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I am certified as a Secondary English Teacher for grades 6-12. I have extensive experience working not only with students in the CPS, but at charter schools as well. I am willing to work with any reading level and improve any academic deficiency, provided we talk about what you, the student, need to improve. Note that I am not able to diagnose reading disorders such as dyslexia, or any language processing disorders. However, I am fully willing to work with students who need extra time and effort at working on reading comprehension, reading for accuracy, and general fluency issues.
My interest in developing a career as an educator was sparked almost immediately by my work as a substitute teacher in the Chicago Public Schools, beginning in 2004. I found a great satisfaction in helping and guiding young people to understand the world around them. Through texts and writing, each student gains not only a greater understanding of the world around them, but a greater understanding of their own character.
I work with many vibrant, lively students, each one with specific interests and needs. In recent times, there have been trends to value students only as "winners" or "doers," rather than as LEARNERS with individual strengths and weak areas. This puts enormous pressure on every student; increased workloads can cause some to fall behind.I am here to help students reach their potential as learning individuals, and to help them overcome the difficulties they may have with their English or Language Arts curriculum.
Formal English, whether written or spoken, is a vital tool for all students. Though colloquial forms should never be undervalued, understanding of formal grammar and syntax is required for any written communication outside of one's peer group. Thus, proficient use of formal English grammar and syntax is a hallmark of a student's entry into young adulthood. A student who can communicate formally can step out of their comfort zone. As part of my work in the schools, I always include grammar as introductory "warm-ups" to any lesson.
I have worked with the scholarly study of literature since my earliest undergraduate years in college. I have never passed up an opportunity to look past the narrative of a work, into its hidden meanings, symbolism, historical significance and authorial intent. Much of our work as English students relied on our skill at dissecting the components of literature. Study of theme, and the means by which themes are expressed, has always been extraordinarily important to me. In all that time, I have enjoyed what I read as a pure pleasure. My keen interest in the structure and "meaning" behind writers' works has never conflicted with my unqualified love of reading.
I grew up as an avid reader. My father's earlier childhood experiences as a challenged reader, however, mirror some of the frustrations that I see in the students I work with today. One of my main goals as an educator is to help students use the tools they have in order to make reading "their own." Feeling secure and confident as a reader is important. This can only be accomplished when one is able to read with "automaticity," and eventually, fluency. Fluent reading is one of the main building blocks to becoming academically proficient in all other respects.
I am well-versed in the standard Dewey method of study skills for critical thinking. However, I also work with the more specific approach involving the Preview, Question, Read, Summarize, and Test (PQRST) method.
In the years I have worked with a diverse body of students, I've also learned to tailor my study skills advice and directives. I've incorporated elements of visual cuing and flashcards, or even strong visual association (use of graphics and illustration in PowerPoint lessons). I've learned to work with each student to determine what elements of what methods will work best for THEM.
Expect to have your child's vocabulary expanded! — Jason not only helps my 7 year-old son with pronunciation but also delves into the meaning & origin of words. ...
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