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My goal is to meet the individual needs of learners based on research and real life teaching experiences. My academic career includes teaching and coordinated fieldwork supervision, academic assistance, and learning support programs in California and New York State. I have over 15 years of special and regular education coordinating, supervising, mentoring, and teaching experience at the Pre K, K-12, and graduate levels in the public, private, reformatory, and non-profit settings: in urban, suburban, and rural communities. I provide research-based, individual and small group tutoring, mentoring and coaching services. I address students' needs based on learning preferences, motivation, behavior, and relationships. In addition, I provide students with academic assistance in the areas of organization, time management, note taking, studying, reading for content, basic math skills and writing. These services are designed to help students, achieve academic excellence through, relationship building, self-awareness, and skill acquisition.
I am qualified to tutor students with ADD/ADHD because my Master's Thesis from (2006) was the Non-Pharmocological Options for Treating Students with ADD/ADHD. While conducting this research I taught in classroom with students diagnosed with ADD/ADHD and was able to get first hand knowledge and experience regarding this population. Additionally, I currently work with students identified as having ADD/ADHD.
I am qualified to tutor students with Aspergers because I am currently working with 2 Aspergers students. I have worked with each of them since September. I work with them on academics, social and emotional concerns, small and large group dynamics, and behavior modification.
I have worked with at least one dyslexic student every year since entering the teaching profession. I am qualified to tutor students with dyslexia because I have experience with the population and have gained valuable knowledge through teaching and research. When working with these students it is necessary to repeat information, the teacher must write down necessary information and review any information the student is asked to copy. Additionally the teacher that works with an dyslexic student should break information down into manageable pieces, keep note taking to a minimal, provide a class set of notes, use proximity control with the student, and set the student up for success, just to name a few.
My first year teaching I encountered a student in the 7th grade who read at the "below pre school" level. He had no back ground knowledge so we worked on basic phonic instruction: short vowel, long vowel, schwa, closed syllables, open syllables, diphthongs, digraphs, blends, etc. With phonics instruction he moved from not reading to reading at the third grade level by working after school for 30 minutes three days per week for six months. The next year we incorporated the phonics instruction into our teaching program.
I have a B.A. in Sociology.
I am qualified to tutor students with special needs because I am certified to teach in the state of California (Grades PreK-12th and Adult Education) and the state of New York (Grades 1st-9th). I originally began working with the special needs population as a school bus driver. Later, my son was diagnosed with having a learning disability and initially took special education teacher course to better help him. Then I realized I enjoy working with this student population. I have been a special education teacher since 2001. Eventually, I earned a M.A. in Special Education to become an expert in the field. After earning my M.A. I began teaching course for California State University, San Bernardino to teachers in the special education certification program.
I am qualified to tutoring students seeking assistance with study skills because in 2010 I authored an instruction manual on studying. The manual includes a learning preference inventory along with study skill strategies that meet the needs of learners based on their individual learning preference(s). The information for the manual was gathered from testing strategies with students from 5th grade to college. Additionally, the manuals have been used by young adults in military tech school program, such as intelligence and meteorology.
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