My name is Courtney H., and I have been in education for many years — a lifelong endeavor, really. My parents were educators. They helped start one school, sat on the board of another, and were founding board members of the North Dakota Home School Association. I started teaching at the age of thirteen, as a volunteer. I have taught professionally, for over thirteen years. I have coached soccer. I co-founded a school and taught a wide array of subjects there for three years, including Latin, Rhetoric, General Science, and History. For over ten years, I have also worked as a tutor.
Tutoring is the work that I find most rewarding. I am prepared to tutor students in all subjects through high school, and I am well-versed in ACT and SAT preparation. I am more particular about college-level students I tutor, in part because of my own strengths and weaknesses in advanced courses. Feel free to ask for more details. I tutor adult students in a variety of subjects, and I have also had success in the past working with students who have a variety of "learning disabilities," including ADD/ADHD and dyslexia.
My particular specialties, in addition to ACT and SAT preparation, are in the liberal arts—reading comprehension, writing, logic & reasoning, and language studies, for example. I have had a great deal of experience helping students with their reading skills; I taught writing at the college level for five-and-a-half years; I have taught logic and rhetoric courses; and I have studied eight foreign languages at varying levels (Latin, Greek, Hebrew, Spanish, French, German, and Russian; German is my current focus.) I have done ESL tutoring, though I do not have ESL certification.
I can help students at all levels with their study skills, and analyzing a student's study skills always plays a role in my tutoring. At a basic level, it is the skill in studying that determines a student's success in studying. For the most part, better grades and better learning come with better studying. Often that simply means smarter studying.
It is important for you to note, especially if you are the parent or guardian, that for most students–and probably for your student—there is no "magic" fix. For most students, it takes several weeks to begin to see significant improvement. I have been working with students at various levels for over twenty years, and I have been studying educational theory and practice as long as I can remember. If you merely want a better test score next week, I can help with that, but I'd rather not, because that's like taking aspirin to mask the pain when real medical treatment is what you need. If I can see a simple or immediate fix, you may be sure I will tell you. I take what I do very seriously, and I have three very important personal policies related to this: (1) I don't continue working with students I'm not actually helping; (2) I don't continue working with students when they reach the point that they can do just as well on their own; and (3) I strive to always analyze, diagnose, and treat "educational maladies" with as much precision as possible, and recommend only "treatments" that I believe will be the most effective in eliminating the root problem as quickly and as completely as possible.
Finally, please keep in mind that I come at education from an "outside-the-box" perspective--and I don't say that lightly. I believe strongly that our educational system almost across the board--public, private, and parochial--is flawed at its foundation, not just in certain particulars. I taught within the system, and I have actively chosen to withdraw. I do not even want to teach ACT and SAT preparation--though I am very good at it--because the ACT and SAT exams are inherently flawed. It is, in my opinion, shameful for institutions that claim to support higher learning to demand such flawed exams in order to enroll in those institutions. But, as I said, I am very good at helping students make the most of their abilities and knowledge in taking the ACT and SAT exams, so I continue doing that because it's not their fault these institutions require the flawed tests. Is it possible that I may once again teach within the system? It's unlikely. I don't judge those who choose to remain in the system, whether teachers, students, or parents. Just because I have chosen to withdraw from the system doesn't mean you should, and it doesn't mean that I can't help you make the most of your time within the system. In fact, because of my position outside, I am uniquely positioned to help you and your student maximize your time within the system.
If you're interested in hearing more. I'll be happy to speak with you, and you're always welcome to pick my brain or use me as a sounding board, whether or not you choose to enroll with me. The rates listed are for meeting at my location; the rate to meet at your location is higher. WyzAnt does offer package discounts. I charge what I do because of the value I provide. The tutoring I provide is of a different kind and of a different quality than you may be used to. If you're looking for tutoring that looks like what you're used to, you should probably find someone else to work with. If you want the same thing you're used to, I'm not your guy; if you're looking for something that looks and works differently--better--then perhaps I can help. Feel free to try me out, as it were, and make up your own mind. I won't mind you disagreeing with me.
Thank you for taking the time to read my profile. Please be sure to read my Tutor Policies and the TutorFAQs on my blog. And don't hesitate to contact me for any reason.
If you think that I may be in a unique position to help your student and you simply cannot afford my rate, you may ask for special arrangements. I do, in very limited circumstances, offer "scholarships." If you really can afford my rates, please don't ask for special consideration.
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