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Have you ever proofread another person's writing? Editing a passage is not a grammar test. Likewise, editing is not a writing test. The ACT English section tests your editing skills. Guess what? All of the correct answers are printed in your test booklet! You just have to eliminate the wrong answers. Can you identify and correct mistakes in grammar and punctuation? Yes, you are left with the correct answer after recognizing the three wrong answers. I will teach you the types of questions asked about grammar and punctuation. Can you improve the organization and style of a passage? Yes, you are left with the correct answer after recognizing the three wrong answers. I will teach you the types of questions asked in improving the organization and style of a passage. The best way to score as many correct points as possible is by applying these test taking strategies. Let’s roll up our sleeves and get started.
The ACT math test is not like your math class tests. There are 60 questions to answer in 60 minutes. Getting your personal best score involves learning the content and the test taking strategies. I will teach the content you need to know; and not any extra content! There are 33 algebra questions, 23 geometry questions, and 4 trigonometry questions. Learning and effectively using ACT math specific test taking strategies are CRITICAL to achieving your personal best score. I will teach you how to work all of the problems you KNOW how to do first. Next, you will work the problems you THINK you know how to do. You will try the problems you do not know how to do with the remaining time. Remember every question is worth one point! Accuracy, not speed, produces the highest score.
Since the ACT reading section has the word "reading" in the title you would expect to approach this test just like you would in school. Wrong! Your goal is not to understand what you read. Your goal is not to take time to think about what you read. Your goal is to get as many points as possible in 35 minutes. Now that you understand your primary goal, how do you do it? The ACT reading test has 4 passages, always in the same order: prose fiction, social sciences, humanities, natural sciences. You will learn the best order for YOU to work the passages. Your decision will be based on the type and content of the passage AND on the type and number of the questions for the passage. You will also learn to recognize the specific kinds of WRONG answers used over and over. Never, never, never pick the correct answer on the ACT reading test; eliminate the wrong answers. Why? Often, the credited response (the answer that earns you the point) is the LEAST wrong answer.
Have you ever taken an open book test? All the information you need is in front of you; all you have to do is figure out how to use the information properly. The ACT Science section is an open book test. You do not need any outside information, not even outside science information! Therefore, the ACT science section is a reading comprehension test. I will teach you how to use the information in the passages to answer the questions correctly in the time you are given. The Data Representation part has 3 passages/5 questions per passage. You will learn how to make reading charts and graphs a breeze. The Research Summaries part has 3 passages/6 questions per passage. You will learn how to analyze experiments. All experiments have the same pieces. The Conflicting Viewpoints part has 1 passage/7 questions. You will learn how to explain why Scientist 1 disagrees with Scientist 2.
I am a very patient but focused tutor. I have over 140 hours of ADD/ADHD tutoring experience. I design every tutoring session around the specific needs and goals of each student. Why? Each student learns differently. Each student has a unique personality. Learning should be effective and efficient. Learning should be fun and spontaneous within a flexible structure. The student and I work as a team to achieve short term, medium term, and long term benchmarks. Success is measured by smiling faces as each goal is met.
Most students are required to study the same algebra skills. In contrast, the way each student learns algebra is unique. In fact, the same student even learns individual algebra skills in various ways. Therefore, I begin by assessing which skill(s) the student has not mastered. I listen to the student as they explain their thought process in solving each problem type. With this knowledge, I can design and implement a plan for the student to successfully master each math skill. Perhaps even more importantly, this method teaches the student how to do math.
Since the ASVAB is a standardized test it is predictable. The test authors must test the same material (standardized) in a limited number of ways (predictable). Therefore, knowing the specific test-taking strategies for each section is just as important as knowing the content. I taught for The Princeton Review in graduate school. They do the best job in presenting both the test-taking strategies AND the content. I use their materials to tutor for the ASVAB.
Most students are required to study the same chemistry concepts. In contrast, the way each student learns chemistry is unique. In fact, the same student even learns individual chemistry concepts in various ways. Therefore, I begin by assessing which concept(s) the student has not mastered. I listen to the student as they explain their thought process in solving each chemistry problem type. With this knowledge, I can design and implement a plan for the student to successfully master each chemistry concept and apply that knowledge to the associated problem types. Perhaps even more importantly, this method teaches the student how to do chemistry.
As a tutor, I help reinforce a dyslexic child's reading skills. I provide the additional after school and summer support. I work as part of a team along with the professionals, the school and the parents. As with any student, I earn their trust and hold them accountable in a very kind and positive way.
I tutored a severely dyslexic student in the summer of 2012. He was a rising 5th grader who needed continual reading help. He was also absolutely terrified of writing. He could not even write a sentence. We worked very hard on his fears and avoidances. As we progressed in increasing his fluency, his self-esteem also grew. Soon he perceived our time spent reading out loud as fun. By the end of the summer he was even writing paragraphs on his own. I felt that I had started him on a good pathway: a student who liked to read and who wanted to be a life-long learner.
I have taught at the graduate, college, and high school levels. This experience has enabled me to excel at tutoring elementary students. Why? I have seen the results of a sub-standard grade school academic preparation. The lack of a solid foundation in reading, math, English, and science follows a student throughout their academic life.
I easily make connections with students at all levels, including elementary, because I sincerely love to teach students how to learn. Learning is fun, with the right teacher. I find out what is fun for each student and I tailor my tutoring accordingly. While learning is fun, it is not passive. I patiently expect a lot of work from my students. My students know how to work effectively and efficiently by my own example. I never expect more from my students than what they have already learned from me by observation.
My ultimate goal is to make a positive contribution to all of my students' growth in self-confidence that comes with understanding and knowledge. Recently, I tutored a third grade student in reading once a week for two months. He substantially increased his reading skills. More importantly, his self-confidence in his ability to read and to have fun while reading soared. That is why I tutor.
The math skills learned in elementary school are the foundation for prealgebra and geometry.
The skills do not change much from school to school or from year to year. However, each student learns math differently. In addition, each student learns each math skill differently. Therefore, I carefully observe the thought process of my students. First, can the student explain the skill? Second, can the student apply the skill to each possible problem type? In this way, the student and I can make the most effective and efficient use of our time together.
I love to interact with people of different cultures! I lived in Miami for about ten years where you can hear just about any language in the world as you walk down the street. I therefore learned how to communicate effectively and efficiently so that I could take advantage of Miami's rich cultural diversity. As a result, I found myself teaching English to people who became my friends and neighbors.
Speaking a language is the best way to learn a language. With speaking as a corner stone, I plan each lesson according to each student's needs. I teach the English language skills students need to be successful in their courses and in their lives.
Most importantly, your self-confidence will increase as you master each English language skill. I consider it an honor and a privilege to be a part of the that process.
I have loved music since I was a child. My first fascination was with the rich variety of sounds that organs made. I took organ lessons throughout my youth.
As an adult, I transitioned to the piano. I took lessons focused on classical piano with a music professor at Florida State University.
After losing both my organ and piano in Katrina, I currently play the keyboard. The keyboard combines the best aspects of the organ and the piano into one instrument.
My love of music has come full circle. Currently I have the pleasure of teaching my grandson the love of music using the keyboard.
I was an Assistant Professor at Xavier University in the Biology department for thirteen years. During that time I collaborated with Xavier's Division of Education. I helped to establish guidelines for tutoring prospective Education graduates. In addition, I helped to design a one hundred question multiple-choice test to simulate the Praxis Biology test.
The math skills learned in prealgebra are the foundation for algebra. All prealgebra students learn the same set of skills. However, the manner in which each student learns prealgebra is unique. Also, every student learns each prealgebra skill differently. Therefore, the student and I discuss each skill. Next, I watch the student apply the skill to each possible problem type, step by step, to observe their thought process. We discuss each step. I have found that the student enjoys being actively involved in their tutoring using this method. In addition, this approach allows the student and I to make the most effective and efficient use of our time together.
Public speaking is a very powerful tool to convey your thoughts to an interested audience. The key word is audience. The first priority for any public speaker is to know the type of people that will be listening to you. Your topic and your supporting points do not necessarily change much from one speaking engagement to the next. But depending on your audience, the style and details of your presentation will.
I have given scientific presentations at the regional and national levels. As an assistant college professor for thirteen years, I have given thousands of lectures to a very tough audience: college students! I have mentored my students who gave scientific presentations at the local, regional, and national levels.
Regardless of the topic, science or non-science, the skills for composing and giving a really great presentation are the same. I hope that I may have an opportunity to help you convey your thoughts to your interested audience.
Do NOT approach SAT math like your school math! The SAT math is a short test of arithmetic, algebra, and some (not much) geometry. I will teach you the content you need to know; no more and no less. Just as important to your score is learning, practicing, and mastering the test taking strategies. In each of the three math sections, the questions are arranged in a very specific order. The easy questions are at the beginning, the medium questions are in the middle, and the difficult questions are at the end. All questions are worth one point. Therefore, SLOW DOWN. Get ALL of the easy and medium questions correct. Then and only then, tackle the most difficult questions using the advanced test taking strategies that you will learn. Your score will actually increase using this method EVEN if you leave some or all of the difficult questions blank!
As a student, a college professor, and an academic advisor, I have had hands-on experience with effective and efficient study skills. I am aware of the different ways students learn and retain information. Therefore, I create tutoring sessions custom made for the student's learning style.
I have taught for and taken classes with one of the standardized test preparation companies. Therefore, I tutor both the needed subject matter and the test-taking strategies necessary for a student to achieve the highest scores. This is possible because "standardized" means predictable!
Every student I tutor has their own unique pattern of strengths and weaknesses with respect to the 115 objectives tested on the TEAS. With my thirteen years of college teaching and three years of WyzAnt tutoring experience, I can quickly assess the way my students learn and instantly tutor them in the manner that they learn the best.
I use the resource, "Study Manual for the Test of Essential Academic Skills (TEAS), Version V." In this study guide, each of the four academic areas tested (Reading, Mathematics, Science, and English Language Usage) is organized by the 115 objectives. I provide supplementary material to this study guide as needed.
I worked for The Princeton Review in graduate school. All standardized tests have one common element: predictability. How many question TYPES can the test writers compose on the same 115 objectives over and over and over? NOT many. Therefore, I also teach my students the test taking strategies that will (along with knowing the content of the 115 objectives) enable them to score their own personal best.
I wrote the dissertation for my Ph.D. without difficulty. The process was not difficult because I knew how to write a sentence. A sentence is a word or group of words that expresses a complete statement, question, or command.
In order to do this, the sentence must usually have both a subject and a verb. ("Dawn laughed."
"The doctor removed my appendix.")
Sometimes a writer uses words carelessly and composes an incomplete sentence. ("When the moon comes over the mountains and the soft night breeze stirs gently, ever so gently.")
Therefore, a writer needs to be able to recognize sentences and to avoid incomplete sentences. After mastering sentences, moving on to paragraphs, essays, and research papers are quite reachable goals.