Hi Students and Parents,
My name is Ms. Angela. I have both taught and tutored math, grades 3rd-9th, for most of my adult life, mostly because it's my passion. My undergraduate degree, B.S., is from Howard University whereby I majored in biology and minored in math. Later, I earned a M.S. in Instruction and Curriculum in 2002, from Northern Illinois University.
My teaching approach is first, identifying the students' gaps up to their current curriculum, the assessment, then begin instruction at their start point. Movement through the curriculum is based on their pace. Students generally do not like or have difficulty in math because of the missing foundational skills, such as, those dreaded math facts, fractions, decimals, and percents. These are key components, thus, are critical to the comprehension of the discipline. Math is a language and I approach it as such. Concepts are also a major part of the understanding process, having a direct connection to solving word problems. When students can decode words that translate into add, subtract, multiply and/or divide, they become better problem-solvers.
Component composite analysis and practice, math fluency, is the methodology used. I was introduced and trained in the approach in the early 90's, and is currently being used in educational systems nation wide. My experience working in both Chicago and Seattle's Public School Systems, for 6 years as an instructional coach and consultant, made me realize what is lacking in the teaching and learning process. Consequently, encouraged me to reach out to those who were open and willing to step through the process. Currently I tutor adults at the city college level whereby many experienced much of the academic profile described. My challenge is addressing those skills that are not age appropriate, consequently, am often met with resistance. However, success in their chosen field mandates that they be met. Your learner may have a year or so of academic deficits versus the years that adult learners face. Sooner is better than later.
The methodology requires that students practice the previous skills taught while learning new skills. They must demonstrate the retention of the prior skills before those practices end. Math is about building; the previous skills taught are incorporated into the current. Foundational skills support students throughout the learning process, without them learning becomes difficult. If this description applies to your learner I encourage you to send me an email to schedule an interview. Thank you for your interest and looking forward to working with you.
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