passing with a C or better. My students were expected to keep their lab manuals up to date for 50 points at the end of the semester, do 10 lab reports based on a rubric that was attached to their syllabus for 10 points per lab report and to present as a group power points on experiments they chose to do with approval from me and my late professor, Dr. Carlos Ramirez. Dr. Ramirez taught lecture and it was my job to reinforce their lecture with 2 hours of lab once a week with lecture three times per week. They were to demonstrate their knowledge based on my lecture in lab, experiments performed in class, and their readings from the lab manual. As part of their learning and understanding in botany they were taught mitosis, reproduction, growth, and genetics. Students were taught the relationship of plants and environment and how it related to the survival of vertebrates and invertebrates. Students were given guizzes based on their weekly reading and 3 exams. A review of the test material was set up prior to the actual exam for the students to review and ask questions on the material being tested. I also offered extra help to students who needed it on their lab reports and the material being taught both in lecture and lab. I worked with other botany lab instructors to develop exams and review of the material. I developed my own quizzes and also have power points of my lecture on file. This class was a challenge to them and through this class they learned how to organize their notes, lab manual, and how to study.

One of the lab experiments that the students performed was the germination of corn and legume seeds for measurement of root and stem and to chart and average them per lab table. Another experiment was the extraction of starch and which chlorophyll was soluble or in soluble and if carotene was soluble or insoluble using heat, water, and alcohol.

This was an introduction of botany to non-biology majors to the basic concept and principles of botany through studies of botanical and eukaryotic and prokaryotic organisms. How important botany is in relation to the earth, our food, habitat especially for vertebrates and invertebrates.
Subtopics covered: genetics, evolution, and environmental sciences. Students were introduced to the philosophy of science and the basic concepts of botanical sciences, in particular. Student were expected to develop their knowledge of vocabulary and communication skills, familiarize him/herself with experimental design and the interpretation of botanical,environmental,and conservation data, and build a foundation for advanced study in biology. In addition, the student were encouraged to thoughtfully consider the ethical implications of plants and their environment.

Elementary (K-6th)

I am an avid reader of all subjects and help students with their reading and comprehension. As part of reading knowing phonics (sounding out words) is key to good reading. Using a dictionary has always been part of my reading to understand and know the definition of how the word is used correctly in a sentence. Reading is a way of opening your world to imagination and a way of escaping the complexities of life or just to relax with a good book. Reading is learning about the world around you either scientific, cultural, historical, or local. Reading is a good way for children to bring out their artistic abilities whether in articulation, drawing, playing, music, or in their own writing and creating their own stories.

Study skills is one of my specialties. I have helped college students as well as high school and middle school students to organize their notes, notebooks, notetaking, and how to focus on their work. I also use acronyms/acrostics to remember data and flash cards for math, spelling, and vocabulary. I have also used photographs and pictures to associate with data. In college I was taught how to skim for the most important data and to highlight that info for studying. Using visual concepts (drawing diagrams and labeling them)and using abbreviations in note taking which is valuable in high school as well as college.
Elementary math utilizes visual. Using diagrams, flash cards, notes, white board, play money, and other math orientated activity helps the student to understand basic math. To practice in a notebook problems and from the internet reinforces adding, subtracting, multiplying, and dividing. These are the basics to everyday activity we do in our lives. Playing baseball - counting runs, hits, balls, strikes. soccer, how many goals scored, how many players are on a team and on the field. The list is infinite as to how math is applied to every day life. Balancing a check book which is taught in life skills or how many stitches to use to sew a button on a puppet or how much does an ice cream cost and how much change do I get back. All this is related to elementary math.

Elementary Math

Elementary math utilizes visual. Using diagrams, flash cards, notes, white board, play money, and other math orientated activity helps the student to understand basic math. To practice in a notebook problems and from the internet reinforces adding, subtracting, multiplying, and dividing. These are the basics to everyday activity we do in our lives. Playing baseball - counting runs, hits, balls, strikes. soccer, how many goals scored, how many players are on a team and on the field. The list is infinite as to how math is applied to every day life. Balancing a check book which is taught in life skills or how many stitches to use to sew a button on a puppet or how much does an ice cream cost and how much change do I get back. All this is related to elementary math.

Reading

I am an avid reader of all subjects and help students with their reading and comprehension. As part of reading knowing phonics (sounding out words) is key to good reading. Using a dictionary has always been part of my reading to understand and know the definition of how the word is used correctly in a sentence. Reading is a way of opening your world to imagination and a way of escaping the complexities of life or just to relax with a good book. Reading is learning about the world around you either scientific, cultural, historical, or local. Reading is a good way for children to bring out their artistic abilities whether in articulation, drawing, playing, music, or in their own writing and creating their own stories.

I have been reading since I was a toddler and read encyclopedias as recreational reading when I was in grammar school. When I have been tested in grammar and high school I have always scored a grade or 2 above my reading grade level. I can go into a book store such as Barnes and Noble and spend hours perusing the bookshelves or sit there and read a book for hours for pleasure. Everyone needs to read. It is an essential part of life and part of your school and eventually your working environment.

Study Skills

Study skills is one of my specialties. I have helped college students as well as high school and middle school students to organize their notes, notebooks, notetaking, and how to focus on their work. I also use acronyms/acrostics to remember data and flash cards for math, spelling, and vocabulary. I have also used photographs and pictures to associate with data. In college I was taught how to skim for the most important data and to highlight that info for studying. Using visual concepts (drawing diagrams and labeling them)and using abbreviations in note taking which is valuable in high school as well as college.

Zoology

As a graduate student I taught 1 section of zoology lab in Spring 09 and 5 sections in Spring 10. I also held tutoring classes on my days off and on weekends. I held review sessions prior to their tests. The lab was setup as if it was the exam. I did reviews based on power points on the phylums and classes of various species. Students were expected to have their lab manuals update with homework assignments assigned to them for grade. Labs were hands on with dissections of crayfish, grasshopper, frog, earthworm, and freshwater clam. We also did microscope work on E. Coli, Euglina, Volvex, and other microscopic prokaryotes and eukaryotes. Students were expected to participate in lab discussion and take quizzes based on the lecture material on a weekly basis. Students were also given a project that counted about 50% of their grade. This project involved going to the Peabody Museum and answering questions based on the exhibits. My power points were orchestrated with their lecture at times but most of the time they did not.
Fundamental principles of zoology were reinforced with power points. Organization, metabolism, responsiveness, reproduction and classification of selected invertebrates and vertebrates illustrate the principles in the laboratory. The student will be introduced to the philosophy of science and the basic concepts of life sciences, in particular. The student will be encouraged to develop library and communication skills, familiarize him/herself with experimental design and the interpretation of biological data, and build a foundation for advanced study in biology. In addition, the student will be encouraged to thoughtfully consider the ethical implications of scientific research.

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Education

Southern CT St Univ, New Haven, CT

Southern CT St Univ, New Haven, CT (Master's)

Southern CT St Univ, New Haven, CT (Master's)

Hourly fee

Standard Hourly Fee: $35.00

Cancellation: 24 hours notice required

Travel policy

Michele L. will travel within 40 miles of Waterford, CT 06385.

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