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After teaching for 25 years in Toronto and New York City elementary schools, I have retired and have time to do the work I like best: tutoring young children outside the classroom setting who need help with reading, math and writing. My experience includes certification in Reading Recovery, the Wilson Reading System and workshops in Singapore Math.
Although I have been a classroom teacher, most of my teaching career has been working with struggling students in a small group or 1:1 basis. I am a reading specialist but have also am confident with math, science and social studies. For the last 6 years I have worked closely with the New York State tests in the role of test prep teacher, administrator and scoring.
I am deeply committed to the goal of creating a warm and secure environment that encourages ALL children to learn, be creative, and express themselves so that their positive self-esteem and confidence are developed as individuals.
Most of the students I have worked with have been identified as having special needs. Many fall into the category of ADD/ADHD. Because these students tend to be highly active and are often unable to focus, it is necessary to find very interactive ways to make progress. I am a firm believer in including games, songs and movement activities to engage these students.
Last year I worked very closely with an autistic student. By the end of the year he was able to accept physical contact and make eye contact. He made great progress in his ability to control his impulses and interact with his classmates. I would like to believe that his gains were partly due to the patience and understanding of his teacher.
As a parent of a dyslexic child, I have a great understanding of the frustrations associated with this subject. My daughter is now an adult who loves reading, has completed a course of study in art and fashion and is gainfully employed. I feel it is vital to support dyslexic students by focusing on their strengths and helping them find ways to overcome their challenges by using their unique perceptions.
I have been a Kindergarten and First grade teacher for 7 years. As a support teacher I have worked in small groups and 1:1 with challenged students up to Grade 6. I have done so for 18 years. Because I have worked closely with the administration, scoring and test preparation, I am familiar with the ELA math and science state tests. I feel confident that I have the skills to support students in the K-6 grades in all subject areas.
In my career as a teacher, I have worked primarily with students where English is a second language. I hold a master's in reading and am certified to teach reading and writing through Reading Recovery and the Wilson Reading System. I have taken courses that qualify me to teach ESL/ESOL in Canada.
I have extensive experience with phonics and believe that it is a critical element in reading instruction. The two programs I am certified in are Reading Recovery and The Wilson Reading System. Both rely on acquiring basic phonics ability. I also have worked with many other phonics programs: Fundations, Words Their Way, Reading Street and Fletcher's Place. I believe that phonics teaching should be very interactive and fun.
I hold a master's in literacy and have spent the last 20 years working with struggling readers on a one to one and small group basis. I am trained and certified in Reading Recovery and the Wilson Reading System. Both of these reading programs are well known and recognized as being highly effective. I am well versed in assessment and able to develop programming to support the needs of individual students based on identified aspects that are indicated in the assessment. I have the reading materials necessary to implement lessons.
Reading is critical in all aspects of education. The joy and delight a child and teacher experiences when they begin to gain control of the written word is an overwhelming emotion! I have been witness to this moment many times over.
Most of the students I have worked with have been identified as having special needs. I feel it is critical to identify the specific needs and create an individual approach for each student. I welcome input from assessments, anecdotes from teachers and parents to develop an individual program.
I have spent many hours working with students to study specific subject matters. It is most important to identify a specific goal and strategy with the student. After completing a session, it is important to reflect and repeat so the student may internalize the process.
As a literacy specialist, I have had many years of experience working with struggling writers. For some students the biggest difficulties are around the mechanics such as spelling and letter formation. For others the challenge lies in the inspiration and concept of sharing ideas. I have been able to support students with all of these struggles. I have used dialogue and am able to help them structure their thoughts to support them with the challenge of making their writing expressive. Through teaching them the principles of letter/sound association, I have been able to support spelling development. I have worked with students between the ages of 4 through 12 with patience and great success!
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