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Every tutoring session is an opportunity to bring all I know and understand about how children learn, about how I can best support such learning, and about harnessing each student's existing strengths and competencies. “Mistakes” are often correct responses to what the student thinks is being asked; I love the challenge and opportunity to distinguish subject matter(e.g. Addition and subtraction) mistakes, e.g. from those relating to concept development, language processing, or attention issues. I am skilled at “reading” and “listening” between the lines, at understanding how a student thinks, and at recognizing her interests, competencies, and challenges. This understanding is the basis for lesson planning. I recognize the small parts that make up the larger whole, be it subject matter skill or a time management task, into manageable parts, helping the student achieve mastery one step at a time.
I love all elements of language and literacy development and tutor young children through adults in anything related to reading and writing, including preparation for the VERBAL SAT. I have a strong background in literature for children and young adults, I help children establish conceptual understanding in math and with skills related to addition, subtraction, multiplication, and division.
As a classroom teacher, tutor, and learning specialist, I have worked with children with a range of strengths and challenges including those on the Autism Spectrum; those with dyslexia, ADD/ADHD, and NLD, and with “gifted” children. Additionally, I have had extensive training in Orton-Gillingham and have participated in IEP meetings with parents and teachers.
Expertise in ADD/ADHD is grounded in my work helping preschoolers through college students navigate their struggles and reinforce their strengths, both socially and academically. I am current with research on ADD/ADHD with children and adults and the range of interventions and understand the varied “faces” of the “disorder”. Strategies for helping students enhance their functioning include: identifying and building on “gifts”; identifying cause of distraction, e.g. difficulty with, lack of comprehension of task/subject matter; alternating reading, listening, and "paper/pencil" work with assignment related activities-- movement, drawing, conversation; engaging distracted students in obtrusive activity, e.g. holding a small ball; “chunk” tasks into easily achievable parts; limiting visual and auditory stimulation; providing directives with a specific action. E.g. “read pages 1-4”, rather than “finish your reading”, tells child what to “do”; providing consistent positive reinforcement for accomplishing goals and tasks.
I have completed Orton Gillingham (O.G.) training at the Associates level. The O.G. approach, a sequential; structured; consistent; phonetic approach to reading, was developed specifically for students diagnosed with dyslexia. The training, a 53 hour graduate level program included a year-long supervised practicum. O.G. has been central to my tutoring practice over the past seven years with 6 year-olds through adults. Lessons include instruction in phonics (de-coding), reading comprehension, and hand writing. O.G. is most effective in 45-60 minute tutoring sessions held three times a week. Over the course of a week, I alternate direct instruction with reading "games" and interactive, "hands-on" activities.
I have permanent teacher certification in Nursery-grade 6 and a Master's degree in Early Childhood/Elementary education. Classroom teaching includes prek-2nd. As a teacher educator and university professor in early childhood and elementary education, I have taught courses in curriculum, social studies, literacy, art, music, and child development, and have supervised student teachers in all content areas. As an education consultant, I have supported kindergarten – grade 6 teachers in lesson planning and modeled instruction in all subject areas. Learning Specialist and tutoring work for students K-adult includes reading: phonics and comprehension; handwriting; writing: essays/reports and book reports; research skills; math: addition, subtraction, multiplication, and division; and time management and organization skills.
I have permanent teacher certification in nursery through grade 6 and a master’s degree in Early Childhood/Elementary education. As a classroom teacher, tutor, and learning specialist, I have taught math, pre-kindergarten through third grade. Following state, national, school math frameworks, I integrate conceptual understanding with arithmetic (addition, subtraction, multiplication, and division) skill acquisition. My approach reflects individual learning needs, aptitudes, and challenges while including games, activities, real-life practice, and direct instruction.
I have taught in an English immersion Kindergarten/first grade. In addition, I have helped language delayed and/or ESL toddlers and preschoolers develop expressive language through a variety of activities and games within the context of their daily lives.
Grammar instruction includes punctuation, parts of speech, sentence structure, and paragraphing. Content and emphasis varies according to ability level. Skills are taught separately and reinforced through both writing and reading a range of texts.
My background in phonics includes course work in a Master's degree and early childhood/elementary (N-grade 6) teacher certification program (graduated) and Masters level training in Orton-Gillingham. I have taught phonics both as a tutor with 6 year-olds through adults and as a kindergarten/first grade teacher. As a teacher educator, I have taught and supervised beginning teachers in reading instruction with a phonics component. My approach includes direct instruction, practice through letter sound games, and identifying letter/sound relationships in words within children’s daily usage.
My reading background includes Masters and Doctorate level course work, classroom teaching (pre-k –grade 1), study of children's literature, and Orton-Gillingham training ( phonetic approach, developed for students with dyslexia). Tutoring kindergarten through adults, I emphasize decoding and/or comprehension according to the learning style, abilities and challenges of each student. Sessions include teaching specific skills and practice to increase fluency through reading a range of genres.
As a tutor and professor, I have taught study skills, including time management, to elementary; high school; and college students. Homework strategies include: identifying challenges and strengths; organizing space and materials to decrease distraction and facilitate getting to and remaining "on task"; establishing goals for each “session” and a realistic time frame to facilitate completion; developing a calendar of due dates for each assignment; breaking down multi-step assignments into manageable tasks and developing a calendar for each task; checking off each goal/task upon completion; encouraging independent development of personal organizational strategies; providing positive reinforcement for achieving goals.
Vocabulary building is integral to all areas of reading instruction including phonics, grammar, and comprehension. Strategies for meaning making include recognizing contextual clues, identifying patterns in word structure and usage (e.g. the role if “ing” , “ed”, “pre..”, “un”, etc..), and understanding the relationship between parts of speech (deciding/decision, interfere/interference).
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