I have many years working with ADD/ADHD students, children, adolescents and adults especially in tutorial programs at tutorial centers, both private and public and at colleges and universities, my last being at PSU in Plymouth, NH. Many of the students in elementary through secondary school I worked with were ADD/ADHD, some unidentified. I have found that one-on-one tutoring is very beneficial for ADD/ADHD students and many function well in the neutral tutorial environment, in a familiar setting with no distractions, where attention, concentration and focus can improve. This is good because you as the parent can monitor the tutoring session and your child's progress. I believe that working together, we can help you child.
I have taught human biology, A&P, and the math associated with these courses, at Southern Vermont College, Bennington, Vermont, Saint Basil's College, Stamford, CT, Sacred Heart University, Fairfield, CT., and Plymouth State University, Plymouth, NH. I have software used in these courses which can assist the student
Dear parents as you might know Aspergers is one of the autism spectrum disorders, it is a developmental disorder, although usually not as severe as autism as most Aspergers have developed language and cognitive skills. However many Aspergers often exhibit a lack of empathy, problems with social interactions, a tendency to perseverate and exhibit repetitive behaviors and actions. They often have physical clumsiness and an atypical use of language. They can be quite verbose. Also, they might exhibit a lack of eye contact, unusual facial expressions and physical gestures. This might describe your child.
My first experience with Aspergers was when I was teaching college algebra/geometry at Southern Vermont College. Although this student was in my class, we did not know that he had never attended a regular classroom, and from my first exam it was obvious that he would not pass mathematics without outside support and resources. Therefore, after he was identified, I worked with his counselor and a tutor making sure that they knew what the assignments and requirements were. The counselor worked with the family. Luckily, he was a motivated student wanting to do well in math. After he completed an assignment or test, I went over it with the counselor and tutor. It should be noted that most of my class was not prepared for college algebra, so I had to teach algebra 1, 2 and provide remedial work, plus the college algebra course. This repetition probably helped him, as college algebra is not an easy course. Also this was an applied course requiring considerable reading. We had to make sure that he understood all assignments and what was required for the next test. He was also on medication. He did pass the course with a C.
As a parent of an Aspergers child, early intervention and diagnosis is called for and to target directly, interpersonal skills, and the stereotypical, repetitive, redundant long wind speech behavior, which is often irrelevant to the task at hand and gets in the way of teachibg and learning. There are questions as to etiology and classification. Medications should be handled with care because side effects are often hard to determine with other comorbid conditions which often accompany Aspergers. Early diagnosis, treatment and modified teaching techniques and classrooms are beneficial. You as the parent should be brought into your child's educational experience at all times. Therefore, I am sure we can work together to help your child or you the student.
My experience with working with autistic children began when I was employed at the Mansfield Training School in Mansfield, CT, and then in the Masters Program in Psychology at the former University of Bridgeport. We used a behavior modification approach in this program with these children. My training and experience continued while working with failure to thrive, and Aspergers students. I also took courses on Autism with the Yale Child Study/Pediatrics Dept. I have also worked with Autism Spectrum Disorder students at the college level.
My main goals when treating/teaching children with Autism are to lessen associated deficits and family distress, and to increase quality of life and functional independence. No single treatment is best and treatment is typically tailored to the child's needs.
I am presently tutoring a 17 year old male student with pervasive developmental disorder (one of the Autism Spectrum Disorders) in Math and English through the Meriden School System, Platt Technical School
I have taught college and university biology including labs (human biology, A&P, plant biology), and associated courses, with a degree in neuroscience. My education included MIT and NY University Graduate Medical School.
My experience with computers and computer science is extensive. I have always had an interest in electronics. This interest led to me education through RCA and bell and Howell. I also built my own desk top computers from the bare bones on up.
I taught computer science and applications at Marist College, Poughkeepsie. New York, through their Mathematics (the Marist Polls) and Computer Departments. Simultaneously I also taught computer science and applications at Saint Basil’s College and Seminary in Stamford, CT, and set up their computer lab. While at Marist, I also taught word and PowerPoint.
While in Charlotte, NC I was employed with “Project First”, an AmeriCorps Program, which was a consortium with IBM Corporation and the Charlotte-Mecklenburg School System. I was responsible for training teachers and students, doing an assessment of the computer needs of a number of schools in the system. I was involved in a special project with one of the middle schools working on a science project involving the computer lab. While there, I also attended presentations by Microsoft Corporation and Apple. I also worked with a number of their middle schools on computer learning project.
After leaving NC I went to CT and worked with the Middletown School System at Spencer Elementary School where I was involved with a number of projects working with 4th and 5th graders in using the Internet, E-mails and learning to use Microsoft’s Word for a variety of school projects.
I was also instrumental in setting up computer labs in a number of Middletown Housing Authority sites. These computer labs were used by residents and their children for after-school homework assignment and other projects. I worked with a company called “Computers 4 Kids”.
While at the American Red Cross in Ansonia, Connecticut I was the web master which included updating the web site, writing a grant which resulted in the purchase new computers for the office’s network, using the Red Cross’ software for recording courses and student’s participation in those courses, using the emergency website for disasters and attending a number of local, state and federal programs involving emergency use of computers and communication equipment in the event of disasters, and terror etc.
I taught IT and computer science at Southern Vermont College in Bennington, Vermont in addition to teaching college algebra. This involved teaching students how to use the Internet for research, the basis of computer science and how to create their own webpages and programming using HTML. In addition they were taught Microsoft Word, and Microsoft Excel.
While at the North Adams, MA, Regional Hospital, in North Adams, MA, I worked at data input for the hospitals volunteer program, in addition to using special programs for research. I used and taught all of the Microsoft Suite Programs: Work, Access, Excel, PowerPoint, the Internet and E-mail etc.
While employed with Measured Progress, NH, I used special computer programs and computers to download, read and grade elementary and high school students state mastery test compositions
Dear Parent, being dyslexic usually has nothing to do with your child's intelligence, although unfortunately many Dyslexic students are treated unfairly by peers and school personnel, nor does it mean the child is lazy. I was trained in the Orton Gillingham System, with a certificate in Dyslexia, and Orton Gillingham. I taught Dyslexic students at the Masonic Scottish Rite, Children's Learning Center (provided free to students, twice a week). I received a certificate from the Yale University, Pediatrics Dept. Conference with S. Shaywitz researcher in Dyslexia (with husband), and authors on Dyslexia. Dyslexia is a neurological disorder which affects the language areas of the brain, rather than being concentrated in one area of the brain (left temporal lobe). It is often dispersed throughout the brain. A multisensory approach is used to tutor such children, using sight, touch, speech, flash cards, reading and writing assignments and most importantly phonics etc. It varies in severity, and detailed assessments are required.
Let us look at the process. It is important that you as the parent know what the process is. First, we have to be careful in our initial assessment of your student because some students hide their Dyslexia because of shame, by using memorization of words, drawing on their language lexicon, but memorization is not language reading. While speech is a naturally occurring developmental process common to all children in all cultures (Pinker, Chomsky et al.) reading however is something else as it does not occur naturally, it is learned and has to be taught. How it is taught interests us here.
Normally, with learning, children begin to associate letters, blends, and words phonetically, e.g. c, (ka) a (ah,ah,ah), t (te), each letter having its own phonetic sound, which when put together, spells cat. Dyslexic children must learn differently and are shown flash cards with the letters printed on them and instructed how to pronounce them. It is multisensory in the sense that students, see the letter, hear its phonetic sound, trace the letter and write the letter. This is done over and over again, to make sure the student recognizes the letter and can pronounce it. There is continual assessment. When your student has mastered this, they can move on to putting the letters and their associated sounds together into words and eventually sentences. They are given short passages to read and sentences to write, being monitored all the time. They and eventually given books of short stories appropriate to their level of expertise. You, the parent can help here with flash cards, reading and writing, and practice in phonetics with your child.
I, the tutor must be alert to the student’s ability to understand what they have read and written and can conceptualize what they have read. Also, the tutor should monitor his student’s emotional state because many Dyslexics have been harmed by their inability to read. I am sure that you as a parent has seen this. By being able to read the student builds self-confidence and self-respect. The process builds on itself by adding additional words of greater complexity. The words chosen for the student are taken from lists of words which have some of the same phonetic sounds; these are made up of words with a commonality. When the student masters each set, he or she then moves up to another. Special Computer programs can also be used to assist the student.
Your child proceeds in a series of stages, sometimes each more complex and difficult than the last. The student continues to read and write. There is some memorization involved because not all words are spelled phonetically, and they are pronounced differently from the way they are spelled. English is an eclectic language which draws from French and German which makes this memorization and reading and writing necessary so that the student’s lexicon can be increased and more words become recognizable. Flash cards are still used, so there is a built in redundancy to assure that the student remembers the associations between sounds, letters and words. He or she is assessed periodically.
Caveat Emptor, although there is nothing wrong with whole language per-se, however our Dyslexic students must learn the basics of reading first and then writing and then move on to an appreciation of language and literature. First things first. Before your child can appreciate litersture, he or she has to be able to read.
`My experience in teaching elementary school students encompasses both classroom teaching, small groups and one-on-one tutoring and research with a number of school systems, with certification in Special education. I also have extensive experience working with students presenting with learning disabilities and those with physical disabilities. I can supply you with a copy of my CV showing courses in learning, education, special education and learning disabilities.
Elementary school children are eager to learn, but often have multiple problems. One of my experiences was when I was teaching with the Stratford, CT School System. I had elementary school students who where school phobic, MD, CP, schizophrenia, depression, Tourettes, temporal lobe epilepsy, and Down's syndrome.
I was employed by the Americorps/IBM program "Project First" in Charlotte, NC wherein I worked with elementary school students, in developing an alternative classroom experience to deliver the science curriculum, using the computer room and special programs. The class was science/ecology/environment, and involved the potability of the water supply in their schools. Ten schools were involved. This program was featured on the NPR Program, "Afternoon Edition", and was presented to IBM and the CMS School System.
When teaching at Spencer Elementary School in Middletown CT, my eager to learn students were involved in a number of projects, such as: learning to use the Internet and E-mail to communicate with other students all over the world. We also conducted some "scientific" experiments, and also learned how to do word-processing using MS Word. I was instrumental in setting up computer labs in many of the housing projects in Middeltown, for after school homework projects.
I also worked with elementary school students in Bennington, VT. Work with those students centered on math assignments, reading, language arts and social studies. Some of these students were ADD/ADHD and others had other disabilities.
While in Maine, I worked with a number of school systems: Biddeford, Biddeford Pool, Scarborough, Old Orchard Beach, Lewiston,and other communities. I traveled to a number of schools because I had education and experience in and a background in children with learning disabilities, although not all my students had learning disabilities.
I was also employed by "Measured Progress' in Dover, NH where I was a reader, evaluator and grader of elementary school student's performance on the MA and NH Mastery Tests of their reading and writing skills.
I have taught English and language related subjects with students from elementary through post-secondary school. I have also written in English and have had books published. In addition, I have also worked with students with language disorders, i.e., Dyslexia. Also, I have taught students from Asia, South America, the Ukraine, and other areas of the world, all with different native languages and racial and ethnic backgrounds.
I have tutored the GED with students who dropped out of high school, and students who realized that they had to get a high school diploma and perhaps go on to college in order to get a good job. Many of these students were working in jobs which required heavy physical skills (carpentry, construction etc.) and as they grew older they realized they could no longer do these jobs because of age, accidents and other problem they were having.
I have taught both algebra and geometry on the middle school, high school and college levels. I also tutor the SAT, ACT and GRE.
I have found that in tutoring the the SAT, ACT and GRE, the problem is often with language, i.e., the student does not understand the questions and what is being asked. Vocabulary is also a problem for many. Also, mathematics seems to be a problem for many. I have tutored foreign students in the SAT and GRE, and students who want to go back to school and need to be prepared, i.e., to become nurses and go into the medical fields.
I have used and taught MS Windows and its many versions for many years. I have taught Windows at the following institutions: Saint Basil's College, Stamford, CT, Marist College, Poughkeepsie, NY, New Beginnings, Danbury, CT., Southern Vermont College, Bennington, VT, and the Tutorial Center, Bennington, VT. I have also used and taught Windows in conjunction with teaching IT, research, and the Microsoft Office Suite: Word, Excel, Access, and Power Point. I have also taught Windows to senior citizens, through the AmeriCorps Program in Charlotte, NC and Middletown, CT, and with the US Dept. of Labor Program, National Able, a program for senior citizens. I have also used Windows and its applications, the Internet and E-mail for my own research and professional writings some of which I am conducting now. My students have been all ages from elementary school children to college and university students.
Hello Student. Because I have worked with your age group at four middle and high school school systems in Maine, CT. NC, NH and MA (and at the college and university level), I am very familiar with the PSAT's content. I have also worked with many bright and honors students, the last being at a special summer program at Union College in NY for Upward Bound 7th graders. We examined the scientific method. how to conduct research and Newtons Laws of Motion and Flight. We even examined statistics. It was great fun. They were a unique and special group. Good quality post-secondary schools, will look favorably upon you if you do well on this test. Also, scholarships can open up for you as a prospective college student. A college education is becoming increasingly expensive, and any additional preparation you obtain is a good idea for competition will be keen. Taking the test will familiarize you with what will be expected of you when you take similar future tests. The more you know about test taking, the more prepared and confident you will be. My experience in tutoring these tests is that many students do not know what to expect and are often unprepared. Don't you be one of them.
For example: math, critical reading, and writing skills are very important. Because you will have little more than two hours to complete the test, apportioning your time is important. We will also address this, and thoroughly determine your needs and strengths and weaknesses. Because the new PSAT does not include higher-level mathematics (e.g., concepts from Algebra II) or an essay in its writing section, professional tutoring can also include algebraic concepts and writing for future preparation to prepare you for taking a timed test such as the SAT. If your native language is not English, vocabulary preparation can be very important. I have tutored students from the Ukraine, Loation Boat Children (middle school), from South America (high school), China and Japan. If you decide to obtain a study book on the PSAT, please make sure it is the latest edition because the test has been revised, as has the SAT. Some of my students came with older editions which were obsolete.
I have tutored students of all ages and backgrounds, such as you, specifically in: reading, writing, and advanced math, including the SAT and GRE, tests which are required for college level, graduate work and professional schools. This includes professional careers such as nurses' training (while I was tutoring at the Bennington, VT Tutorial Center). Many of these adult students did not know algebra which is required for a nursing career. Make sure you are not one of those students who says, "I hate math, why do I have to take algebra, I'll never use it! Believe me you will. The learning of algebra can be made painless through tutoring. Please tell me your age and grade level so that the appropriate turtoring can be provided for you. I also have extensive, hardware, software, and study guides for these tests. It is great to be prepared in advance.
My experience with special needs students goes back many years. My first experience with special needs students (children, adolescents and adults) was while I was an undergraduate student at the University of Connecticut, Storrs, and was employed by Mansfield State Training School (for the retarded), in Mansfield, CT. In those days when most learning challenged students were unfortunately institutionalized rather than integrated back into their fasmily, the community and the school system (later changed through the influence of the Kennedys), I worked with students diagnosed as educational, trainable and serverely retarded, in addition to what we now recognize as the autism spectrum disorders. While there I also worked with non-adjudicated delinguents.
While I was employed by the Stratford, CT School System, Pupil Services, I worked with students in the Phase I and Phase II Programs. This consisted of working mostly with Down's Syndrome students, and preparing them for high school graduation and entering the employment market. Specifically this involved training, Job Shadowing, teaching them how to take a bus, how to dress, telling time, how to organize their day, and work behavior. In addition, this also involved coordinating my work with that of the teachers in the high school and their parents. We worked with such organizations as: MacDonalds, Shaws Super Markets, Roy Rogers, Frendlies, offices in the Stratford School System and their parents regarding future planning. At the same time I was a graduate student and was taking psychology courses related to special needs students. I also worked with Tourettes Syndrome students.
I also worked with the State of Connecticut, Dept. of Mental Retardation and Addictions, and the New Canaan Connecticut School System tutoring with young adult students (neurologically impaird)in one of their group homes in Stratford, CT, in addition to conducting job shadowing.
While tutoring at the Bennington, Vermont, Tutorial Center, I worked with "failure to thrive" students.
At the present time, I am working with an adolescent student diagnosed with one of the Autism Spectrum Disorders.
Hello student, I congratulate you as many private schools will require that you take the SSAT. Private, independent schools can be quite different from public and magnet schools in their recruitment and requirements for your admission. They actively recruit excellent teachers which I have participated in while in Boston. Competition can be very keen. Requirements for your acceptance into a private or an independent school are also often more demanding than public and magnet schools, so you will want to do well on these tests. Therefore it behooves you to be well prepared for test taking. Practice also provides you with the experience necessary to take similar future tests. Private schools are often an entry into good quality colleges and universities. I have taught in both public and private schools and with the two age groups mentioned here, and also on the college and university level.
What is your age and grade level as there are different levels for students in grades 5-7 and the upper level for grades 8-11? You will be required to write a brief essay and there will be multiple choice sections that include mathematics, reading comprehension, and the verbal. You will see that this type of format will occur again and again in future tests you will take. Reading and writing are very important not only for this test but later in your educational career. Many good colleges and universities(such as Williams College in Williamstown, MA) place a very heavy emphasis on an essay, especially for their scholarship students. I am a professional writer and have also completed a Ph.D. research dissertation which was very writing intensive. There is a skill in taking a multiple choice test, such as parts of the SAT which I have taught. You will also learn how to organize and monitor your work and time. Knowing how to take a test is a very important skill which we will also examine. Test taking is a skill in and of inself.
Note that the SSAT is not related to the SAT Reasoning Test. You will probably take the SAT at a later date if you plan on attending college. I have taught the SAT.
For the test you must know mathematics, synonyms and analogies (they too will appear again on other tests). I will review all of this with you. You should be comfortable and prepared prior to taking the test. We will first do an assessment of your skills and your strengths and weaknesses. There are many ways of building your vocabulary which we can also cover. If English is not your native language, I have taught students from the Ukraine (private school), Loation Boat Children (middle school), South America (high school biology), China (vocabulary) and Japan. I have taught 4th and 5th graders, middle school, high school and adults in writing skills through the use of MS Word (at Spencer Elementary School, Middletown, CT.) and the Internet. I have also taught the the use of the Internet on the college level for writing skills and research while teaching at: Marist College, NY, Saint Basil's College in Stamford, CT and at Southern Vermont College.
Again, I must emphasize that good reading and writing skills are very important throughout your educational career. When you go to college, you will be reintroduced to the Interent for research purposes probably in an IT course. It is very reading intensive. Again, please let me know your present grade level and age as it is important to determine your math experience and your reading and writing skills. Thank you and good luck. I hope to work with you.
When I graduated from high school in CT., where I played the clarinet in the high school band and was a member of Junior Achievement and participated in a weekly radio show on WICC in Bridgeport, CT. with Bob Crane (Hogan’s Heroes), I was an Intern at the American Shakespearean Festival Theatre and Academy in Stratford, Connecticut (unfortunately now defunct) where John Houseman was the artistic director at the time. I remember standing on the stage of the theatre one night and the director was looking for supernumeraries for a production Shakespeare’s Henry the Fifth. A man in the audience said, “You’ll do, please stay” (I was tall, no talent required). The man was John Houseman, the partner of Orson Welles in the Mercury Theatre.
I received my education from the University of Connecticut (where I took theatre courses and was in a production of Miller’s The Crucible). At the New School for Social Research where I was also a student, I studied the Films of Alfred Hitchcock (with Donald Spoto) and film production, theatre production including: Legal Issues, television production and video editing.
While living in Westport CT., I stage managed and was the technical director for a production of The Gin Game.
While a student in NYC, I videotaped at both The Blue Note and the Village Gate in New York City, recording some of the great of American Jazz musicians, including Bobby McFarrin, Dizzy Gillespie, the Tommy Dorsey Orchestra, and Tito Puente.
In Florida I and my production company produced a professional presentation of selected songs from Sondheim’s Company and Shenandoah, and successfully produced a professional production of the musical Shenandoah in Port Saint Lucie, Florida. I also produced productions of a Street Car Named Desire, and You’re A Good Man Charlie Brown, and created the sound design for Streetcar in Florida. I also portrayed the role of Teddy in Arsenic and old Lace. I designed a theatrical performance space with Richard Randall (copyrighted),
While in Portland, Maine, at the Portland, Stage Company (LORT 4), I created the sound design for a production of The Real Thing, where I was also an Equity Intern. I taught film writing at the University of Southern Maine with the granddaughter of E. B. White.
Theatre and the American Musical Theatre have been a life-long love and interest. My production company is: Sutton – Sycard Productions Inc. I have finished writing a professional Musical Revue "Have You Heard?" (copyrighted) which is the life, music and lyrics of Cole Porter which I plan to produce and direct in the summer of 2012.
"Have You Heard?" serves many functions in addition to being a musical entertainment. It also serves an educational function (I being a teacher who has worked with handicapped students), it is a brief history of the American Musical Theatre, and some of its famous entertainers, it focuses on the creative use of the English language, the process of artistic creation, and finally, and most importantly, it presents the life of a man you triumphed over a severe handicap, the loss of his legs and the amputation of one. This could be an incentive for other children, adolescents and adults who are similarly handicapped.
I am a published research, and a published author. I am presently in the process of publishing a research article and I have just completed a book with a co-author. I have also tutored the English and writing portions of the GED, SAT, ACT and GRE