June’s current tutoring subjects are listed at the left. You
can read more about
June’s qualifications in specific subjects below.
I currently have 7 years of experience as an ESL instructor. I began as a teaching assistant and later obtained a job at our English Language Institute.
I am currently teaching at a private, 4-year university and continue to work with ESL students at both the undergraduate and graduate levels.
I teach the four components of language learning: writing, speaking, listening, and reading as well as pronunciation and pragmatics.
I have been working with personal computers, both Macintosh and Windows, since the computer revolution. I also used to work for a Macintosh developer for 3 years and learned detailed Mac information. I currently use computers for both my personal and my academic pursuits.
Ever since I began working for a private Macintosh software company, I have fallen head over heels in love with the Macintosh OS. I currently teach at a private university that uses Macs (and one reason for taking this job). I use a Macintosh at home, and am about to purchase a Macintosh laptop. I learned hands on how to operate the various systems, I've attended MacWorld several years, and keep current with Mac technology.
Although I am a Mac OS aficionado, I understand that the majority of the world uses MicroSoft Windows. Therefore, I've made sure that I keep current with MS Windows software and programs. I currently teach at a university where many of our computer labs include MicroSoft Windows, and must be able not only to navigate it for myself, but teach it to my students.
Having taught pronunciation for the past 7 years, I have an ear for sound production.
Students learn the difference between letters and sounds, consonants and vowels, and production and release. They will practice both syllable stress and sentence rhythm, as well as reduction, thought groups, and finally, intonation (rising and falling).
Students will engage in multiple recordings, both audio and video, in an effort to help them both hear and see their own speaking weaknesses. Students are encouraged to "self-monitor" themselves so they can develop non-distracting repair strategies.
I am proficient at providing public speaking students with the confidence they will need to give both an engaging and effective public presentation. I have taught public speaking at the university level for the past 7 years in speaking and listening classes, as well as presentation-specific classes. Prior to that, I was a debate judge for 3 years at college tournaments for high school students.
I focus on teaching four key areas: Content, Delivery, Audience Awareness and PowerPoint.
Students are taught from the ground up how to assess a potential audience, and how to deliver an engaging speech which will both attract and maintain their audience's interest.
Students also learn key components of how to organize a speech using a hook, an introduction, main ideas, supporting details, and a conclusion.
Next, students learn that how they say something is equally important as what they say. Eye contact, body language, and rate of speech are just a few important elements when it comes to delivering an effective public presentation.
Finally, in today's multimedia world, students receive tips on how to present visually appealing PPT presentations using Microsoft PowerPoint software.
As an English teacher for the past 7 years, and more specifically, as a writing instructor, I emphasize spelling to my students. I encourage them to learn how to spell for themselves, rather than relying on computerized spell checkers. I teach the spelling rules in a way that makes it both fun and memorable for my students.
As a university level instructor, and one who teaches international students, I am constantly incorporating study skills into my classes. Not only do students need to know the content of the class, they also need to know how to take the class. Therefore, I identify which type of learner each student is, and tailor the lessons to meet each students individual needs. We focused on skills and strategies that will carry each student through at least 4 years, if not 10 years of college life.