My student placement at one school required that I work particularly with one student, who was both deaf and autistic. He was on a number of medications and may have also been partially blind. This summer, while in a position as Day Camp Counselor at the YMCA of the Rockies in Estes Park, CO, I worked with another child with autism. Both my student and my camper made tremendous gains by the end of the semester in direct relation to my work with them. Watching their progress unfold before me was incredibly rewarding, and I know that while no two autistic children are alike in everything, there *are* a number of characteristics that are similar and I am entirely comfortable accommodating and challenging both myself and my students in regard to these while helping my students to gain proficiency in academic subjects.
Bible studies have been part of my education since early childhood. From Genesis to Revelation, I can help you to gain a general knowledge of the text or dig deeper with you. We can discuss specific people from the prophets like Elijah and Jeremiah, or pore over the Wisdom Literature, with writings from such men as Solomon, the wisest man who ever lived. Or we can dive into Paul's letters to the New Testament churches in Galatia, Ephesus, and Philippi, or simply read his story as he voyaged across the Roman Empire to share Christ crucified. If you want to study it, I may have insight, and if I don't, I will do my best to answer your questions with you by searching through Hebrew and Greek parallel texts and commentaries by those more learned than myself.
I am able to tutor elementary students in math, science, language arts, history and social studies. I have had experience tutoring via Michigan State University's Read to Succeed program in Lansing area schools in addition to my work through WyzAnt, and have spent over 400 hours in the classroom setting working with children of various ages and grade levels to enhance social and academic growth and to promote success.
One of the biggest problems students face in elementary mathematics is that they never conquer the basic principles of mathematics: the value of numbers, place value, and grouping. These concepts are absolutely crucial to the building of math knowledge, understanding, and skill.
Teaching these core concepts is my primary goal. I do this using material examples (such as using Cuisenaire rods or dice or other manipulatives, or even objects in a room or items in nature), as well as via practice problems and repetition of mathematical facts with flashcards.
Once those concepts are in hand, I am able to move forward with students into any other elementary mathematics and help them to succeed.
Hard Of Hearing
Throughout my training at Michigan State University for the BA in Special Education/Deaf Education I currently hold, I spent time working in classroom settings with deaf/Deaf children. I specifically spent a large amount of time with a deaf and autistic student, who provided me with challenge but his progress was rewarding.
My teaching major at MSU was Language Arts. I took two courses in Linguistics and also took a literacy course that focused primarily on phonics. I have used and will continue to use age and grade appropriate testing materials to find student strengths and weakness in phonics and proceed accordingly.
I was trained in Classical piano for 10 years. I spent up to 2 hours of practice a day at the end of my lessons and would happily work with beginner pianists.
Michigan State University's College of Education places a strong emphasis on student literacy. One of my 300 level courses focused very intensively on that tenet, and included instruction in the development of the following: student motivation, followed by the foundational necessity of understanding concepts of print (concept of a word, letter placement, graphics, print symbolization, usage of print, processes of reading, etc.), phonological awareness (the alphabetic principle, which stipulates that a letter is a representation of some sound, along with letter-sound knowledge), the word decoding process, morphology, fluency and it's counterpart, comprehension, etc. All of these components are crucial to a student's reading and writing enjoyment and ability.
I am a Deaf Education major in MSU's Special Education/Deaf Education program. It was a requirement for graduation that I be proficient in ASL. While I do not currently hold an interpreter's license, I have a large vocabulary and can carry on a somewhat advanced conversation.
My degree in Special Education denotes the training that I received for teaching the Deaf, particularly. However, I enjoy working with all kids and am generally able to pick up on each child's specific needs over time. Due to working with a number of other individuals with a variety of special needs (Asperger's, autism spectrum, multiply impaired, ADHD, seizure disorder, etc.) and seeing their resultant progress (i.e.: communication instead of throwing a tantrum), I believe that I am qualified to handle more than one specific sub-group of 'special needs.'
A vast number of techniques - including trivia games, creating a study guide, drawing picture cues, making flash cards, circling/highlighting important words, and more - are useful for studying and retaining academic information. These techniques are implemented as applicable to each individual subject and topic, and have proven helpful in my own academic career; I have seen wonderful results with my students as well.
Writing has always been a passion of mine, and I find helping others to write well just as engaging and perhaps even more exciting than writing for myself. Over the last seven years, several high school, undergraduate, and aspiring graduate students have found themselves surprised by the depth and beauty of their own writing. I simply provide the outlet and aid in the process of showcasing each writer's unique talents, demonstrating and teaching students how to minimize (if not eliminate) spelling and grammar errors and maximize both the readability and magnetism of their work.