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Hofstra University . Special Education/all ages
Ohio University (Master's)
Ohio University, Athens (PhD)
I taught at a university for about 27 years. Some of those years I worked as an academic/public librarian both in America and overseas. I became very good at reaching students who needed to catch up on background about their subjects, remedial work in general, writing better, and comfortable about speaking. Why? So that they could lead richer, more interesting, lives, build self-esteem, get into the colleges they wanted to get into, and, later on, be prepared to compete for good jobs. I taught/teach history, literature, art, composition--the general studies skills that will help you go far in life. And computers too! Many times my students did not even speak English well or at all. And they did very well for themselves, thank you.
What's my style and approach? Friendly, try to make things fun, patient, and gentle. You will be amazed how fast the hour(s) will go by, and how much you will have learned about a variety of things.
I have a doctorate, and a couple of Masters' degrees, and so you can have faith in my knowledge and capabilities. You can trust we will be getting some serious learning done in a relaxed way customized to your talents and pace. Each student is an individual who absorbs knowledge in different ways and takes different times to do things. I know that. Some of us learn by hearing, some watching, some by reading, and some by flashes of inspiration and intuition. Let's try all of these and see which one(s) work for you. I think you will be as satisfied with me as I shall be with you and your learning progress. I taught at a university for about 27 years. Some of those years I worked as an academic/public librarian both in America and overseas. I became very good at reaching students who needed to catch up on background about their subjects, remedial work in general, writing better, and… Read more
I do have to include commutation/gas charges. I shall try to be at your home about 15 minutes before. Parent or adult must always be present.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
English: After my meeting, assessing, and "auditioning" of the student, so to speak, I shall try to pinpoint, and to customize, his/her tutoring in the following areas: reading comprehension, grammar, spelling, syntax, vocabulary, and reading aloud. In the last case, we will be honing pronunciation, pacing, voice, and the tone of his/her oral reading.
Literature: We will look at the assigned reading list in total to get an idea of how, and why, the teacher is composing such a list. What is the teacher's agenda here? Are these books based on a genre, like Science Fiction? Classics? Are they restricted to a certain time period? Are they chronologically arranged? Are they built around a topic, like African-Americans or women or ethnic studies? Are they non-fiction? Or are they eclectic in nature?
After we start reading the first book, essay, poem, periodical article, or short story, we will do a little research on the author, the writing at hand, and get some critical reviews to give us context. Then, we will give some thought to the title before opening the book and skimming it from chapter titles to the end--which in non-fiction works might be a bibliography or index. We will then commence parsing the text to identify the plot and characters, and examine the thrust or moral or informational substance of the work. We will pay particular attention to literary devices such as symbolism, voice, flashbacks, organization, and so on, to attempt to extract the meaning and message of the book and internalize what the author is trying to communicate to us. We will take a quick peek at similar authors and titles just to get a sense of what we call "genre," context, and currency of printed material like this.
We will be covering the history of music from the Ancient World: theories about how Greek and Roman music sounded to Hebrew and Aramaic music around the time of Jesus Christ-- “Ancient Echoes”--to Byzantine, Medieval, Renaissance, Baroque, Classical, Romantic, Twentieth Century, and new music now. Special features will include ethnic and folk music from around the world including India, China, Africa, South America, and the Caribbean.
As a bonus, I own over 3000 CDs, noteworthy for their range and rarity, that we will be able to listen to as audio illustrations of the pageantry of Music History. I shall also share with you my early work as a musicologist restoring eighteenth century music manuscripts revealing how scores are inspired, composed, and revised. What stories we will tell about the great composers, and virtuosi, in all musical genres across the centuries!
I think you will find studying Music History with me to be most fascinating, as well as effective, in passing your Music History requirements. Moreover, you will find the enthusiasm and erudition expressed for music to be contagious and captivating. This is one course you will assuredly enjoy, and profit from, all of your life not just to pass a class today.
How I generally teach research writing and reading from preparing for SATs to Freshmen Composition: a tentative syllabus customized to the needs, and goals, of the individual student.
Diagnosis of the student’s level, needs, capabilities, purpose, and goals.
Reading techniques for you, the student.
1) Scanning the text.
2) Read it out loud and then listening to it in your head.
3) Use your finger, or a ruler, to move down the text in the center of the page from north to south then west to east (horizontally).
4) Doing this in reverse: south to north and then from right to left. I shall explain to you why this technique achieves miraculous results.
5) Increasing the velocity of this exercise.
6) Now read the text as printed.
7) We will see, learn, and practice how sentences, and paragraphs, convey, and connect, ideas.
8) Isolate the topic sentence. Isolate the concluding sentence. Reread. (We will utilize this technique, like so many others mentioned here, in the writing tutorials as well.)
9) Please do not look at the test questions yet. Instead, ask yourself first: What? When? Where? How? and Why? about the selection on hand. Note the answers down BRIEFLY where, and when, it is practical.
10) In sum, what is this author trying to say, ask, or to prove, and how is he/she propelling it in words and sentences? Now you can start answering the test questions.
11) The first examples given to you will be very easy, but they will get progressively more challenging at the end. Circle curious definitions, or words. Circle authors’ statements/conclusions/doubts: “The oceans are rising.” “Plutonium is a lethal to humans.” “Is the Universe expanding?” “The pluses and minuses of Fracturing.” Stop right here. We are going to have to work on vocabulary building a little later on as well as keeping up, to some extent, on current affairs as these are frequently referred to in test examples.
12) Now we dig deeper into the questions. Do not forget. We have to move nimbly. The “trap,” on the part of the test creators, is to give you two (2) answers that are faintly correct and verge on being interchangeable. The others are usually just padding. Sometimes, because of the skill you have acquired through our sessions, 80% of your answers will be correct. I hope more. We will aim for 100%. The answers to the questions posed on the test, however, are concocted to be counter-intuitive or unclear. Here you will have to exert yourself to be skeptical and perceptive. If you are unsure about a confusing question, and suspect the accuracy of the 2 most likely answers proposed, empirical studies suggest that your second choice is apt to be the right one. Decoy answers to bewildering questions abound in the academic testing culture.
13) You have to work fast, but accurately, to be able to review all of your answers before time expires. Why? Because you may have hastily overlooked a “not true” or a “double negative” phrasing of the question that would lure you into giving the wrong answer and so lowering your score. We will drill for this skill.
14) Expect some questions to be perplexing or inscrutable. They are. Do not waste time on them. Move on and leave them blank if there be no extra penalty for blanks. If there be a penalty, guess of course [it is usually “D” by the way.]. Know that tests are riddled with mistakes (inevitably discovered by professors after you take the test naturally doing you little good), wrong answers inserted in the answering key, poorly designed queries, and finally that there is an element of luck in all areas of life.
15) You are then going to construct your own reading tests, take, and grade them yourself under my tutelage. Expect a quantum leap in your performance on the “real” test after you perform this startling exercise several times.
United States History and Government for Regent’s Exam (I have a doctorate in American Art History/Comparative Arts; an M.A. American Intellectual History; and Pre-doctoral Studies in American Social History; other Master’s degrees, and was an undergraduate History Major.
I taught the full gamut of American history as a Teaching Assistant at Ohio University Athens, Ohio and its branch campuses from about 1971-1974. Then, when I elected to do my doctoral thesis in nineteenth century American Art history, I had to teach the full span of American History to place the Arts in context—one just can’t teach the history of American Art in isolation without doing an entire survey of American history. I did this from about 1971 to 1977. From 1977 to around 1990, I then taught American History as a coefficient of teaching my American Art History Courses at Villa Maria College and Mercyhurst University, Erie, Pennsylvania. I then taught as an adjunct in many other universities and colleges since the 1990’s.
We are going to study the Native Americans as political entities (tribes), demographics, and war and peace among them and the White Man. What happens when they encounter the White Man who is colonizing their entire continent? How did unrest in the Colonies lead to the War of Independence and why are the Articles of Confederation so important in this connection? Why do we seem to gloss over the War of 1812?
Because of the American Revolution and its booming economy, America grows great in manufacturing, banking, and business. Americans push Westward with greater cruelty and ferocity in the nineteenth century This poses a good deal of hostility between Native Americans and the European newcomers.
Americans are agitated, by the debates on—irreconcilable differences-- Nationalism and States Rights. This eventually leads to the Civil War and the emancipation of slaves in the 1860’s.
After the Civil War, Americans rebuild their country: the so-called Reconstruction Period and later Gilded Age.
As a function of changes in American demographic history, immigrants pour into the United States in ever increasing numbers because America needs cheap sources of labor and is expanding. Immigrants forever, and indelibly, change the character of American cities and countryside.
America is bursting with wealth, becoming a world power, and Imperialist. We stumble into World War I. We shall examine the Roaring Twenties and the Great Depression. Again, we are drawn into another war, World War II defeating Fascism while exploding the atomic bomb in Japan for the first time in our history.
America skyrockets in science, technology, medicine, and computers becoming a Super Power after World War II. This Super Power is not unchallenged by the Korean, Cuban, Caribbean, and Vietnam Wars. Russian and Chinese Communism rival America as a world leader. At the same time, important changes are taking place in America’s social history, like the Civil Rights Movement, the Feminist Revolution, the Sexual Revolution (including Gay Rights), the Anti-war movement, and Environmentalism. We finish by reviewing the elections, administrations, policies, and other dilemmas faced by of some of the modern Presidents: John F. Kennedy, Lyndon Johnson, Richard Nixon, Gerald Ford, Jimmy Carter, Reagan, the first George Bush, Bill Clinton, the second George Bush, and Barack Obama.
Current History won’t be overlooked as we scan events from the Middle East to China to the rest of the globe as it impacts on America history and government now.
What's my style? I approach Regent’s studies in a thorough, interdisciplinary, but sensitive and patient manner.
Moreover, each student is an individual who absorbs knowledge differently. Some learn by hearing, some watching, some by reading, and some by flashes of insight. Recognizing these capabilities, I customize my tutoring accordingly.
Here is how I go about tutoring for the SAT Reading Examination. I shall try to explain this as simply as I can by numbering the steps I take. Later on, we may have to customize or adjust our tutoring--add or subtract areas that we focus on—depending on your learning and studying skills and style.
1) We will try to get an SAT preparation book that explains, and gives us examples, of what is expected and sample questions.
2) We will do specific drills on reading, vocabulary, “parsing” the text, and monitoring the time it takes you to complete sections with a view of helping you to work faster and more accurately.
3) We will try to anticipate (guess) any changes or variations in the SAT Reading Examination you will be taking.
4) I am going to have you make up your own SAT Reading Examination for yourself to give you practice and confidence in your performance. I shall try to simulate your being both the one who tests and the one who is tested.
5) Whatever comes up, we will be as ready as we can for it.
Study Skills Experience
I would not be awarded my doctorate, 2 Master’s degrees, and various certifications, if my own study skills were not exceptional. In addition, I did not stagnate in my study skills but went on to teach, and to learn languages, in the other countries where I taught.
I taught university for about 27 years. Some of those years I worked as an academic/public librarian both in America and overseas. I would like to think that I produced thousands of students who became successful in their chosen vocations. Moreover, I became proficient in improving the study skills of students who needed remediation in certain subject areas, or even general remedial work, in such research skills as writing, reading, and public speaking. I taught a diverse body of students drawn from various ethnic groups for whom English was a second language.
Some of my Study Skills Tutoring Methods
Mnemonic Study Skills
Memory is the basis of intelligence. I teach my students how to read, write, and listen (even tape the lectures if the teacher allow) for Understanding the subject, not just to pass the test. The ideal would be to have the students grasp, absorb, and fix the subject material permanently in their minds—to succeed, and perhaps, even surpass, the instructors’ objectives for the course. But ideals are not always achievable, and thus we must do the best we can under the circumstances.
Where the ideal is not possible during the time of our tutoring interview, I adopt a pragmatic strategy. First, I resort to short term learning. I deploy the methodologies of Bruno Furst, Harry Lorraine (corny by effective), and other memory experts to automate the memorization of dates, names, facts, and diverse data -- the practical shopping list of information needed to pass the test “tomorrow” (as a figure of speech). This is temporary tactic. Often—not always-- these methods work not only for “short term” memory exercises--teaching them to remember people’s names textbooks, teacher’s names, professor’s names, curriculum, graduation requirements, and steps involved with getting into a good Graduate School--but transfer to long term memory as well. I deploy rote learning as little as possible, but sometimes it is necessary. Second, I deploy a repetition regimentation fortify what we learned in the last lesson and what we are learning now. Repeat, repeat, repeat.
Reading and Writing Study Skills are described in depth in my other tutorials which I encourage you to read and to consider. I deploy them here as well.
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