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Lysa S.

Canton, MA

$50/hr

Finding a Bridge between Special Education and Inclusion

Replies in 47 minutes
Background check passed as of 4/23/14
5.0 Avg. Rating
 
 
10 Ratings
 
 
47mins Response Time
Excellent Tutor!
— Jannette, Taunton, MA on 6/18/14

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Occidental College
History, Education
Boston University
MEd

Education

Occidental College (History, Education)

Boston University (MEd)

About Lysa

My interest and excitement for teaching began as early as kindergarten when I was teaching the alphabet to my rows of stuffed animals. In May 2014, I received my Ed.M in Special Education at Boston University and have licensure in Moderate Disabilities (5-12). I have focused my electives on mathematics and plan to seek additional certification in mathematics in the future. I am currently an Inclusion Teacher at Avon Middle-High School as the math/science special education teacher for grades 9-12.

As an undergraduate at Occidental College in Los Angeles, I tutored Latino students at a literacy center and at three different urban high schools. For four consecutive summers, I worked as a treatment teacher for children and youth with autism and behavioral disorders in Providence, RI, where I was trained to employ applied behavior analysis principles in the classroom; I was also certified in Professional Assault Crisis Training (PRO-Act). For the past two years, while in graduate school, I worked as a substitute teacher in the middle schools and high schools of Norton, Attleboro, and North Attleborough, MA. I completed my practicum at Attleboro High School in a substantially separate special education classroom.

For one summer, I served as a research assistant at Boston University, on the topic: cultural perspectives on disability in teacher preparation programs. I successfully passed three MTELs: Foundations of Reading; Communication and Literacy; and the General Curriculum Multi-subtest and Math-subtest. Each year for Occidental and BU, I was awarded merit scholarships to further support my dedication to learning and helping students find their true potential. I received distinction on my senior comprehensive thesis at Occidental College and, in high school, was also given the Sister Edna Regina Scholarship for Study in Education at Occidental.

For the past six years, I have taught in both general and special education. My experiences have prepared me to teach students with or without disabilities in an inclusive or separate classroom. I am particularly interested in tutoring because it is an extension of the challenges and successes found within a classroom. Tutoring provides the opportunity for us to expand our knowledge, build on creativity, and work collaboratively to enhance a variety of skills.

My ultimate goal is to teach in an urban school in an inclusive environment. I have no illusions about teaching students with or without disabilities. I am familiar with the challenges: Students can be non-compliant and choose to conform to negative preconceived notions about their attitude and performance. They may lack trust if previous teachers have let them slip through the cracks. Students in large classrooms are often unmotivated and feel they can go unnoticed. There may be a lack of resources in the school. Teachers and students need to bridge the divisions that result from their different backgrounds and cultures. I was profoundly affected by teachers who made an effort to understand the challenges I faced as a Cambodian-American, and a first-generation college student; I want to have a similar influence on my students.

I say this because I truly believe that every student is capable of reaching their potential. I understand that the most effective way to learn and to develop individually requires open communication between student, teacher, and parent alike. I invite student feedback and suggestions, which will help shape future lessons and interactions. Tutoring should be individually structured according to a student's strengths, needs, and interests. I am a creative individual and aim to find the creative avenue that will bridge instruction, content material, and the student's access and attainment.

I am flexible regarding scheduling a time to meet; if there are cancellations, please let me know 24-hours prior. On another note, if you are also looking for a volleyball tutor then meeting at a place with access to the outdoors would be a preferable option. I played varsity volleyball for Bishop Feehan High School and varsity for Occidental College. I am also a summer coach at Shamrock Volleyball Camp and at Summer Clinics. If we want to pair academics with sport, here is the first bridge of creativity.

I look forward to speaking with you about the possibility of collaboration as we work towards a common goal!
My interest and excitement for teaching began as early as kindergarten when I was teaching the alphabet to my rows of stuffed animals. In May 2014, I received my Ed.M in Special Education at Boston University and have licensure in Moderate Disabilities (5-12). I have focused my… Read more

Policies
Cancellation
24 hours notice required
Travel Radius
Travels within 15 miles of Canton, MA 02021
Background Check: Passed

"Excellent Tutor!"

- Jannette, Taunton, MA on 6/18/14
Computer:
Microsoft PowerPoint, Microsoft Word
History:
Geography, World History
Elementary Education:
Reading,
Spelling
Business:
Microsoft PowerPoint, Microsoft Word
Test Preparation:
SAT Math
Sports/Recreation:
Volleyball
Corporate Training:
Microsoft Word, Proofreading

Approved subjects are in bold.

Approved subjects

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.

ADD/ADHD

I received my master's in education from Boston University and have certification for Special Education Mild/Moderate (5-12). I have experience working with students with ADD/ADHD. I have substitute taught the past 2 years, which include placements in substantially separate special education classrooms. I student taught in a high school classroom for students with moderate disabilities. My previous undergraduate fieldwork experience, in Los Angeles, also allowed me to work with students in special education, who also had ADD/ADHD.

Algebra 1

At Boston University, all my electives were in mathematics courses because I plan to take the Mathematics MTEL although I already have passing scores for the General Curriculum Mathematics sub-test. The instruction and practice I learned can be reflected across math curriculums, including Algebra 1. We focused on developing conceptual understanding of key mathematical concepts and procedures. I learned strategies for maintaining a productive learning environment, developing and implementing math lessons effectively, and evaluating students mathematical thinking. I am familiar with models and strategies necessary for helping students solve problems, I can identify common student misconceptions about mathematics, and I am able to have productive mathematical discussions that improve understanding of the content and promote confidence in abilities.

Algebra 2

At Boston University, all my electives were in mathematics courses because I plan to take the Mathematics MTEL although I already have passing scores for the General Curriculum Mathematics sub-test. The instruction and practice I learned can be reflected across math curriculums, including Algebra 2. We focused on developing conceptual understanding of key mathematical concepts and procedures. I learned strategies for maintaing a productive learning environment, developing and implementing math lessons effectively, and evaluating students mathematical thinking. I am familiar with models and strategies necessary for helping students solve problems, I can identify common student misconceptions about mathematics, and I am able to have productive mathematical discussions that improve understanding of the content and promote confidence in abilities.

Aspergers

I have experience working with students with Aspergers. I have substitute taught the past 2 years, which include placements in substantially separate special education classrooms. I student taught in a high school classroom for students with moderate disabilities. I also worked as treatment teacher at the Groden Center in Providence, RI for students on the autism spectrum, including Aspergers, to develop communication and academic skills. I received my master's in education from Boston University and certification for Special Education Mild/Moderate (5-12).

Autism

I worked as treatment teacher at the Groden Center in Providence, RI for students with autism and behavioral disorders where we used applied behavior analysis (ABA) principles to learn and develop academic, social, and functional life skills. I received my master's in education from Boston University and certification for Special Education Mild/Moderate (5-12). I have experience working with students with Aspergers. I have substitute taught the past 2 years, which include placements in substantially separate special education classrooms with students with autism. I student taught in a high school classroom for students with moderate disabilities, also including students with autism.

Geometry

In high school I took Honors 1 Geometry at Bishop Feehan High School and passed with an A; I was a National Honor Student. I also tutored other Feehan students in geometry after having been asked by our Guidance Office. They were confident in my abilities to work with others, provide individualized instruction, and they knew of my dedication to teaching and tutoring. At Occidental College in Los Angeles I was a Title-I tutor for 3 years and helped students with geometry. As tutors we collected data to track progress because these students needed to pass the CAHSEE, the California exit exam similar to MCAS. At Boston University, all my electives were in mathematics courses because I plan to take the Mathematics MTEL. The instruction and practice I learned in my graduate mathematics courses can be reflected across curriculums, including Geometry. We focused on developing conceptual understanding of key mathematical concepts and procedures. I learned strategies for maintaining a productive learning environment, developing and implementing math lessons effectively, and evaluating students mathematical thinking. I am familiar with models and strategies necessary for helping students solve problems, I can identify common student misconceptions about mathematics, and I am able to have productive mathematical discussions that improve understanding of the content and promote confidence in abilities.

Prealgebra

In high school, I took Honors 1 Pre-algebra at Bishop Feehan High School and passed with an A; I was a National Honor Student. At Occidental College in Los Angeles I was a Title-I tutor for 3 years and helped students in pre-algebra. As tutors we collected data to track progress because these students needed to pass the CAHSEE, which is the California exit exam similar to the MCAS. In conjunction with small group or 1-to-1 CAHSEE instruction, as a Title-I tutor, I served as an in-class tutor in a few LA school classrooms. With a mathematics emphasis, I was places in 2 pre-algebra classrooms where we worked under the guidance of the primary teacher to promote academic growth and mathematical independence. Students, teacher, and tutor, made a a collaborative effort to understand and practice independently pre-algebra concepts and procedures needed for algebra 1 and 2.

Proofreading

I am a meticulous writer, which allows me to be an effective proofreader. In my undergraduate and graduate experiences, we are expected to proofread and edit one another's papers and lessons to correct spelling, grammar, and active voice. It also teaches us also how to communicate and provide constructive suggestions to produce clear, cohesive writing. As a result, I am confident in my ability to write, self-edit, and proofread others work. I have written numerous personal essays and statements for scholarships, papers for end-of-semester grades, a comprehensive thesis for undergrad, lesson plans and supplemental material, and educational reports and assessments. I can proofread others' work, and I am able to share my self-editing and regulation skills needed for improving and strengthening one's own ability of proofreading.

Reading

At Boston University, I took a course called Reading Development, Assessment, and Instruction where we used our current fieldwork placements to observe, practice, and implement effective methods for reading, for comprehending, and for practicing. I worked at the Community Literacy Center at Occidental College, where we tutored Latino students from the community grades K-8. As 1-to-1 tutors, we designed lesson plans that centered on improving reading fluency in different types of text (informational, short stories, chapter books, poetry, etc). We used our students' interests to find materials that could engage but also challenge them.

SAT Math

SAT Math incorporates all of high school math, which is built on foundational skills and content learned in elementary and middle school math. At Boston University, all my electives were in mathematics courses because I plan to take the Mathematics MTEL although I already have passing scores for the General Curriculum Mathematics sub-test. At BU, I took Elementary Mathematics I, Elementary Mathematics II, and Methods Mathematics: Middle School. The courses focused on developing conceptual understanding of key mathematical concepts and procedures. I learned strategies for maintaing a productive learning environment, developing and implementing math lessons effectively, and evaluating students mathematical thinking. I am familiar with models and strategies necessary for helping students solve problems, I can identify common student misconceptions about mathematics, and I am able to have productive mathematical discussions that improve understanding of the content and promote confidence in abilities.

Special Needs

I have experience working with students with disabilities. I have substitute taught the past 2 years, which include placements in substantially separate special education classrooms as well as inclusive environments. I received my master's in education from Boston University and certification for Special Education Mild/Moderate (5-12). My current student teaching is in a high school classroom for students with moderate disabilities. I also worked as treatment teacher at the Groden Center in Providence, RI for students with autism and behavioral disorders where we used applied behavioral analysis (ABA) principles to build on academic, social, and functional living skills.

Spelling

I worked at the Community Literacy Center at Occidental College, where we tutored Latino students from the community, grades K-8. As 1-to-1 tutors, we designed lesson plans that included spelling practice and development. We practices strategies to decode words, sound-letter correspondence, find and identify common patterns in words, and how to work on self-regulation skills when determine the spelling of a challenging word. At Boston University I took a course called Learning, Cognition, and Behavior, where a central piece focused on spelling and phonics instruction by building on the types of ways to learn, types of knowledge, and behaviors that may influence a student's ability to access the content (sound-letter correspondence). Because I'm in an Ed.M licensure program for special education, the instruction and practice centralized around dyslexia. However, spelling instruction can be applicable if not beneficial for all students.

Volleyball

I played for my high school varsity team at Bishop Feehan. I also played for two years on varsity at Occidental College before becoming games manager to open up other opportunities such as study abroad, community service, studies in education, and tutoring. I coach during the summer at Shamrock Volleyball Camp and Shamrock Clinics; I have been there for 6 years. I also attended the Massachusetts Girl's Volleyball Coaches Association clinic this spring.

World History

I obtained my BA in History at Occidental College, where I focused on World History (Asia, Middle East, Africa, South America). Some of these courses focused on pre-1800s, others reflected on the past and how it shapes the present, and some incorporated education principles. Courses I took include: Asian Immigrants/American Society, Latino/a Experience, Indians of Mexico, East Asian History Since 1600, Emergence of the Modern Middle East, Holocaust: History and Religious Perspective, Voices of Asian Youth, Great Migrations, Educating African America, and Imperial China. I also studied abroad in Ghana with the School of International Training where I learned the Fante language the first month, traveled the country for the field study seminar on the Origins of African Identity during the second month, and in the last month conducted an independent project on Oral Storytelling: Perspectives between Youth and the Older Generation after Western Influence. Outside of study abroad, I have traveled to 11 countries including Ethiopia, Cambodia, and Turkey. I have great experiences to bring into world history instruction that will expand and provide access and interest for many students.

Writing

I worked at the Community Literacy Center at Occidental College, where we tutored Latino students from the community grades K-8. As 1-to-1 tutors, we designed lesson plans that centered on improving writing fluency and types of writing (creative, persuasive, paragraphs, grammar, short stories, informational, etc). For higher level writing, I received distinction on my Senior Comprehensive Thesis called "Culture and the Transformation of Identity: Cambodians in the Thailand Refugee Camp", which included a 30-page paper and a 45-minute presentation to colleagues and faculty inside and outside of the History Department. At Boston University, my lesson plan was used as an exemplar for both the undergraduate and graduate students in Mild/Moderate Disabilities methods course. Further, I've submitted numerous personal statements and essays for scholarships at Occidental and Boston University, which I have been awarded each year- Graduate Merit Scholarships, Oxy Scholarships, and Harry and Grace Steele Foundation Scholarship.

Occidental College
History, Education
Boston University
MEd

Education

Occidental College (History, Education)

Boston University (MEd)

Excellent Tutor! — Our daughter enjoyed her sessions with Lysa. She asked ahead of time what books my daughter liked, she came prepared. She is knowledgeable, accommodating, and works great with kids. Before, my daughter did not enjoy reading because she was having trouble, now she reads all the time and likes it. I can already see a difference. Thanks Lysa! I look forward to working with you again. ...

— Jannette, Taunton, MA on 6/18/14

Hourly fee

Standard Hourly Fee: $50.00

Cancellation: 24 hours notice required

Travel policy

Lysa will travel within 15 miles of Canton, MA 02021.

Background Check Status for Lysa S.

Lysa S. passed a background check on 4/23/14. The check was ordered by Lysa through First Advantage. For more information, please review the background check information page.

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