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Hello, I am an Early Childhood and Elementary Teacher.
I am a gifted teaching professional with the proven ability to reach every student and instill a love for learning. I have a demonstrated a talent for designing age-appropriate lessons and activities that teach fundamental academic and socialization skills. I have a proven ability for offering individualized support, ensuring that all students’ unique needs and goals are met. I am a hardworking and motivated educator with strong communication and interpersonal skills to cultivate working relationships within the school community.
Being a classroom teacher and working with students who have ADD/ADHD, I find that working in a small group and even one-on-one is best for them. As with all students, they need positive reinforcement, and incentives for their hard work. I am very patient work well with students who have ADD/ADHD.
Elementary School Teacher
2007 – present
Developed and instructed age-appropriate lesson plans that encourage physical, emotional, social and academic growth.
Planned and implemented whole class, small group, and one-on-one support for the students using developmentally appropriate practices.
Presented a professional development seminar on the essentials of a writing workshop to dozens of teachers and administrative staff.
Created interactive lessons utilizing a multidisciplinary approach on the computer to engage students.
Enhanced students’ learning outside the classroom by developing a proprietary website through the School District of Philadelphia to track students’ understanding of lesson concepts.
Set up classroom daily schedule and bi-yearly bulletin board.
Utilized learning centers, technology and manipulatives to introduce new topics and reach out to each child.
Maintained individual student portfolios including skills checklists, labeled work samples, and narrative reports on areas needing improvement.
Interacted extensively with parents to provide regular progress reports and designed and administered a monthly newsletter to promote further family involvement within the school community; and recruited parent volunteers for field trips.
Administered Developmental Reading Assessments and Dibels (Dynamic Indicators of Basic Early Literacy Skills).
Furthered my education by undertaking two, three credit master’s degree courses in Educational Psychology and Stress and Nutrition.
Phonics is the basic rules for translating written symbols into sounds. Emergent readers and writers should understand that there is a relationship between letter patterns and sound patterns in English (the alphabetic principle), and eventually develop an awareness of the separate sounds in words. Without the recognition of words, there would be an incomplete foundation for constructing meaning. Phonics, along with other the use of context, word parts, syntax, and automaticity enables a reader to recognize words. Learning the basics- relationships between letters and sounds- enables children to decode words they have never seen before. As this process becomes more automatic, it releases children's attention to the higher-level activities involved in comprehending the text's meaning.
The SQ3R method has been a proven way to sharpen study skills. SQ3R stands for Survey, Question, Read, Recite, Review. Take a moment now and write SQ3R down. It is a good slogan to commit to memory to carry out an effective study strategy.
Survey - get the best overall picture of what you're going to study BEFORE you study it in any detail. It's like looking at a road map before going on a trip. If you don't know the territory, studying a map is the best way to begin.
Question - ask questions for learning. The important things to learn are usually answers to questions. Questions should lead to emphasis on the what, why, how, when, who and where of study content. Ask yourself questions as you read or study. As you answer them, you will help to make sense of the material and remember it more easily because the process will make an impression on you. Those things that make impressions are more meaningful, and therefore more easily remembered. Don't be afraid to write your questions in the margins of textbooks, on lecture notes, or wherever it makes sense.
Read - Reading is NOT running your eyes over a textbook. When you read, read actively. Read to answer questions you have asked yourself or questions the instructor or author has asked. Always be alert to bold or italicized print. The authors intend that this material receive special emphasis. Also, when you read, be sure to read everything, including tables, graphs and illustrations. Often times tables, graphs and illustrations can convey an idea more powerfully than written text.
Recite - When you recite, you stop reading periodically to recall what you have read. Try to recall main headings, important ideas of concepts presented in bold or italicized type, and what graphs, charts or illustrations indicate. Try to develop an overall concept of what you have read in your own words and thoughts. Try to connect things you have just read to things you already know. When you do this periodically, the chances are you will remember much more and be able to recall material for papers, essays and objective tests.
Review - A review is a survey of what you have covered. It is a review of what you are supposed to accomplish, not what you are going to do. Rereading is an important part of the review process. Reread with the idea that you are measuring what you have gained from the process. During review, it's a good time to go over notes you have taken to help clarify points you may have missed or don't understand. The best time to review is when you have just finished studying something. Don't wait until just before an examination to begin the review process. Before an examination, do a final review. If you manage your time, the final review can be thought of as a "fine-tuning" of your knowledge of the material. Thousands of high school and college students have followed the SQ3R steps to achieve higher grades with less stress.
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