Students with ADD or ADHD need teachers and tutors who understand their learning style. They get bored easily. I have discovered that many of these students can still hear you when it appears they are not paying attention. Often, students get in trouble at school for this. I also highly encourage the use of "fidgets" for children with ADD or ADHD. A fidget is a small object that children hold in their hand and "fidget" with while participating in a lesson. This allows the child to exercise his or her need to more or be doing something while still focusing on the lesson! I do not punish students for their own unique learning styles and attention needs. Instead, I embrace it. I do my best to find a way to reach every child!
I tailor my lessons for children with ADD or ADHD to be fast paced while still really focusing on the concept that is to be mastered. My lessons are high on visuals and interactions. I make sure that we are not sitting the entire time! We get up and move! If we are working on subtraction, we may get up and learn a regrouping "dance." This is highly beneficial for a child with ADHD. Moving to a fun, repetitive song will help the idea of "regrouping" stick in the child's head. I graduated with my bachelor's in elementary education.
I graduated from the University of Central Florida with a bachelors in Elementary Education K-6 in December 2011. I completed two student teaching internships as part of my coursework. I also earned my ESOL endorsement as well as my reading endorsement as part of my coursework.
Math has changed dramatically in its presentation in the elementary school in recent years. It is now full of hands on and group collaboration activities.
However, sometimes this does not work for all students. Some students may need that one on on attention to grasp a concept before they can do it with a group. That's where I come in! I have many different methods of teaching math. Sometimes, it's all about looking at it from another perspective.
For instance, I once worked with a child who had mastered the idea of multiplication by reasoning that it was a much faster way to add. He loved that instead of adding 4 + 4 + 4 + 4, he could simply multiply 4 X 4 and get 16. However, he could not master the concept of division! By the time I began working with him, he was truly convinced he would never pass the fourth grade. Knowing that this child viewed multiplication as another way to add, I helped him understand that division was simply multiplying "backwards." 16/4 = 4, which is also 4 X 4. If he multiplied the quotient and the divisor, he ended up back at the dividend! He was fascinated with this new knowledge, and decided he could pass fourth grade after all.
I tell you this story in order for you to understand, I truly believe math is about perspective. I strive to find a way for your child to look at math or a type of math problem so that he or she feels confident in his or her ability to tackle it.
Science is one of the most fun subjects out there! I love to teach through hands on experiences and experiments.
For example, if your kindergartner is just learning to experience gravity, I will gather up a bunch of objects that weigh different amounts. We will find a safe place to climb, and we will drop them! Your child and I will make predictions about how fast an item might fall. Science is about discovery. Your child may discover that a feather falls "differently" than a rock, for instance.
If your child is older, we will expand on gravity! Your child may have learned already that gravity is something that keeps you on the earth, but now he or she will learn it is a force that "pulls you back down to earth."
I increase each level of knowledge to a child's ability and increasing vocabulary. Science is full of rich and wonderful opportunities to do this. I can't wait to show you what I come up with next for science!
I earned my ESOL Endorsement from the University of Central Florida in December 2011. I am trained in many different strategies designed to help everyone from the newest English speaker to those who are almost there but need to work on their grammar or vocabulary skills. I prefer to stay away from the method of drilling words over and over unless specifically requested, instead focusing on actively learning and playing with the English language. I design my own activities appropriate for each age and stage of English Language Learners. Let me help you today!
When people think of poor handwriting, their focus often turns to pencil grips that you slide onto the pencil to help the student hold the pencil correctly. As a tutor, I've found that for many children, grips actually hinder their ability to correct their handwriting and letter formation. In fact, I hold my pencil incorrectly and have beautiful handwriting! I mention this because I firmly believe that each child learns their own way. Experts are now stating that there are many ways to hold a pencil. I work with your child to find their best pencil grip, and then we go from there.
One of the biggest obstacles behind poor handwriting is fine motor skills. This is where I really get to make handwriting fun! Depending on age, we play with play-doh, use staplers, hole punches, dot paint our spelling or sight words, string letter beads onto pipe cleaners to form our spelling or sight words, writing in salt, and many more activities! If it can improve fine motor skills, we do it! By using fun activities such as these, I can get the kids excited about handwriting. Suddenly, it isn't nearly as much of a chore!
For younger kids, I use songs or poems to work on letter formation. For a w, we say "Down the mountain, up the mountain, down the mountain, up the mountain." For a y, we continue in that manner but say "down the mountain, up the mountain, WAY down the mountain!"
The students I have worked with in handwriting have all shown improvement within 2-3 weeks, and significant improvement in 4-6 weeks! Homework becomes so much easier, and then we are able to focus on other areas of need for improvement.
In addition to my Elementary K-6 degree, I have an endorsement in reading instruction. This means that I have extra training in diagnosing and rectifying reading problems. Phonics is a big part of this!
I love to play games with the children to assist in phonics acquisition. After a brief assessment, I know exactly where to start. We focus specifically on one area at a time. If we want to work on CVC words, or consonant-vowel-consonant, we might dig for dinosaur bones with CVC words on them! After we dig for those bones, we can read a story with the words we just dug up in them! Suddenly, the child's confidence grows and they are ready to tackle bigger and better things!
For older children, we play games such as digraph memory. Digraphs are pairs of letters representing a single sound, such as the /ph/ in pheasant. We go on scavenger hunts for the parts of phonics we are focusing on. You name it, we do it!
I do my best not to use worksheets in my phonic instruction beyond homework. I find that once I get the children having fun, phonics becomes fun. Once phonics becomes fun, they suddenly learn to enjoy reading because it makes sense. As a tutor, my goal is for children to enjoy learning and have fun at school again!
I came to piano through unconventional methods. Using the basic music theory taught to me in school, I self-taught myself piano at age 9. I did not take my first formal piano lessons until I was a senior in high school. I quickly discovered that I have a knack for learning the piano and picking up the skills easily. This is when I fell in love with piano!
I would love to help your child take their first steps with piano. I use a combination of hands on games and fit the lessons to each child's learning style. I typically follow the Alfred and Saber method books. However, I always adapt to the child's needs. Just as in my tutoring lessons, I create a custom plan designed to give your child the most success possible.
I am comfortable teaching beginners through intermediate piano students. I can't wait to get you started on your music journey!
"Wat do you mean, mrs. o? I don't need 2 proofread."
Wow, look at those two sentences! How many mistakes can you find?
Proofreading is important! I purposefully made several different types of mistakes in those two sentences. One was spelling, one was capitalization, one was "text speak," and one was punctuation.
Many children do not understand how important proofreading is. They will hand me papers that look just like those two sentences at the top. A favorite of mine is "I did proofread, Mrs. O! I found all the spelling mistakes!"
Proofreading is not just about spelling, and that's something every child should learn. Your child and I will look through passages to find mistakes. We will figure out what is wrong with each thing, and why! We will learn when to capitalize a word, and when to use different types of punctuation.
I will make proofreading fun! We will use magnetic punctuation to change sentences. Your child and I will create stories for each others with mistakes on purpose to see just how many mistakes we can find. Each of these activities will help your child learn to be on the lookout and always, always proofread!
If you were keeping track, there were a total of four mistakes in the two sentences at the top. Mrs. O counts as one, since it is only one name.
I earned my reading endorsement in December 2011. I love working with children and teaching them to read! The very first thing I do when working with your child in reading is administer a reading inventory. This is very informal. It tells me several very important things about your child. It tells me the level your child is reading at, such as a 4th grade level. This is different than the level your child comprehends at. Your child may read at a 4th grade level, but only comprehend at a 1st grade level. This is the important part! This lets me know that we need to work on comprehension. From there, I work to determine what type of problems your child is having with comprehension. I repeat this process for all types of reading issues that may come up. If one strategy does not work, I try another!
I do not rely on only workbooks and notebook paper for reading strategies. I use manipulatives, stories, hands-on materials, puppets to help retell stories, and anything else I can get my hands on! I make reading interesting!
I graduated with my bachelor's in elementary education in December 2011 from the University of Central Florida. I also have my reading endorsement as well as my ESOL endorsement. I have experience with children with many types of special needs. I have worked with children with Down Syndrome, autism, ADHD/ADD, and children who have health issues such as autoimmune disorders or cancer.
One of my proudest moments was teaching my 11 year old student with Down Syndrome to finally understand how to add and subtract! I created my own activity for her that incorporated visuals and manipulative. By using a visual of the math fact and putting little shapes onto each portion of the equation, she was able to explore and figure out the concept for herself. She was so proud of herself, and for good reason!
If your child has special needs, I am not one to give up on him or her. That same 11 year old went on to read and write with my assistance despite others insisting it wasn't possible. If you tell me it's not possible, I am going to do my very best to make it possible! As Walt Disney once said, "It's kind of fun to do the impossible." If I try something and it doesn't work, that's okay! I will keep working with you and your child until the concept is mastered.
I graduated with my bachelor's in elementary education in December 2011 from the University of Central Florida. Study skills are enormously important to a student's success. I strive to include study skills in all of my lessons, starting with the youngest students all the way up through middle and high school.
I work with the child, parents, and teacher if possible to discover what areas the child needs to improve on. Often, organization is one of the most frequently requested skills. I then work with everyone to develop a system that is easy to remember and helps the child stay organized at school. This may include visual reminders to turn in homework, color coded notebooks, even a plan of what the child should do when arriving home from school.
As always, I tailor the skills to fit the child's learning style. For example, a visual child may highly benefit from learning to color code important notes in his or her planner. If "Johnny" has a spelling test on Friday, he could write a T on the Friday portion of his planner and circle it in red. Red would represent important dates. Johnny would also print "spelling" next to the circled T.
However, not all children are this visual. For some, it may simply be a matter of creating a checklist to be completed each day at school. 1. Unpack bookbag 2. Sharpen pencils 3. Turn in homework 4. Start morning work. As each task is completed, the child can check it off. It is a matter of finding a system that works for each child!
Older students will benefit from learning how to study, how to create learning games from their notes, how to study from their notes, and how to organize their life now that they are in middle and high school. Many of these are strategies I developed as I got into the older grades and realized I needed new ways to retain the information I was being taught! I create memory games, matching games, "slap" vocabulary games, and more! Middle and high school students will actually learn to enjoy studying with my methods!
Details, details, details!
I love to write, and I love to help children become better writers. I have discovered that many children have a hard time getting what is in their head onto the page. Children may also have a hard time understanding what is truly expected of them in a composition.
When I work with a child, I always questions. I ask for more details. I ask why. I ask how that could happen in a story. I ask what color dog the child is writing about, or what type of alien they happened to meet one day walking along the beach.
With the start of these questions, the children begin to get the idea. They know that they need to include more. I love to tell my children that whoever is reading their composition can not climb into their brain to explain if something does not make sense or there are not enough details because they will probably not be there in order to explain!
As you can tell, I try to make writing fun. I don't want to the idea of writing to be boring or tedious. I want a writer who loves to write, who loves to share a story!
I will also read stories with your child. We will discuss why an author included the details he or she did. I will leave off details that the author wrote, and ask your child to tell me their opinion of the story. This type of thing also helps drive home the point of "Details matter! Descriptions matter!"
I will share my love of writing with your child with patience, love, and enthusiasm.