Grammar, Proofreading, Vocabulary, Writing
Elementary Science, Grammar,
Approved subjects are in bold.
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.
Students with ADD/ADHD require instruction that consists of multiple teaching techniques that making learning fun and interesting. The student needs a quiet area to work in with limited distractions, opportunity for frequent breaks, extra time to complete assignments, and visual aids to assist with learning. A lot of times a student with ADD/ADHD has a hard time staying organized and benefits from learning additional techniques on how to stay organized (colored folders for each class, three ring binder to keep things in, and labels on everything). A student with ADD/ADHD just needs a little extra help that other students in order to succeed.
Students with Aspergers have a hard time with social interactions,low frustration levels,and have repetitive patterns of behaviors and interests. The difference between this and Autism, is that these students have higher linguistic and cognitive abilities. Students with Aspergers can function in a regular education classroom, but may need additional instruction, extra time to complete work, and visual aids to assist them in the learning process.
All students with Autism have varying strengths and needs in all subjects that pertain to academics, social skills, and daily living skills. Students with Autism have strengthen in concrete thinking and understand of visual-spatial relationships. They have difficulties in abstract thinking, social recognition, communication, and attention. A student with Autism learns best with visual aides, repetition, tasks that are broken down, and frequent breaks between tasks help reduce task frustration.
Most students with dyslexia have a hard time with the acquisition of early literacy skills. To help with these skills a teacher needs to have a highly structured and organized reading program. The program should be repetitive and introduces new words at a slow pace that makes learning easier and helps increase the students confidence in reading. The child should be reading books at the appropriate level that is easy but still challenges them occasionally. In the classroom, all important messages need to be written down, a daily checklist that outlines the school day should be in place, encouragement of organization skills is important, the breakdown of tasks will help ease anxiety, visual aids to help increase student learning, and having the child seated close to the board and teacher will all help the student succeed.
Currently, I teach students with varying disabilities and are between the learning levels of K-6th grade. In K-6, the development of basic math skills is extremely important. These skills include addition, subtraction, multiplication, division, all aspects of money, time, measurement, geometry, and algebra.
Having a strong and concrete understanding of phonics increases the ability for children to hear and understand English. The goal of phonics is to enable beginning readers to decode new written words by sounding them out, or in phonics terms, blending the sound-spelling patterns. Learning phonics takes time, dedication, and lots of different strategies. A lot of the techniques that I have used in the past are repetitive to the student, hands-on and most importantly fun! Children need a variety of techniques that enable them to enjoy learning which will later benefit them and want to learn more. I have tutored three elementary leveled students as well as 7 high school special needs students in phonics. I have used a variety of methods with all students and have been successful with all 10 of them. My students enjoy learning with me because I make it fun, not boring for them.
I have taken 4 years of Sign Language in college and I use it daily inside my classroom.
I have my BA in Special Education and I have been teaching for three years in the area. I have over 12 years of experience in working with individuals with various special needs and I consider myself to be very knowledgeable in the area.
I currently teach in a special education classroom that focuses on preparing young adults for regular education courses. I develop positive study habits and provide solutions for students when the strategies they are using, aren't working. Out of the twelve students that are in this course, nine have made the transition successfully and have continued to use the study habits that I have taught them.