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I have many years of teaching experience in Jamaican and UK schools. I can quickly assess your needs, design and implement remediation to improve your confidence and to ensure that you achieve the success that you deserve. I worked for Surrey County (UK) as a one-to-one tutor from 2009 to the summer of 2011. In some instances, I worked with pupils whose year 9 results showed them to be in danger of missing predicted end-of-year-eleven targets. In other instances, I worked with borderline pupils who needed help to make a passing grade in their GCSE's.
I have 4 years' experience as a marker for the Caribbean Examination Council English A (Language) examination and hold a Master of Arts in Literature in English. If you need any help with high school mathematics or with writing and reading comprehension, please ask for my details. If you can, ask your teacher to provide an overview of your strengths and weaknesses. Your self-assessment is critical as well. I normally begin with a diagnostic test, which helps me decide specific targets and strategies. Each lesson ends with a summary of skills learned.
Algebra 1 draws together a number of basic arithmetic skills. It is critical that you know how to add, subtract, multiply and divide directed numbers.
There are specific words such as "term," "solution," "index" and "expand," which you may already know but which will mean something different in Algebra. Knowledge of the key terms will ensure that you will be doing what is being asked. Practice using them when talking about the topic with others.
This is a general mathematics course that teaches pupils to demonstrate competence in application of the basic arithmetic operations, symbols and units of measurement. It includes number patterns and number groups, laws of arithmetic and skill negotiating between different simple and compound units. Basic algebra skills are also introduced but there is a lot of emphasis on comprehension and reasoning.
Students who struggle with elementary math typically have trouble with multiplication and division and their ability to handle fractions will need attention.
Vocabulary, spelling, syntax and punctuation are just a part of what learning English entails. Each language has peculiarities, including idiomatic expressions that you will not understand until you attain relative mastery.
There are four aspects of Language Arts: speaking, listening comprehension, reading comprehension and writing. Besides having to gain competence in these areas, students also have to learn to distinguish the difference between the formal and informal use of English.
Sometimes referred to as Space and Shape, this area poses a challenge for many pupils who have difficulty with spatial perceptions. They need to manipulate the geometric objects or keep a visual representation at hand. The concepts of point, line, angle and polygon are basic and will need reinforcing while secondary concepts are being taught. The pupil has to be encouraged to draw and label and to explain his steps and he should be encouraged to use the appropriate terminology.
Success in literature depends on your ability to make sense of poetry, prose fiction or drama. There are specific literary terms to be learned so that you present your response in a clear and precise manner. At first you will be asked to respond to specific questions.
As you become more advanced, you will be asked to write a formal response as an argumentative essay. You have to make a judgement about what the writer's main point is and then make a connection between the meaning and the manner in which that meaning is conveyed. You might find that two essays that argue two different things about the same poem are just as good. (Yes, very long essays are written about very short poems).
It is important that you continue working on your grammar, punctuation and style because all these things affect the overall quality of your performance in literature.
Reading is one of the receptive aspects of Language Arts. The successful acquisition of reading skills means that you can decipher messages that are encoded in written texts. It is a gradual, ongoing process.
As a tutor, I pay attention to vocabulary development-- spelling, usage, parts of speech, synonyms, antonyms etc. Sentence and paragraph construction will be integrated in the word-building strategies. Whereas word skills are basic, reading involves being able to comprehend meaning and purpose.
I find that most students have problems deciding purpose and using the writer's purpose to edit. When given a set of sentences to arrange into a smooth flowing paragraph, they often struggle to arrange the sentences in order and also to decide which sentences should be eliminated. I also find that there are some students who have trouble understanding how transition words and phrases affect meaning or how tone (such as sarcasm)undermines what is stated explicitly.
After choosing reading material at the appropriate level, I like to ask preparatory questions followed by "why not" questions and questions that probe for full understanding. It is critical that all answers are supported by the text so you will be encouraged to provide textual evidence that your answers are valid. Then we can look at the overall purpose, which sentences are strong and which are not and also how ideas may be re-stated accurately and concisely. When asked to re-state, you will be happy if you have a good vocabulary base.
If you have a particular area of interest, I am very happy to integrate that when scouting for suitable reading material. Be aware, however, that there are definite benefits to be derived from using reading material that covers politics, the environment, history and sociology.
Writing covers a wide network of tasks, which may demand that you demonstrate knowledge and competence in a specific genre or form. Hence, it may be that you have to compile a portfolio of creative pieces of your own. The imaginative writing task allows scope for experiments with style, grammar, spelling and punctuation.
Writing is also used to describe a formal response to a stimulus such as an excerpt or a book. This type of writing excercise will be predicated on careful reading of the stimulus. Your response will have to be a unified, focused written presentation that outlines your thesis or main argument. It must also provide well-developed supporting arguments that are backed by relevant evidence from the stimulus text.
"Writing" may also offer factual information or describe the steps involved in a procedure.
Unlike the imaginative essay, the successful argumentative or expository essay will always adhere to established rules of grammar, conventions in citation, and contain no colloquial expressions or slang.
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