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Tina J.

Write On Tutoring: Tools for Writing, Reading, Speaking and More!

Eudora, KS (66025)

Travel radius
17 miles
Hourly fee
$25.00
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Tina J. passed a background check on 1/5/14. The check was ordered by Tina through First Advantage. For more information, please review the background check information page.

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I enjoy teaching in both a creative and practical manner and utilize hands-on, real-life activities. I will work to provide appropriate academic support for areas of need in a manner that matches student learning styles. I believe that parents are the primary educators of their children, and I wish to provide support for families. During the summer of 2011, I received a certificate from the North American Montessori Teachers Association (NAMTA) in "Orientation to Adolescent Studies." I have four years of experience in teaching students ages 12 to 16 in a private school setting that utilized a Montessori approach. My employment at Camp Fire USA, a youth development organization, provided me with the opportunity to coordinate and teach fitness and life skills activities to young people of all ages with disabilities. I hold a Master's in speech/language therapy from the University of Kansas and served students ages three to eighteen with speech/language needs in the public schools. In addition to tutoring in the areas of writing, grammar, reading and literature, public speaking, history, and test preparation, I would also consider supplementing a person's speech and language therapy in the areas of articulation, language development, voice therapy, therapy for fluency stuttering, or accent reduction.

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Tina’s subjects

ACT English

I have four years of experience teaching English to junior high and high school students in a private school setting. Most of these students were planning to take either the ACT or the SAT; therefore, we began to share expectations and strategies with them.

ACT Reading

I have four years of experience teaching literature/reading to junior high and high school students in a private school setting. Most of these students were planning to take either the ACT or the SAT; therefore, we began to share expectations and strategies with them. We incorporated reading comprehension and vocabulary development into literature studies.

American History

I have taught history to students ages 12 to 15 at a private school that utilized a Montessori approach. When I began teaching, I used a textbook approach. I then moved to an approach where topics in American history were integrated with literature in a study of the humanities. We utilized textbooks as resources and guides but did not center study upon them. Students visited local historical sites, researched topics of interest through local libraries and community resources, completed projects that included oral presentations and written projects, and visited with local historians about their work. I would be glad to work with families who home school to organize humanities units or assist students who have a planned history course by sharing helpful study strategies or by supplementing their curriculum with enrichment activities of interest.

Aspergers

I have a degree in speech/language pathology from the University of Kansas. I provided private language therapy to a young man with Aspergers during his senior year of high school to assist him in developing personal strategies to better relate socially. He was especially interested in learning to better understand aspects of humor such as use of idioms, sarcasm, and jokes in general. I shared idioms and jokes that we analyzed together, and he shared aspects of real-life, problematic social situations so that we could work together to clarify them. I am familiar with the use of social stories to better understand and respond to various social situations.

Braille

I am blind and have read Braille since age five. I enjoy teaching Braille to any friends who show an interest and often find myself demonstrating it to scout groups and elementary school classes. When I worked at a school for the blind, I assisted with teaching Braille. I also have a background in special and elementary education and in speech/language pathology.

English

I have four years of experience in teaching English to junior high and high school students in a private school setting that utilized a Montessori approach. English skills were integrated into writing activities throughout all areas of study. Students worked with me to analyze their writing and plan specific skills to practice. Though I do utilize educational standards to make sure appropriate skills are covered, I believe in individualizing study of English by working with students on specific areas of need instead of following a textbook or specific curriculum from beginning to end. I would be glad to work with students who have an established English curriculum on specific areas of need. I could also help students analyze their own writing in order to create their own plan of study according to need, if this is desired.

European History

I have taught European and American history to students ages 12 to 18 at a private school that utilized a Montessori approach. When I began teaching, I used a textbook approach. I then moved to an approach where historical topics were integrated with literature in a study of the humanities. We utilized textbooks as resources and guides but did not center study upon them. Students visited local historical sites, researched topics of interest through local libraries and community resources, completed projects that included oral presentations and written activities, and visited with local historians about their work. I would be glad to work with families who home school to organize humanities units or assist students who have a planned history course by sharing helpful study strategies or by supplementing their curriculum with enrichment activities of interest.

GED

I have four years of experience in teaching junior high and high school students in a private school that utilized a Montessori approach. Integrated areas of study in which I guided students included English, literature, history, and earth science. I look forward to using an individualized approach to assist students in preparing for the GED.

Grammar

I have four years of experience in teaching grammar to junior high and high school students in a private school setting that utilized a Montessori approach. Grammar skills were integrated into writing activities throughout all areas of study. Students worked with me to analyze their writing and plan specific skills to practice. Though I do utilize educational standards to make sure appropriate skills are covered, I believe in individualizing study of grammar by working with students on specific areas of need instead of following a textbook or specific curriculum from beginning to end. I would be glad to work with students who have an established curriculum on specific areas of need. I could also help students analyze their own writing in order to create their own plan of study according to need, if this is desired.

Literature

During the past four years of teaching at a private school, I have had the privilege of guiding junior high and high school students as they discovered both the beauties and challenges of literature through a Montessori approach. Many works of literature that we explored were integrated with studies of religion and history in a humanities program. I have discovered that young people better connect with what they are reading if they formulate questions and lead discussions about the work rather than merely answering the questions posed by another. When students have difficulty comprehending what they are reading, we work together to develop strategies that work for each person. I can also share annotation strategies and assist with the planning process for writing of literary analysis papers.

Phonics

I have a Bachelor's Degree in special and elementary education and a Master's Degree in speech/language pathology. During my practicum experience in elementary education, I worked with children on basic reading skills including phonics. When I was employed as a speech therapist in the public schools, many of my students had articulation disorders which can lead to reading delays because of difficulty with what is called phonemic awareness or awareness of the sounds that make up spoken words. I combined articulation therapy with phonemic awareness activities. The next progression was to combine articulation therapy with phonics skill development.

Proofreading

While teaching junior high and high school students for the past four years at a private Montessori school, I integrated writing skills including proofreading across the curriculum. I worked together with individual students to analyze their writing for both strengths and needs and to proofread based on challenges that they learn to notice about their writing. They also enjoyed proofing my work. Students created a list of categories to explore in their writing such as spelling, punctuation, grammar, organization, and accuracy of content. They then explored strategies for proofreading for each of these areas in a systematic manner that worked for each student.

PSAT

I have four years of experience in teaching grammar/writing, literature, and history to junior high and high school students in a private, Montessori school setting. Though I do not believe in teaching to the test, I do believe in sharing helpful, test-taking strategies. Most of these students were planning to take either the ACT or the SAT in preparation for college; therefore, we began to share expectations and strategies with them. For example, I would share tips for time management in order to avoid spending too much time on one question.

Public Speaking

I have four years of experience in working with junior high and high school students on both written and oral communication skills in an environment where we utilized a Montessori approach to education. I guided students in preparing oral presentations (speeches) as a part of their evaluation process across the curriculum. During my past employment at Camp Fire USA, a youth development organization, I was required to give oral presentations as a part of the fundraising process. I guided young people as they took part in this process as well. In high school I participated in forensics and received a one rating on an informative speech at a state tournament.

Reading

During the past four years of teaching at a private school, I have had the privilege of guiding junior high and high school students as they discovered both the beauties and challenges of reading works of literature through a Montessori approach. Many works of literature that we explored were integrated with studies of religion and history in a humanities program. I have discovered that young people better connect with what they are reading if they formulate questions and lead discussions about the work rather than merely answering the questions posed by another. When students have difficulty comprehending what they are reading, we work together to develop strategies that work for each person. Some of these strategies include vocabulary development, finding the main idea, or summarization. Use of graphic organizers, which are visual diagrams for organizing information, can help students make connections. I can also share annotation strategies and assist with the planning process for writing of literary analysis papers.

Religion

I am Roman Catholic and am most comfortable teaching religious education to Catholics, but I would be open to sharing Catholicism with whoever has a sincere interest. I taught religious education for four years in a private Catholic school where a Montessori approach was utilized. Religion integrated all topics of study across the curriculum since we know God as the author of all and Jesus Christ as the true Teacher. We prayed for the Holy Spirit to come upon each student as he or she sought truth in his or her studies. We devoted time to group and personal prayer and to moving our prayer into action through service to others in the Body of Christ. Students devoted a block of time each week to the study of particular religious topics from the Catechism of the Catholic Church, curriculum such as the Faith and Life Series by Ignatius Press, Catholic social teaching, and sections of Church documents and letters such as papal encyclicals and homilies of cardinals and bishops. We placed special emphasis on the Catholic social teaching of defending the most defenseless among us, the unborn, those with disabilities that prevent them from speaking for themselves, and those near the end of life on Earth who also cannot speak for themselves.

SAT Reading

I have four years of experience in teaching literature/reading to junior high and high school students in a private school setting. Most of these students were planning to take either the ACT or the SAT in preparation for college; therefore, we began to share expectations and strategies with them. We incorporated reading comprehension strategies and vocabulary development into literature studies.

SAT Writing

I have taught writing skills to junior high and high school students for the past four years at a private school where the Montessori approach to education was utilized. Since most of the students planned on taking the ACT or SAT in preparation for college, we examined expectations and strategies. For example, students learned the value of outlining before writing in order to more efficiently plan and organize their work. I attended a helpful workshop by the Institute for Excellence in Writing that specifically examined the writing sections of the ACT and SAT.

Social Studies

I have four years of experience in guiding students ages 12 to 15 as they explored social studies using a Montessori approach. Social studies, history, and literature were integrated into the study of the humanities. Students utilized a "study of their place" to better understand that they belong to a specific community with certain needs for which they can take responsibility. Students compared and contrasted communities of the past to their own and looked to the future to see what needs might exist then. They explored local history and governance by conducting email, telephone, and face-to-face interviews and by attending city council meetings and historical society events. They then prepared written and oral presentations of their findings.

Special Needs

I have a Bachelor's Degree in special and elementary education and a Master's in speech/language pathology, and I served students with speech/language needs in the public schools for three years. I then coordinated a fitness and life skills education program for children with visual impairments and other disabilities through Camp Fire USA, a youth development organization. Through this program, young people both with and without disabilities learned confidence and interdependence as they worked together to accomplish challenges in the outdoors. I would be glad to speak with families or individuals about specific academic or life skills needs to assess if I can be of assistance.

Speech

I have a Masters in Speech/language pathology and have worked as a speech/language therapist in the public schools with students ages 3 to 21. I enjoy helping others in a child's environment to model good speech and to set up situations designed to help a child work on targeted skills in a natural way.

Study Skills

Good study and organizational skills are necessary for student success. I taught for four years in a Catholic Motessori school and guided junior high and high school students as they organized their courses of study and managed their time. Since they needed to transition from a Montessori environment to a more traditional learning situation as they prepared for other high schools or for college, we worked on skills needed to study for more traditional examinations. As a speech/language therapist in the public schools, I often worked with middle school students with language difficulties who also required help with organizational skills and with strategies for choosing and noting important content.

Vocabulary

During my four years of experience in teaching junior high and high school students at a private school where a Montessori approach was utilized, I prepared the learning environment so that vocabulary development was integrated into all areas of study. I believe that students learn new vocabulary best in its context rather than in list upon list to be memorized. I guided students as they discovered how to break words apart and analyze meaning through prefixes, suffixes, and root words. They also located unfamiliar words in readings across the curriculum and made educated guesses about word meanings based on context prior to finding them in a dictionary. I do have a specific vocabulary development program that can be used for a student who is specifically interested in intense vocabulary study.

World History

I have taught history to students ages 12 to 18 at a private school that utilized a Montessori approach. When I began teaching, I used a textbook approach. I then moved to an approach where historical topics were integrated with literature and religion in a study of the humanities. We utilized textbooks as resources and guides but did not center study upon them. Students visited local historical sites, researched topics of interest through local libraries and community resources, completed projects that included oral presentations and written activities, and visited with local historians about their work. I would be glad to work with families who home school to organize humanities units or assist students who have a planned history course by sharing helpful study strategies or by supplementing their curriculum with enrichment activities of interest.

Writing

I have four years of experience in teaching writing skills to junior high and high school students in a private school setting that utilized a Montessori approach. Writing skills were integrated into activities throughout all areas of study. Students worked with me to analyze their writing and plan specific skills to practice. Though I do utilize educational standards to make sure appropriate skills are covered, I believe in individualizing study of writing skills by working with students on specific areas of need instead of following a specific curriculum from beginning to end. For example, some students find it challenging to spontaneously write and need content to help them start the process. In this case, I work with them to outline passages or short stories. They then hide the passage and use their outlines to expand the ideas provided in their own words. Other students possess the ability to create their own ideas but would like help in developing strategies for organizing their work. I assist them in developing outlines to provide a framework to structure their writing. I would be glad to work with junior high, high school, or college students.

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Education

Benedictine College

University of Kansas (Master's)

Very patient and expects a lot in a good way Just give her a chance. She has proven to be the most patient, competent tutor my boys could ever have. I highly encourage you to try her. Today she made my boys make salt water to taste and see how finding fresh water is very important when you are in the ocean or on an island. ...

— Sarah from Eudora, KS on 6/20/13);

Hourly fee

Standard Hourly Fee: $25.00

Cancellation: 3 hours notice required

Travel policy

Tina will travel within 17 miles of Eudora, KS 66025.

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Usually responds in about 8 hours

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