Joseph’s current tutoring subjects are listed at the left. You
can read more about
Joseph’s qualifications in specific subjects below.
I am currently working with a number of students with ADD/ADHD and have worked with quite a few students with this learning challenge in the classroom.
I assess the strengths and areas of improvement for each student and prescribe work on their skill level. I also limit the amount of time needed for each assignment by decreasing the total number of problems, utilizing breaks from the work, varying assignments, and minimizing distractions. I also assess the student's best modality of learning and then prescribe work based on that assessment.
I maintain a patient and reinforcing teaching style, focus on success and reinforcement, and the positive. I also combine much academic work with concrete projects to avoid over attention on abstracts.
I also stress listening skills such as looking at the speaker, paying attention to body language, giving feedback, and oral reviewing. In addition, I provide a study skills unit that breaks the academic work into basic parts that can be studied one skill at a team, using a parts to whole approach.
A key part of my work deals with building confidence, self-esteem, and utilizing the interests of the student while always giving constant and immediate reinforcement. Where necessary, I also utilize special texts and worksheets. In many cases I will break the learning to the most basic elements or at a concrete level and utilize a parts to whole approach.
I find that confidence and success are key elements in a distraction free environment with modified assignments in difficulty and quality.
I taught math at the middle school level for 10 years which included a great deal of algebra. In addition, I have been tutoring students of all age groups and levels in Algebra.
I focus on the basic skills of Algebra, taking a student from their current level to the next level.
We treat Algebra almost as a mystery to be solved in an enjoyable way. I stress not only finding the correct answer, but finding the right process to find that answer.
I try to build confidence and self-esteem in my students with guided reinforcement and practice. We treat Algebra as as a discovery waiting to happen!
I minored in history in college, but it always was a major interest of mine, especially American history. I always felt that history not only told us a story of the past, but was a direct connection with helping us understand our present and projecting into our future. It represents a panorama of great people and great events.
That is how I teach history, as a story of great people and great events and its relevance to the present. I try to make it come alive for the students.
I look for patterns and trends in history and it's impact on the past and present. History is more than just dates and events, but humanity's story!
I was a high school basketball coach at Dartmouth High School for approximately 15 years. A key part of my job, in addition to coaching the team as a whole, was to work on individual skill development of each player including big man drills, guard drills, defense, shooting, passing, and dribbling.
In addition, I ran a number of basketball camps throughout Southeastern Massachusetts and Rhode Island and even devised a curriculum for younger players 4 years old and above. I ran camps for boys and girls of all ages.
I was the founder of the Cranston Recreation Summer Basketball League, New Bedford and Bristol YMCA Basketball Camp, and Burriville Recreation Basketball Camp.
I have played and taught basketball all my life and have an extreme passion for the sport. My specialty in coaching other than coaching the team though games is assessing players talent and skill levels and creating a program to help them be a better player in all aspects of the game.
I have been an amateur chess player for many years, probably at a moderate skill level. I was self taught and read a number of books on my own. At the Dartmouth Middle School I taught chess to beginners as part of their activities program many years ago. I have also taught beginners who are adults.
I have been a teacher all my life and use those skills to teach chess. I believe in breaking the game to his fundamental parts o teach moves of pieces and the power of the pieces and position and then follow that up by teaching the overall big picture and chess strategy. I would do very will introducing people new to chess or teaching the basics to beginners. I also play a pretty intersting game!.
I have worked with students in all grade levels at all skill levels in elementary and middle school levels. During my career, I have worked with many students on Individual Educational Plans, including those with Dyslexia. I try to reinforce their learning with team and peer learning groups as well as taking a very individualized approach to their learning style.
We work a great deal on word attack, sentence and paragraph comprehension, and sight recognition of words as well as phonics and syllabication.
In addition, I have worked with many students with special needs through Wyzant. I tried to make learning positive to reinforce both confidence and self-esteem.
Overall, I try to work on word attack and basic skills through syllabication, phonics, and a word by word approach utilizing flash cards and other techniques. We also focus on comprehension by using pictures, diagrams, sub-headings, and other learning aids.
Overall, I believe in keeping things positive and giving individual and peer support to basic skills, the student will gain confidence and enjoy their learning experience. I have over 20 years experience i n working with special needs students, including those with Dyslexia.
I taught 20 years in the 6th grade and am certified to teach all subjects at the elementary level. I taught 10 years of Math/Science Reading and 10 years of Language Arts/Social Studies and Reading. In addition, I have my Masters in Elementary Education from Bridgewater State College.
During my 20 years I taught students of all leveles and groups of ability. My focus has always been to assess students ability level and structure lessons to meet specific needs at that level. I believe in teaching both the basics and the process that goes into making a student a motivated lifetime learner. I have always been considered a creative and innovative teacher as well as a good motivator. Finally, I have always prided myself on understanding students individual needs and meeting those needs in the most interesting and enthusiastic way.
I taught math at an elementary and middle school level for 10 years. I have taught students at all skill and age levels.
I believe in starting with the basics after assessing a student's skill level and then building from that point. Assessing their skill level is essential, but it is also important to make math be enjoyable and interesting. Many times we will create math games that reinforce skills and make math fun.
I also think it is important to assess what stage of learning a child is at. Some are at a concrete level, some at a semi-abstract stage of learning, and some at an abstract level. I like to build from a child's strengths, especially their mode of learning.
Overall, math is part of everything we do. I try to help students enjoy it, see its relevance in the world, and become life-long math students.
I was an English-Education Major at the University of Rhode Island, student taught English at Pilgrim High School, and taught Language Arts/Reading at the middle school level for 10 years.
I have taught quite a few students for WyzAnt in English with a focus on writing, punctuation, spelling, and basic skills.
I try to involve the student with personal writing experiences such as journal writing, reading of current events, and then integrate that into school lessons and current work.
My students will work with me on any assignment ranging from school assignments to projects we have developed together. Motivation and enthusiasm plays a major role in what I teach.
I have also worked with quite a few ESL/ESOL students for WyzAnt and have developed experience in that area. Again, I focus on building from the basics based on the student's skill level and needs.
I also have professional writing experience as I have been a writing for national articles for About.com, a sub-group of the NY Times. This also helps quite a bit in teaching English and writing.
I have worked with a number of students under the category of ESL/ESOL. I take a very basic approach, first assessing where the student is regarding language development and then prescribing work starting at that level, whether it elementary or beyond.
The skills I have worked on the most include vocabulary development, punctuation and grammar, spelling, and reading comprehension. For vocabulary we would work at not only learning definitions, but defining words by context and word parts.
Usually I use basic elementary materials for grammar, punctuation, and spelling and build up from that point. We not only stress rules the rules of grammar and spelling, but deal with the students own written work as a curriculum for correction. We have utilized journals, personal paragraphs, and simple sentences to approach grammar, spelling, and comprehension.
Overall, I have tried to take the student from where they are in English and build from that point. By stressing the basics and moving forward, I have found a great deal of success.
I teach grammar as part of the overall skill of writing, building from parts of speech, punctuation, capitalization, and spelling to paragraph development.
I teach the basics to build up to an enriched level with the idea that writing is a skill of personal expression and meant to be enjoyable. I try to show my students the power of language by having them write on meaningful and relevant topics.
Grammar is an important key to this as it represents the "road signs" to both the writer and the reader for written expression and makes expression and comprehension possible. I try to stress the role and function of grammar and make it be enjoyable.
I taught reading at an elementary level and middle school level for 20 years, have my Masters in Elementary Ed and in many ways specialized in a phonics approach towards teaching of reading i.e. sounding out vowels and consonants, consonant blends, vowels sounds within syllables, and the sounds of vowel patterns.
One method that was very helpful was to look at the parts of a word, roots and vowels, and look for common patterns and the sounds they made. I found a children might be able to read most of a word but have trouble with one syllable. We would look at the word for the sounds of the vowels within that syllable, see if it followed any rules, patterns, or was irregular, and then sound it out. Many times, the child might read the word or syllable incorrectly the first time, but it might sound like a word that he/she knew and made sense in the sentence. A child might know know more words by sounds than sight and could figure out the new word because he/she had heard it before.
To sum it up, I taught children to sound out words and syllables based on common and irregular patters, attack words syllable by syllable, and using their listening vocabulary as an aid.
I have taught mathematics and algebra for over 10 years at the middle school level. I believe in building from the basics to enrichment in accelerated programs. I have taught students of all ages and of all skill levels in my classrooms so I have quite a bit of experience.
I try to make Algebra enjoyable and a discovery process for the student by solving problems for unknown variables using the student's imagination and interest. I believe Algebra should be fun and part of a lifelong learning process.
I have taught public speaking in my classroom through a variety of units on debating, persuasive speaking, presenting oral reports, and even as part of conducting a mock trial in class. From creative activities like these, public speaking becomes fun.
I teach not only how to organize a speech by presenting an interesting opening statement, the body of the speech, and the closing or "clincher,", but I teach activities that develop confidence, presentation, and enthusiasm. I also stress knowing the audience and knowing what they expect from the speaker.
I have been a public speaker many times as a spokesperson for a number of non-profits, including the Boys & Girls Club, Special Olympics, and The Arc. I have actually spoken in front of thousands of people. From these experiences I have learned that public speaking can be a joy and a way to "get your message across and help people. Confidence, organization, and excitement with the topic make public speaking easy and relevant. As a result of my experience as an educator and as a public speaker, I am highly qualified to teach these skills to my students.
I taught Reading at the Middle School level for 20 years as part of a block system and integrated Reading as a curriculum into every academic area. I have worked with all skill levels ranging from enrichment to basic skills. I also integrate a study skills program into reading and all subjects.
I majored in English-Education with a focus on literature studies. Reading and literature were major focuses of mine.
I believe in assessing a student's reading skill level and designing lessons to meet those needs as well as integrating outside reading and projects to enhance interest and motivation.
I have worked with a variety of students with special needs including those with Attention Deficit Disorder, reading and math problems, and language barriers. I have worked with students with these special challenges both in the classroom and one on one in a tutoring situation.
I assess the skill level of the student and their strongest modality of learning and then prescribe work based on that assessment. I try a very patient and reinforcing approach with work prescribed at their level, stressing success, confidence, and the building of self-esteem. Where necessary, I also utilize special texts and worksheets. In many cases I will break the learning to the most basic elements or at a concrete level and utilize a parts to whole approach.
I taught students with special needs in my classroom for over 20 years and also worked professionally for Special Olympics, giving me a wealth of experience.
I am certified and qualified to teach at any level and any subject from elementary and to middle school levels. I am also certified to teach English and Social Sciences at the secondary level. During my 20 years of teaching 6th Grade at the Dartmouth Middle School, one of my major focuses was to help students learn study skills that would be applicable to any subject. Study skills represents a process of learning that includes surveying material before actually studying it, forming questions from the students curiosity, reading or looking for those answers, actually reading for those answers and reviewing and reciting answers to those questions. This is called the SQ3R method (Survey, Question, Read, Recite, and Review) and makes the student an active participant in the learning process.
As a teacher, I stressed reading as an important part of every subject and focused on the entire process of learning, not just searching for correct answers. I encouraged students to utilize study skills that would make them lifetime learners with interesting materials that was relevant to their lives. Motivation and interest is very important to studying. Study skills are part of a learning method as opposed to reading and rereading for the right answer.
I have taught writing, English, and Language Arts for 20 years at a middle school level. I try to start with the basics, sentence structure, punctuation, paragraph development, and spelling and build those skills into personal writing experiences for my students.
I teach writing as a total process beginning with pre-writing experiences, brainstorming, organization, and composing a first draft. We then proofread with a peer editor, re-write a second copy, and then finalize our writing sample. Writing is an organized approach to express oneself.
I like my students to keep a journal so they can see the power that writing has to communicate and the relevance it can have in their lives. I also stress creativity and just plain "fun" so writing is a lifetime skill to be enjoyed.
I also try to work with my students on a variety of projects that incorporate writing into the project as the key skill.
Lifetime learners and writers are very meaningful to me and I try to help students develop into enthusiastic and motivated writers. I have had a national column myself for About.Com, a sub-group of the New York Times. This adds to my experience to teach writing.
In summary, we develop from the basics to the highest level a student can go, trying to help students learn the joy of writing.