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Brigham Young University (Theatre Arts Studies)
MY TEACHING PHILOSOPHY: All kids have a natural sense of curiosity! School struggles can dampen that enthusiasm, so a big part of my job is to get my kids excited to learn again. To accomplish this, I take a two-pronged approach:
1. Get back to basics. Kids need a specific "learning vocabulary" to succeed in school; in other words, there are certain things they have to know in order to learn more. With most kids, I start with phonics and basic math facts, but I do it in an active, hands-on way, with games and activities created for the individual child.
2. Devote part of every session to "wide-eyed learning". That's what I call activities such as measuring the length of a blue whale, dissecting a stalk of celery, experimenting with light and vision, or conducting a phone interview with someone from Africa. A kid who LOVES learning is inspired to work hard.
MY BACKGROUND: In addition to three years' experience in private tutoring, I'm also a museum educator and creator of Brainstormers, an enrichment club for kids. I have professional experience in theatre, as well, which helps a lot in bringing enthusiasm and creativity to the tutoring table.
I'm a graduate of Brigham Young University, 2004. Back in high school, I passed six AP exams, I had a score of 33 on my ACT (max 36), and I was a National Merit Finalist. I'm also an active member of MENSA.
More importantly than any of that, I'm a devoted lifelong learner. I always carry a book with me. I love museums. And every day, I see something that makes me ask "why?" or "how does that work?"...and then I go find the answer.
That's the kind of example I'd like to set for your child.
OTHER THINGS YOU SHOULD KNOW
My relationship with my students goes beyond the tutoring sessions. When cool historical anniversaries are coming up, or when I learn something new and interesting, I send along an E-mail. I'm still in touch with a number of old students who have moved away.
I'm a huge fan of juvenile literature. There are so many great books for kids; I can help you find them. And if your son or daughter has a favorite, believe me, I'll take the recommendation and read it!
Lastly, I'm open to group tutoring. It's something I've done in the past. This works with siblings, but also with friends; tutoring in small groups, structured intelligently, can be nearly as effective as one-on-one, and it's often more financially feasible for families. MY TEACHING PHILOSOPHY: All kids have a natural sense of curiosity! School struggles can dampen that enthusiasm, so a big part of my job is to get my kids excited to learn again. To accomplish this, I take a two-pronged approach:
1. Get back to basics. Kids need a specific… Read more
Emily has worked with my 7 year old son for a couple months now and is doing an excellent job. She's responsive, on-time, and focused for each session and she's also very good at calibrating the activities and flow of each session with my son's learning style, energy limits and interests. She has a great rapport with him and provides a consistently enriching learning experience each time. She's been invaluable to us.
Emily is an excellent tutor. She's very patient and know how to manage kids. Since she has been helping us with homework, I can see my daughter's improvement in schoolwork.
Emily is a born educator and communicator. She is not only hyper-educated, she is able to understand how best to impart knowledge to different kinds of minds. She never says no, but always 'that was a great guess' or 'I really like the way you thought about that.' This is beyond patience, it is a method, and I watch my son flourish under her tutelage, which has been ongoing for more than a year.
Emily is a serious, dedicated and also playful educator. She has an understanding of the attention span of my fidgety child, and how to assuage his need to tap and fiddle around; breaking their time into parcels of different activities in different parts of the apartment, the floor, the table, the park, the sofa. My son has never once complained about his appointments with Emily being a burden, even though at times we have done 5 sessions per week.
I have total trust in Emily and her experience, in her carefully developed ideas about education and the child's mind, which we have discussed at length.
Emily is fantastic! Every time she comes to tutor my 9 yo son, he is very excited and looking forward to the visit. In addition to the lessons being fun, they are goal-oriented and focused to target the challenges the child faces academically. At the end of the lesson she provides a thorough summary of what was accomplished which is helpful and reassuring as it allows you to understand the areas that require more focus. I highly recommend her!
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My strongest point as a tutor is elementary education. In addition to tutoring, for the past three years, I've served as an educator at the Morris-Jumel Mansion, Manhattan's oldest historic home. As an educator, I design and provide field trip tours for children of diverse backgrounds (pre-K through eighth grade.) Recently, I designed an enrichment club called Brainstormers, in which my students (ages six through thirteen) enjoyed hands-on, interactive activities such as "Rescue: Planet Earth," in which they designed a plan to save the world from collision with an imaginary comet. I've also made a concentrated study on elementary-level education by reading the works of many well-known experts; from these studies, my largest influence is the series written by E.D. Hirsch. Lastly, I'm a true aficionado of children's literature, and I take great joy in researching and recommending books for my young students.
Phonics - the science of letters, sounds, and the ways they blend together to make words - can be deceptively difficult. The ability to read and the ability to teach reading are two altogether different things.
To prepare to teach phonics specifically, I've spent a great deal of time studying. My first and best resource has been The Reading Teacher's Book of Lists, which lists every English language phoneme, its possible spellings, and its frequency. By examining this and other information, and through my experience with children, I've learned a multitude of ways to approach teaching phonics. I understand which sounds and spellings should be taught first; I also know which irregular words must be learned as sight words (such as "one" and "the," neither of which is spelled phonetically, but both of which come up frequently in books for beginning readers.) I've also learned the importance of rhythm, rhyme, and syllabication in teaching phonics.
Unexpectedly, a college course in diction also proved to be a helpful resource. In the course, I learned the International Phonetic Alphabet and practiced distinguishing sounds and sound patterns. This called my attention to concepts I might not otherwise have considered consciously, such as the "wh" phenome, which is sometimes pronounced as a W ("what") and sometimes as an H ("who"). For beginning readers, such inconsistency can be truly confusing; they need all the patient individual assistance they can get.
Emily P. passed a background check on 2/9/10. The check was ordered by another user through First Advantage. For more information, please review the background check information page.
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