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I am a newly-retired public school teacher. I am especially supportive of students who think differently, whether it be a learning disability, ADD, Aspergers or math anxiety. I have lots of manipulatives and use multiple approaches to fit each student's needs.
I have successfully home-schooled my two, now-grown, children. Therefore, I hope to support home-schooling families with their math and science curricula. I am available during the school day.
I have taught Algebra 1 and 2 at the high school level, as well as Science at the middle school level. I have also taught Physical Science and Earth and Environmental Science at the high school level.
I can help with test-taking strategy as well as with the required mathematics.
I am currently a certified math and science teacher at an alternative high school. I have taught in alternative schools for five years. Most of my students have ADD or ADHD, some successfully treated and some untreated. I have developed methods that are interactive, visual, kinesthetic and short in duration to gradually build my students' successes.
Additionally, I made an A grade in a graduate level course at Western Carolina University on teaching special needs children, including ADHD, and made an A on undergraduate courses in developmental psychology and educational psychology. I worked as a contractor to the NC Alliance on Mental Illness for six years, traveling around North Carolina and giving seminars to teachers and parents on the effects of ADD, ADHD, mood and anxiety disorders, and the effects of obsessive-compulsive disorder on student learning. I also gave seminars on the best practices for teaching students with these challenges. Further, I have advocated for students and parents in IEP meetings. I continue to co-lead a monthly teen support group for students with these challenges.
However, my most important qualification is that I have a daughter diagnosed at age 8 with mood disorders and severe ADHD. I had to home-school her. Now, she is a junior in college. I attended continuing education courses and national conventions of National Alliance on Mental Illness featuring cutting edge research sessions, and read and researched every aspect of her treatment.
Algebra 1 is a major leap for many students. Why do we use variables? What is the point of solving equations? How do we write an equation from a word problem? Mathematics takes on many qualities of a language in Algebra, whereas earlier math courses just involved numbers. Simplifying expressions with lots of variables raised to lots of powers may seem overwhelming at first. Linear equations, slope, direct variation, and functions are major concepts in Algebra 1. Students may encounter simultaneous equations, quadratic equations, parabolas, and inequalities for the first time.
For these and other reasons, students often feel uneasy with Algebra 1 and need an approach where learning occurs in small steps with plenty of opportunities for practice and success. Once a firm foundation (and confidence) is built, the student may progress faster.
Algebra 2 builds upon both algebra 1 and geometry, extending concepts such as trig functions and logarithms, and introducing concepts such as complex numbers. I like to insure the student has fully mastered prerequisite concepts, reviewing and reinforcing as necessary, then take them at their own speed into new material. As in all math courses, the student must practice each skill until it is mastered. I have a variety of materials to aid understanding, accelerate learning, improve retention, and make practice a little bit more fun.
I learned about Asperger's Disorder first-hand from my son, who was diagnosed with it near the end of elementary school, after approximately four years of severe problems in school, many medical opinions and four hospitalizations. I know first-hand the frustrations that students with Asperger's face.
Following this experience, I became an advocate for children with such challenges, giving teacher seminars and attending IEP meetings with parents. Since then I have obtained teacher certification in middle and high school math and science, and I have taught in alternative high schools for five years. I have had at least a dozen students with Asperger's in my classes, and I delight in encouraging them. I have learned many ways of presenting curriculum. If one method doesn't work, I modify my approach until we find an approach that "fits" the individual student.
I am a public school teacher in a school where many of the students take the ASVAB. I teach math and science, so can help on those topics -- including the mechanical comprehension, but am also knowledgeable on the electronics and shop sections. I worked as a computer field engineer for 10 years earlier in my career, servicing many military sites and using electronic and mechanical skills to fix and maintain large system computer hardware.
I have taught and tutored many students with dyslexia. I have found that once computational difficulties are addressed, many of these students have a remarkable aptitude for more abstract math, such as algebra, geometry and probability/statistics. Many of these students have excelled at science as well, and thinking "outside the box."
I have taken at least four undergraduate and continuing education courses to improve the reading comprehension of my students in math and science. My approach is to explore with the student how they can cope with specific difficulties by using an alternative approach. I teach using a series of small steps with frequent successes to build confidence, motivation, and mastery.
My educational background includes Developmental Psychology. I have taken two college level courses on Reading Comprehension. I am a certified middle and high school teacher. I have also worked in elementary classrooms as a volunteer and as a substitute teacher.
My North Carolina middle school certification covers 6th grade, which is the first year of our middle school.
I have raised two children, both of whom had special challenges, so I am well aware of the concerns of elementary parents and teachers. (Both are now grown, one with a Master's Degree in Nuclear Engineering, the other a college senior.) I can affirm and reassure parents and help them seek answers because I too have been there.
Being certified in math and science at the middle and high school levels, I have the requisite knowledge to tutor elementary school students.
I am currently tutoring several fifth graders. At first I was reluctant to do so, but I was asked to add the little sister of an existing student, whom I already knew. She and I had (and continue to have) so much fun with the tutoring, that I gladly accepted two more fifth graders over the following year. They and their parents have rated my tutoring highly.
I am familiar with my state's curriculum for each elementary school grade, and have access to a variety of excellent materials. I often use materials from "Teachers Pay Teachers," and often supplement direct tutoring by taking students through interactive learning modules on IXL.com, which covers math and elementary English Language Arts.
I have an extensive collection of manipulatives which I use with students who they seem to "fit." I have number tiles, learning wrap-ups, and syllable tiles, for example.
Recently I have developed an intense interest in reading pedagogy as a result of trying to help several children at a boarding school where I tutor. My own daughter had difficulties with reading. I have informally studied Orton-Gillingham and am familiar with Lindamood Bell from a parental perspective. (Her "Visualize and Verbalize" program turned my daughter from a skilled but reluctant reader into a bookworm!) I incorporate some of these methodologies and similar materials into my tutoring when needed, although I refer any student with a severe reading difficulty to a certified reading clinic.
Finally, I have discovered these younger students bring me great joy and happiness.
I am a certified secondary math teacher in North Carolina. While I presently teach at the high school level, I have accepted elementary tutoring students in 4th grade and above. I find this to be enjoyable and rewarding. I am hoping to get more students in this age range, as I believe I can offer encouragement and knowledge that will help them when they transition to middle school. This is the age when they are forming their attitudes toward math and building the thinking habits and self-confidence for success later on.
I enjoy science and the wonder and curiosity it entails. In college I took four semesters of chemistry, anatomy, genetics, microbiology, botany, ecology, two semesters of physics, and two semesters of general biology. I have taught both physical science and earth science at the high school level. I delight in preparing elementary aged children for the science courses they will encounter in secondary school.
I have used my English ability in several jobs, including proofreading, writing corporate minutes, editing, and now blogging. (You can see my blog on WyzAnt.) I read constantly, including modern fiction, classic fiction, scientific journals, and nonfiction.
I have taught Earth Science for three years at the high school level. I have never taken Geology at the college level. Therefore, I would be an excellent tutor for a high school student taking Earth Science, but would decline a tutoring job at the college level in this subject.
Business and management comprise a large part of my career history, ranging from nonprofit management, for-profit small business management, customer service, and extensive IT work. I have also prepped many students for tests through my Wyzant tutoring. I believe my unique combination of skills and experience in the business world make me an ideal tutor for the GMAT.
I am an experienced tutor in math, writing, and test prep. I have taken the GRE myself and made high scores. My approach is to take each student at his or her own pace through a realistic schedule of practice tests, math and grammar review, essay writing, and test-taking strategies. I use practice test results to target the skills that need strengthening.
I have a B.A. in Mathematics from George Washington University in Washington, D.C. (1975). My strongest area was Logic. I passed a graduate-level Logic course at GW with a 100% average. Professors repeatedly noted my strength in writing short and effective proofs.
I teach high school Physical Science, so I am familiar with common misconceptions students may have, as well as how to help students to develop a reliable problem-solving strategy. I can particularly help students who are anxious about all the formulas in Physical Science.
I am a certified teacher and have passed Praxis exams not only for basic certification, but also for the four fields I am certified in: 9-12 Math, 9-12 Science, Middle School Math and Middle School Science. I received a Certificate of Merit from my top 10% score on the 9-12 Science exam.
Since I have successfully taken these exams, I believe I could help an aspiring teacher prepare for them. I still have the preparation materials I used. If you would like to verify my teaching license with NC Department of Public Instruction, please email me.
Prealgebra is so important in laying the groundwork for later success in math. The student is just beginning to consolidate earlier teachings and to incorporate abstract thinking. I can help students develop a deep understanding of variables, slopes, linear equations, solving equations, graphing lines, direct variation, formula manipulation and other prealgebra topics.
I have successfully tutored several students recently in Precalculus. This is an exciting course, integrating previous learnings into powerful mathematical tools to solve real-life problems. I can identify and strengthen concepts the student may not have completely retained from prerequisite courses. I will safely guide the student through the challenges of Precalculus.
The PSAT is a major stepping-stone to a higher education. It is important for a student to be thoroughly prepared in math and language arts. I can help target preparation to areas that need strengthening.
SAT reading can be a stumbling block for students with limited vocabulary or reading comprehension. My approach is to delve into the reasons behind the student's difficulties, and systematically target areas of weakness. I have multiple resources to increase vocabulary given enough lead time and practice by the student. I encourage the student to actively visualize while reading and carefully go over the whole spectrum of reading passages in order to strengthen comprehension.
I have practice exams I can administer, or can direct students to free ones on the internet.
I also focus on strategy, namely pacing, visualization, and effective guessing.
SAT writing involves sentence and paragraph construction as well as a writing sample. If the student has already taken the SAT once, I analyze the results to evaluate how much effort to spend on each subtest. Otherwise, i have the student take a practice exam and use those results to evaluate needed strengthening.
I systematically train the student in the primary question types in the writing subtests.
If the writing sample is an area of concern, we practice, critique, and develop strategy. I also try to address test anxiety by encouraging positive self-talk and visualization.
I feel well-qualified to tutor for the SSAT because I have taught both middle and high school math. I have extensive experience with middle-schoolers' understanding of the topics covered as well as the perspective of what they will need to master to be successful in high school. I have also successfully tutored in writing and SAT prep, both verbal and math.
George Washington University, Washington D.C. (Math)
Explains Tough Concepts Clearly — Dianne explained tough geometry concepts so that my daughter could understand. She used online resources to practice the learned skills and encouraged my daughter to use the online resources at home. The tutoring sessions helped my daughter feel confident in her geometry class. Her grades drastically improved. ...
Standard Hourly Fee: $40.00
Cancellation: 4 hours notice required
Diane will travel within 25 miles of Fletcher, NC 28732.
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