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As a certified Special Education teacher, I had a few students with ADD/ADHD. I found that quiet spaces, one-on-one instruction, clear examples that engaged the student, and short assignments held the interest. Most students’ with ADD/ADHD are very bright and move quickly through curriculum when they have the correct tools to do so. Adding to the engaging curriculum is teaching the student with ADD/ADHD to take short notes with 'Stickeys,' reading paragraph-by-paragraph instead of viewing the entire page as a massive reading assignment, taking short breaks after reading for ten minutes, and writing their essays a paragraph at a time. Reading and then writing to tell the story in their own words in three sentences, helps to build the bigger picture and not overwhelm (bore) the child with ADD/ADHD.
Other skill building knowledge can be using brightly colored pencils, inks, or crayons (depending on age), and creating mind maps or fish bones. Sharing work in small groups as sections are finished helps to build not only social skills with the ADD/ADHD student, but also helps to create pride in ones work. This feeling in the brain creates both self-esteem and a desire to feel good again and thus students will work harder the next time to finish projects to share and take pride in again. (This can also be done at home with participating parents and siblings.)
As a special education teacher in NYC, I have taught to students with Asperger’s. Personally, I find them delightful. The Asperger’s student is both intelligent and curious and can open up a class discussion that might not have taken place without them. (It might be hard to get them to stop sharing however, and using hand signals to cue the students to stop is often done so as not to embarrass the student.) Aspergers students are much like a walking encyclopedia, especially in their preferred subjects.
In working with children with Asperger’s, it is important to use consistency for behaviors and to be thorough with explanations for expectations, often repeating important information more than once, or writing it down with due dates. The term, Aspergers syndrome is soon to be discarded by the psychological community and simply labeled ASD. No one knows what causes ASD in general but these individuals are special human beings who deserve the same respect and considerations that any other human is entitled to. They are not "crazy" and without any co-mobidity, they are not violent any more than anyone else is. Working with a student who has Aspergers may take a bit more patience and a bit more time due to their inability to view social cues, but the information they bring forth is often vital in a classroom situation and other students may learn greatly from their intelligence.
As a licensed special Education teacher, I have had students with ASD. In helping my ASD students I created short assignments which I layered with their current knowledge and/or interests to hold their attention. My ASD students might write one or two sentences to show understanding from a reading assignment vs. the larger paragraph of their peers. Positive feedback was utilized even in cases where improvement was needed. Consistency and repetition also helped my students to lock new information into long-term memory. Note taking was a choice between using pictures, colors, and/or writing. Students with ASD are bright and curious and just need that extra carrot to bring them to the point of sharing themselves with others.
As a professor at Goodwin College, I taught "The First-Year-Experience Class," which came in three parts: 1) academic skills, 2) life skills, and 3) career skills. I worked with students in developing their knowledge of the job market (Unemployment statistics for particular jobs, pay scales, and benefits). I helped students to all develop their research skills for job hunting opening up websites to them. (i.e., Monster.com, CareerBuilder.com, usajobs.gov, schoolspring.edu, etc.) I guided students to define goals by administering assessments such as the Meyer's Brigg or the Campbell Interest & Skills Inventory.
I help students to create their resume, select references, and gather other documents such as transcripts for future employers. I taught time management, goal setting, good work habits, people skills, and journal writing. Also discussed were making sure the student applicant is dressed appropriately for the interview.
College counseling may be limited to the discussion of career, academic, and life goals or may involve more intimate details of a student's life such as family, work, substance (alcohol and/or drug issues), financial matters (such as financial aid or budgeting), or some other personal matter.
As a college professor of, "The First-Year Experience," I guided students in picking programs, choosing classes, filling out financial aid forms, and directed them to research scholarships and grants.
I have a degree in Psychology and a Special Education license in both CT and FL for students in K-12. Additionally, I have taught Special Education to students with Dyslexia.
As a special education, 6th grade teacher, I have worked in a school setting. Additionally, I have tutored and substituted K-6th grade and am aware of the developmental stages and the academic needs of students. When working with students in grades K-6; I often utilize Erickson's levels of development and Maslow's "hierarchy of needs," to ensure the whole child is being cared for. Additionally, I look for the young student's interest and try to incorporate that into the lessons which will then be more engaging for the child. I allow the student to "talk" while learning allowing them to build confidence skills so they might carry that back to the classroom.
Additionally, I use a lot of positive interventions. (i.e., "Wow, thank you for listening, you have great study habits!" Or, "I think you completed that reading as if you had read that before, did you?") Even if a child is struggling, positive feedback gives the child something to work harder for the next time, everyone, but especially children, need to feel worthy. I use small assignments, small discussions, a little exercise break (maybe jumping jacks or a glass of water), and then we are back at it again without being bored to death!
I have a Masters in Special Ed and a Masters in Psychology. I also have 15 credits in various sciences such as ecology and I currently teach science as a part of the curriculum to GED students at a prison.
I am a licensed CT teacher who has taken and passed the Praxis I and II. I can offer tips on what to pay attention to and help the test taker decipher exactly what is being asked. The "trick" to these tests is not so much the question but how the question is structured.
To qualify as an instructor in sociology, I offer my BS in Human Services and my MS in Community Psychology. I have worked with multicultural, socioeconomic deprived populations in both the school system and while working for a non-profit.
I hold a CT Special Education license for K-12. I have taught in Brooklyn, NY, to a self-contained 6th grade SPED class. My student's disorders ranged from LD to ED and included Autism, Asperger’s, Bi-polar disease, Dyslexic, etc. My student's also came from the multicultural home where English was a second language and the parents were uneducated.
I have created IEP's, modified curriculum, and created behavioral intervention plans. I use positive intervention to "hook" students and it works.
I am a certified teacher of Special Ed, grades K-12. I have performed in-home tutoring in the Chicopee area. Additionally, I have taught "The First-Year Experience," class in college to first-year students. This class was specifically designed to guide students to create better study skills/habits. I have used TRIO supplements in time management, organization, mind-mapping, reading tricks, memory tricks, etc.
The book I used was, “Creating the Master Student,” and it is full of excellent information which helps students to move forward developmentally.
I have taken five theater classes (Theater I, II, Stage production, and Drama I, II) at the college level. I have performed onstage in college, created brochures for the play, and done the marketing.