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I have taught all English language skills to all ages over a 36-year career in the elementary schools and universities and to adults in the business world. My students have been native-born Americans with no foreign-language background, as well as English as a Second/Foreign Language and to Speakers of Other Languages, both here and in Iran. I have specialized in grammar and reading and writing at the university level, both in the U.S. and abroad. My experience with children has been largely with Latino children, but I have taught Japanese, Chinese and Italian and speakers of other languages as well at the elementary level. My experience in Iran spanned five and a half years teaching at Tehran University in a variety of different colleges, and writing specialized English materials for their lessons. I have taught ESL groups composed of a single foreign language as well as those including students from several other languages. I have taught reading both in full classroom settings and in tutoring small groups, including a few of the latter composed of students at risk of being assigned to special education or failing groups the next year. All of these students were saved for promotion to the regular grades. I have taught a class of teenage mentally-handicapped boys their whole school curriculum. I taught a group of Saudi Arabian men at the University of Illinois one summer who were preparing to enter a university program in hospital administration. When I teach reading to young children, I teach both sight vocabulary and simple contextual passages, which are followed by comprehension questions. I have studied three foreign languages myself at the adult level: French, Spanish and Persian (Farsi) and remember varying amounts of each even today. I have taught employees of the Iranian Oil Company in Tehran as well as employees of diverse multicultural work force at a company here in the Loop. My MA degree is from the University of Illinois in TESL. My minor in undergraduate education was English, which I completed as a double major soon after graduation.
I am familiar with a great deal of medical language due to having a year of nurse's training (straight A's in my coursework) and a few years of working as a ward clerk in a hospital, which involved both patient care and record-keeping. I have had enough afflictions in my long life to be familiar with much medical language from such experiences, as well. My older sister and I are proud that we virtually taught one (at least) of our four younger brothers to speak: we used to complain to our mother that baby David was repeating everything we said! Our mother had no sympathy for us, just saying "That's how the baby learns, dears!" David now teaches business people how to rise in the corporate world and is very successful.
While I have never taught specifically to the ACT exam, I have myself written ESL materials for the colleges of Tehran University for three years and taught composition at the middle grades' level in elementary school for many years, especially 6th grade, in classes of students who spoke Spanish at home. The passages we wrote in Tehran followed all the various organizational patterns of English written discourse and we taught these patterns to the students. The passages also contained typical grammatical structures and vocabulary found in each organizational pattern. Sixth-grade composition lessons included student-written poetry, employing the various poetical devices of English. Students wrote both formal business letters as well as friendly letters and sent them to prominent people who responded in writing. General expository writing was a common feature of these lessons as well. Most of the children's writing was in response to educational field trips. While at the University of Illlinois at Urbana I taught grammar and speech writing and public speaking to a summer school class of Saudi Arabian men preparatory to their beginning a university program in hospital administration. I taught grammar to other multi-cultural groups at Illinois as well as they prepared to enter various university programs.
I possess an MA/TESL degree from the University of Illinois in Urbana, Illinois. I have taught ESL to both children and adults for over 30 years. I have used the arts (songs, drama, puppets and poems) to support my ESL teaching with children. The primary nationalities to whom I have taught ESL have been Latinos, Poles, Persians and Arabs. I have taught the Latin alphabet to children and adults from cultures that do not use it. I have taught ESL to classes composed of people from twelve different primary languages. I have taught a class of all Saudi men for a summer.
I spent five years teaching English grammar to Tehran University freshmen during the '70s and to Saudi Arabian men at the University of Illinois one summer. I wrote newspaper articles and text book chapters designed to illustrate various grammatical structures commonly used in scientific writing to Persian university students. I received strong preparation during my youth in identifying grammatical structures by their formal names as well as by diagramming sentences. My dear Mother was descended from the Puritans who sailed to America on the Mayflower. Whenever she would hear one of her six children make a grammatical mistake in conversation, she would call his/her name from another room and correct his/her grammar! Making a grammatical mistake in her 'Mother tongue' was a mortal sin!
I taught reading to children for almost 40 years at the elementary level, both to native-born and immigrant speakers of other languages. I taught in whole classroom settings as well as small resource groups. I taught reading to first grade Latino bilingual students who were in danger of being placed in special ed or of failing a grade the following year, and saved all of them from either of those results. I taught reading to both African American and white children in their neighborhoods. I especially taught sight vocabulary and reading in context to first-grade bilingual children, using stories accompanied by a picture and followed by comprehension questions. I taught reading at Tehran University, Iran, using reading selections we teachers adapted from journals and textbooks in the students' respective fields of study. The selections were followed by questions targeting comprehension, vocabulary, grammar and overall organization of the passages.
I always received top grades on my own writing all through school, including in my Ph.D. studies at Loyola University. I wrote specialized reading passages for Tehran University students in the 70s that included overall organizational patterns, vocabulary, grammar and subject matter specific to various faculties at the university. These passages were followed by exercises zeroing in on these skills. We then tested our materials in the classrooms. I taught poetry, letter-writing (both business and friendly) and expository writing to middle-grade children for over 30 years with a great deal of success. They wrote to people ranging from the mayor of Chicago to the CEO of a major restaurant chain and received letters back, which we hung on our bulletin board. Such letters usually centered on a field trip they had taken. When I was an undergraduate senior at Northeastern University in Chicago, I was the editor of the school newspaper. My favorite issue that year was the April Fool's issue in which I lampooned many faculty members and received roars of approval back from them.
Northeastern Illinois University (education)
University of Illinois (Other)
Loyola Uiversity (Graduate Coursework)
Standard Hourly Fee: $45.00
Cancellation: 3 hours notice required
$40 per hour for additional hour lessons
Carol will travel within 10 miles of Chicago, IL 60659.
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