Damon P. passed a background check on 7/28/13. The check was ordered by another user through First Advantage. For more information, please review the background check information page.
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As a full-time tutor at a small charter high school in Roxbury, I gained invaluable experience in planning and teaching (remedial to advanced) skills to students of different grade levels. In my second year, I was selected as a Lead Tutor to help train first-year tutors. My daily responsibilities involved providing instruction in math, literacy, MCAS preparation, creative writing and visual arts. I received my MA from the English department at Tufts University. My departure from teaching full-time at the high school level is my motivation for this new venture, and I hope the WyzAnt program helps me connect with engaged families and students.
Though my expertise lies in the humanities, the study of literature in particular (scores of 5 on the AP Literature and Language tests) I'm very comfortable teaching up to tenth-grade math. Other tutors may rely on teachers and/or parents to assign homework or offer direction, but my experience as an educator has prepared me to plan individualized curricula. Nevertheless, I value the connections among classwork, tests, grades, and supplementary instruction, and I strive to help students develop and succeed in their academic interests.
I do not hold formal special education certification, but I have worked with students with mild-to-extreme learning disabilities. I worked with one student with ADHD who did not take his medication consistently. Working with him taught me effective methods for allowing outlets but also the value of holding high standards for all students. He challenged my thinking about effective learning time, but we both gained invaluable experiences in working with each other.
I am a native Persian/Farsi speaker. I moved to the US as a child, but I have continued studying the language. I received elementary and secondary instruction in reading and writing, but my fluency was limited until college. At UCSB, I completed all of the Persian language courses offered, in addition to an independent study for which I translated an essay from English to Persian. Combined with my experience as an educator, my fluency in Persian enables me to teach/tutor Persian with beginners to advanced (though, not near-native) students.
I do not hold formal special education certification, but I have worked with students with mild-to-extreme learning disabilities. My work at a local charter public school required my commitment to learning about and engaging students with individualized education plans.
Working with a student with a short-term memory disability, I planned time and lessons for improving her note-taking habits, writing, presentation skills, and general organization, as well as advocating for herself and her special needs. Over time, we built a strong relationship focused on her academic and career goals, which we would research and explore as a reward for our hard work every day.
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