I have worked with students on a number of post-secondary tests, including the ACT. I have found that all test prep includes a review of grammar, punctuation, parts of speech, etc. that were learned in upper elementary and secondary education classrooms. Most students learn how to "retrieve" information that they have stored away in long-term memory! I love watching the light bulbs light up.
I have had experience helping students prepare for the ACT exam, with a focus on the math section. I worked with students who were attending an alternative high school and wanted to prepare for the ACT, so they could apply for college. What I have found is that some students fall short in certain math areas, but not all. The ACT covers the same strands as the students had in their 12 years of school: number sense, measurement, geometry, algebra and data analysis. I always try to identify the student's strong areas, along with his/her weak areas and see how we can set up a plan.
Over the past ten years I have tutored a number of students diagnosed with ADHD, both on medication and not on medication. The diagnosis. in my opinion, is secondary to learning. All my students have been individuals with their own strengths and weaknesses. I have always evaluated their strengths, then looked for ways to implement them to lessen the weaknesses. I've been fairly successful by teaching coping skills, to help them stay focused. I've taken courses on special needs to maintain my teaching license and to learn new approaches.
I am WyzAnt-certified in Algebra I and have tutored quite a few students in this subject. I never taught Algebra in a classroom but do feel confident working one-on-one.
I have worked with a couple of students who were preparing for the ASVAB, particularly in the area of Math. I know that the Math portion causes you to recall the Math you had throughout your middle and high school years in both computation and problem solving.
Over the years I have taught children from K-8 in the four major areas of language arts (reading and writing, speaking and listening), math, science and social studies. The lower grades are my favorite and I have always tried to make learning a fun adventure. I have spent the last 10 years providing one-on-one in home tutoring primarily in math and reading, learning what to do with the 10 numbers and 26 letters that we all need to learn. I do hold a teaching license for grades K-8.
I have had 10 years of experience teaching K-8 in both Massachusetts and Ohio and 10 additional years of tutoring. I have loved Math ever since I was a child and I try to help my students learn to love Math also. As a tutor I have been successful in helping young students learn to like math and have fun while learning. Math is extremely sequential and "Number Sense" is the area where students need to feel very comfortable - what are numbers, what can we do with numbers, there are only 10 of them, but we can do so much with those ten. I believe my students and I can really do a lot and have fun while we are working with 0,1,2,3,4,5,6,7,8 and 9!!
Having been a school teacher and tutor for many years I have taught science both theoretically and hands-on. Regardless of the topic I have always provided the development of a scientific vocabulary including prefixes, suffixes and roots. I've encouraged my students to explore both real-time and virtually to become an integral part of the scientific method and to use as many stimuli as possible. I expect my students to be cautious when necessary and most importantly to enjoy what they are doing.
Since I am licensed to teach all subjects from K through 8 I have had experience teaching grammar and creative writing. Since grammar is a set of rules, using these rules makes writing easier. As far as creative writing is concerned, I have helped my students to brainstorm, and think of creative ways to entertain, inform or persuade the reader. The student is in control!
I have taught English as a second and/or foreign language to a few students and I am currently pursuing a certificate for the same. The native language of my students was Chinese. I have worked with conversational and academic English speaking, listening, reading and writing.
English is the same, regardless of one's native language and English is my only language so we have to work with non-verbal language (universal) as well.
Over the years I have helped a number of students with GED prep. What I have found is that you, as a student, have to recall many things that you learned in school, right from Kindergarten all the way through elementary, middle and high school. As a teacher I want you to be able to recall, or maybe even learn for the first time, the skills needed to pass the GED battery of tests: writing, social studies, science, reading and math. I also want you to feel good about what you are recalling or learning and feel great about your accomplishments. I feel wonderful when I find out that my student has PASSED!
Since there are so many varied things to do with computers today it is hard to define the words "basic computer." I was a computer programmer for many years. Computer programmers write the code that computers understand. I taught computer usage to school children from K-8. However I do not know everything there is to know about computer operations. Learning terminology like hardware and software is a good beginning.
I haven't taught geometry in a regular classroom, but have taught some in small groups or one-on-one. Have also taught pre-geometry throughout the K-8 grades, since geometry deals with shapes and working with those shapes that include perimeter, area, angles, etc.
When we look at the subject heading "Language Arts" (LA), we see that it encompasses reading, writing, listening and speaking. Knowing this, grammar is something that I teach within these four areas. I strive to have my students learn proper grammar both formally and informally, through the process of learning to listen, speak, read and write.
Test prep for the GRE is the process of reviewing analytical, verbal and mathematical skills and processes. I have prepared myself to take the GRE and passed. Test prep involves learning testing strategies, and recalling and reviewing previously learned skills from secondary and post-secondary experiences or learning one of the skills for the first time (due to being unable to "retrieve the information").
During my years of teaching and tutoring I have always dealt directly or indirectly with the sounds of the 26 letters in our alphabet. It is rather difficult to learn English (reading and spelling) if we don't use the sounds of the letters. I have had lots of fun with the my Pre-K, K, grade 1 and 2 students to learn all the letters and sounds and words that make them readers and spellers. I've taught phonics to speakers of other languages, at both the elementary and secondary education level. I personally have not taught any other way to learn to read and spell other than phonics.
I have actually been teaching prealgebra math throughout my years of teaching and tutoring and used it during my years as a computer programmer. Since prealgebra math covers all the math from Kindergarten on, it is something that starts right from the beginning of formal schooling with number sense. The most important thing that I try to accomplish is to get my students comfortable working with the 10 numbers in our number system - 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 and then moving on from there to addition, subtraction, multiplication, division, and fractions.
I have been a proofreader for many years. When one is a teacher, proofreading is a major part of the "job" and having been a computer programmer, a "missing" comma or an "extra" comma would cause havoc in the execution of a program. I spot grammatical and spelling errors without even trying. So if I'm doing it as an actual assignment, I'm even more "aware." I have proofread research documents prepared using MLA and/or APA format as well as proofing assignments in various subjects.
I have had 20 years of experience teaching and/or tutoring K-8 in both Massachusetts and Ohio. Reading has always been an important subject because once "we learn to read", then we continue to "read to learn". I have always tried to focus in instilling a love of reading and have tried to develop strategies that will help a student better comprehend what they read. I want to make sure my students have an understanding of phonics and the vocabulary that grows from the understanding.
The term “special needs” can have a variety of definitions and explanations. I personally brought up a child with special needs who had her unique learning style and I in turn was able to come up with a variety of teaching methods to address her uniqueness. I have been involved writing IEPs for children with epilepsy, ADHD, Autism, Cerebral Palsy, intellectually delayed. I have taken courses in Special Ed subjects to keep my teaching certificate active and up-to-date. I have never taught to the special need, I teach the student what they need to know to "succeed."
I "carry" phonics into my teaching of spelling. They really do work hand-in-hand. So when my students are learning letter sounds and words, then I encourage them to use what they know and hear and produce written words correctly. This usually works!
I have taught study skills both informally and formally at all grade levels. The earlier skills are taught and learned the better off the student is. I have taught students to use color-coded index cards to learn subject-specific and everyday vocabulary. I have strongly advised what a quiet study/work area should look like (lighting, seating, noise level, reference material, etc). I have taught note-taking so that the student could use a binder to keep notes from the different subjects being covered at any given time. I've shared acronyms so it is easy to remember things we might forget (PEMDAS - Please Excuse My Dear Aunt Sally). The earlier one learns how to study the bigger the rewards.
Regardless of the grade level, when I teach students how to write, we go through the process of idea generation, prewriting (where we do not worry about grammar rules), we just want to get our ideas written down. Then we go back and check spelling, capitalization, etc., marking up and revising. We ask ourselves why are we writing - are we trying to entertain, inform or persuade. We make sure that we succeed in fulfilling our purpose. We edit what's been written. We let someone else read our work and then we prepare for the final publication and/or presentation. Writing is a process, we really should go through all the steps.