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All students can learn, and the I believe that the primary goal of a good teacher should be to find the most effective method of teaching.
On the general education level, I merge my tutoring with classroom instruction. My goals are to provide a seamless extension of classroom instruction to both complement the primary classroom instruction and to reduce stress and confusion that the student may experience. Merging with the classroom also includes extending any accommodations and/or modifications found on a student's IEP.
Foe students with exceptional needs, I offer multiple ways of instruction to provide the differentiation of instruction that is needed for these exceptional students. My goal during instruction is to incorporate existing interventions as well as work with the students special educator and family to arrive at the most efficient method of teaching.
I am a certified, highly qualified experienced elementary and special education teacher that keeps current with the latest instructional methods as instruction is planned using "Best Practices" methodology.
I am also trained and experienced with the special instructional interventions needed by students that may have visual or hearing impairments.
I have earned a Master of Arts in Teaching (MAT), and am certified in elementary teaching. I have a BA in History and Economics. I have earned mild-moderate certifications at all three Special Education levels, elementary, middle, and secondary. All of the certifications are in Rhode Island. I am currently enrolled at Rhode Island College for the severe and profound special education certification and anticipate graduating in the summer of 2013.
I offer instruction that ranges from the posting of transactions through the compilation of data and the preparation of financial statements. All instruction is based on "real world" experience as I have maintained a tax preparation and accounting practice for 30 years.
My instruction is not based solely on the procedural aspect of accounting, but incorporates conceptual knowledge as well. This provides the student with the tools to tackle any real world situations.
I am a Masters Degree level special education teacher with certifications in elementary, middle and secondary special education. I work with students with learning disorders on a daily basis and have adopted interventions that have proven effective with the population.
Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) occurs as a comorbid condition with two (or more), diseases which occur together, such as ADHD and autism. This is significant because interventions must be designed to address both conditions.
Students with ADD/ADHD need close adult supervision at all times and teachers need to be trained in behavior modification techniques. I have found that many students with ADD or ADHD respond positively to tasks where the expectations for each activity are explained beforehand, including behavioral expectations.
Students with ADHD have reported some positive aspects of the condition. Some students credit their ADHD with their ability to accomplish more tasks than those without ADHD. Others say their ADHD makes them better at handling a chaotic or noisy situation, because they really enjoy the stimulation. The caveats are that excessive stimulation, moving very quickly through something and the tendency to forget or move on from something that just happened do not help the student in school.
Dealing with children with ADHD truly can be a balancing act, but in my experience, one thing that is always beneficial for students with ADHD is more movement and time for exercise.
I have used many interventions but have found that interventions that are most likely to be helpful are changes in the environment that lesson sensory distractions and annoyances and that support focus. In addition, I have found that using rewards such as extra computer time or extra recess time go a long way toward helping a student with ADHD.
ADD and ADHD is a serious condition. The education of a student with ADHD requires a specially trained teacher with the expertise and experience required to adapted instruction to the student.
American History is the story of the nations past. It can be the most interesting subject that we can study, or it can be the most boring subject that you can suffer through. It depends on the teacher and the method of instruction.
I have taught US and Rhode Island history at all grade levels, from elementary through the college level. Because history is my passion, I approach the study with an enthusiasm that comes through in my instruction.
I teach the story of history as one would teach any story. Without all the names and dates that are irrelevant, I concentrate on past events and how they influence what the student can see in the present day. When this connection is made, the student will be able to retain much of what they learn.
As a certified special education teacher, I have the opportunity to interact with students that are considered to have Pervasive Developmental Disorders, on a daily basis. When teaching students with developmental disorders any teacher has to determine the developmental level of individual students. Unlike other instructional techniques, teaching a developmentally challenged student requires the teacher to correctly interpret the effects of the impairment and to design individual educational plans for each student. For this reason, it is necessary to have a complete and comprehensive understanding of the disorder.
Pervasive Developmental Disorders (PDD) range from a severe form called Autistic Disorder, to a milder form known as Asperger Syndrome. Asperger syndrome and Autism are two of five Pervasive Developmental Disorders most often referred to as Autism Spectrum Disorder (ASD).
Pervasive Developmental Disorders are characterized by varying degrees of impairment in communication skills, social interactions, and restricted, repetitive and stereotypical patterns of behavior. Unlike a person with classic autism, who often appears withdrawn and uninterested in the world around them, many people with Asperger Syndrome want to be sociable and enjoy human contact.
The characteristics commonly associated with Asperger Syndrome are normal speech development that is characterized by speech that is interpreted concretely. Other characteristics may include lack of imagination, special interests, and a love of routines. These traits may become evident as the student ages and becomes more involved in the world around them. Many students with this exceptionality demonstrate highly developed intellectual functioning but a substantial delay in social interaction and development of restricted repetitive patterns of behavior, interests, and activities.
My everyday exposure as a special education teacher has provided the necessary experience and education to design and deliver instruction that provides the maximum benefit for the student. This instruction is integrated with the lessons in the classroom, to sustain consistency, limit disruption of routine and to reduce confusion of the student.
As both a retired Army NCO (28 years), and a certified teacher, I have been able to help young people prepare for the ASVAB by using my experience as an educator and as a soldier. As your tutor, I use both practical experience and research proven “Best Practice” academic techniques to prepare you for this important examination.
To join the military, one of the first challenges you will have is to show that you have some basic knowledge and skills by scoring well on the Armed Services Vocational Aptitude Battery (ASVAB). The ASVAB is made up of several verbal, math, and technical tests. Your combined score will be one of the determining factors of what jobs will be available to you. However, while the military can get you into peak physical performance, YOU need to train your mind and this is where I will help.
While there are many benefits to joining the Armed Forces, few directly affect your pay as much as enlistment and reenlistment bonuses. In fact, if you enlist in the military you may be eligible for huge cash bonuses. Your actual bonus will depend on the service branch, specific job specialty - also known as a rating (Navy), AFCS (Air Force), or MOS (Army and Marine Corps) - and length of enlistment contract. Only the U.S. Military offers high school graduates these types of signing bonuses, but to take advantage of this opportunity, you must score well enough on the ASVAB to qualify for the position.
I can help you prepare for the ASVAB by rigorously reviewing subject matter that you already know, instructing you on material that you need to learn, and assisting you to qualify for the bonus that you deserve. I concentrate on the areas that most students need, that is mathematics, word knowledge and paragraph comprehension.
As a certified teacher who has earned a Masters Degree in Education and a licensed special education instructor, I work with students on a daily basis that have been diagnosed with learning disabilities. Because of this exposure and experience, I have adopted a system of teaching students with Autism Spectrum Disorders (ASD) that is both flexible and effective.
When designing classroom instruction or a distance learning class, I strive to create a learning environment that allows students, including a person who happens to have a characteristic that is termed "disability," to access the content of the course and fully participate in educational activities. To accomplish this goal, I use the principle of Universal Design of Instruction (UDI).
When teaching a child with autism, I focus on two areas: the use of functional activities and developing programs appropriate for the student’s developmental level and chronological age.
Most children with ASD seem to have tremendous difficulty learning to engage in the give and take of everyday human interaction. Because of these difficulties, I develop educational programs that also teach the student life skills that help them deal with daily needs.
As a special education instructor, I have had many opportunities to work with students with dyslexia.
By supplying intensive remediation programs that help children read more effectively, instructors can actually change the way a student's brain responds to written language. Using this knowledge as a guide, I develop individual interventions that target the exceptional needs of the student.
Common interventions that I have used target phonemic awareness deficits, difficulty telling how many sounds in a word, the students inability to distinguish the order of sounds in a word and the inability to hear the similarity of rhyming words.
I have determined that these interventions are the most effective that I can employ as they are all research based. Some of the more common traits that I have observed is that dyslexic individuals typically have issues in learning to read, usually have average to above average intellectual ability, are intellectually curious, and are often very hard workers. Dyslexic individuals are often very gifted. Many times negative effects of dyslexia can be measured and overcome.
Equally exciting is that studies proven that dyslexia is a measurable disorder and that dyslexia responds to intervention.
I have taught at the elementary level for several years and I have earned certification in Rhode Island for elementary content. I am considered "Highly Qualified" in this area. In addition to this certification, I have been certified for mild & moderate special education for both the elementary and secondary level.
I employ "Best Practice" methods in all areas of instruction. This means that my instructional methods are research based and proven to be effective.
My goal is always to provide supplemental instruction that merges with the lessons observed in the student's classroom. This provides a seamless integration of both my and the primary teachers instruction and serves to reduce any confusion.
As an Elementary certified teacher, I have had to successfully complete the elementary math exams. As a certified special education teacher, I have to master different methods of teaching mathematics.
Mathematics can be very confusing for all students. The study consists of both conceptual and procedural elements that can be difficult for a student to understand. This is why that it is so important to be able to explain using differentiated explanations and exercises. This presents the students with multiple chances to discover a connection between prior knowledge and new concepts.
Special education teachers are skilled in the use of modified instruction to develop and increase a students numeracy. Some students are more visual, while some are more audible. I present math through the engagement of the multiple intelligences that are present in all of us to find this connection.
I have taught math for several years and I can help supplement the students' instruction.
I have taught language acquisition skills in public schools for a number of years and have had the chance to use different methods of teaching. I have discussed with students the areas of confusion to determine the most effective methods of instruction. Now, I use proven “Best Practice” methods of instruction for all instruction. The “Best Practice” methods are rooted in extensive research and are accepted throughout the educational industry as being the most effective.
Possibly the most challenging time an English Language Learner (ELL) will have in school will is learning the skills needed to function in the classroom. Although English language learners may speak social English, this does not mean they have mastered the academic and cognitive language of the classroom, and in fact research shows that English language learners need one to three years to master the language of the classroom.
It is important to determine the stage of the English language learner so that instruction is aligned with specific learning levels, and my instruction begins with an assessment. There are five stages of language acquisition such as Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced fluency and it is important to begin where it will be the most effective for the student. The results of this assessment are used as a baseline and indicate where instruction should begin.
Learning is a collaborative process involving the teacher, the parents, and the student. Learning academic subjects in their native language helps ELLs learn English. Students who develop strong literacy skills in their native language will learn English faster, and parents of English language learners are encouraged to speak their primary language at home. It is much more beneficial for learners to hear fluent native language with a rich vocabulary than it is to hear imperfect halting English of the parents. Academic concepts are most readily developed in the first language and, once developed, are accessible through the second language.
As a special education teacher, I have had the opportunity to work with a diverse student group to help them prepare for the GED examination. I am proud to say that the students that I have helped have had a success rate of 95%.
There is no secret to this success rate. The students were motivated by individual needs and committed themselves to the work needed to succeed. I coached them along the way, but they were determined to win.
With this experience, I can present the different sections of the test in a variety of ways to make it understandable. This differentiation of instruction will enable you to understand the material and to achieve your goal. All you need is commitment and motivation.
I am happy to help students achieve at their highest capability. If this sounds like a plan that you can commit to, please contact me.
As a special educator and an elementary teacher, I have delivered phonics instruction from Pre-K through the secondary level.
My goals of good phonics instruction are automatic word recognition (fluency), comprehension of text, development of an appreciation of literature and a desire to read.
I developed the connection between decoding words and reading comprehension by beginning with phonics instruction that helps the reader to map sounds onto spellings. This skill enables readers to decode words. When students begin to recognize a large number of words quickly and accurately, reading fluency improves. Well developed phonics skills are needed because decoding words aids in the development of and improvement in word recognition. The more words a reader recognizes, the easier the reading task.
Reading fluency refers to the ease with which students can read a text. As more and more words become firmly stored in the student's memory (that is, the student recognizes more words on sight), they gain fluency and automaticity in word recognition.
My system of instruction is considered "Best Practice" as it is research based and industry proven to be effective.
As a teacher of accounting, I have found the value and demand for automation. Advances in software technology have revolutionized the field and people must keep current. Quickbooks is one of the more popular software programs.
I have used Quickbooks in a variety of situations, and found that it has, unfailingly, been the easiest to adapt to any business organization. It supports all three organizations Sole Proprietorship, Partnership, and Corporations.
I teach students to create a company and to create, post and understand the subledgers needed in the complete accounting cycle.
After learning how to enter data into the software, I teach students to create and generate documents, but most importantly, to interpret statements. With this knowledge and experience, the students will have an understanding of the financial statements and their impact on the well-being of the company.
I have taught reading skills from the elementary through the post secondary level. During this experience I have developed an understanding that can be summarized as follows: Reading is about understanding and being able to process what we see at the metacognitive level. Without comprehension, true reading does not occur and higher order literacy is unlikely.
Because reading is not a holistic process that "just happens," but rather a linear one that builds hierarchically, my instruction traditionally begins at the phonemic awareness level. From here I move through the phonics/decoding, word recognition/ vocabulary, fluency and finally to the comprehension stages, with the ultimate goal of reaching higher-order literacy.
This multiple step process complies with the industry's "Best Practice" standards that is research based and proven to be effective.
I am an experienced special education teacher. I am certified in mild/moderate special needs education from grades 1-12
Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. The process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.
Common special needs include communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. Students with these kinds of special needs are likely to benefit from additional accommodating educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource rooms.
Special education is often less of a place and more of a range of services available in every school. The inclusion process is the integration of the students into the general education classroom known as the least restrictive environment. The inclusion process is intended to reduce social stigmas and improve academic achievement for many students with special needs. Educators are modifying teaching methods and environments, known as the least restrictive environment, so that the maximum number of students are served in general education environments.
I have found that effective teachers who reach all their students and impart effective lessons adapt their classroom strategies and environments to include the academic and social needs of all students. This ensures the success and enhances the learning of the student. Working with students with disabilities often means creating situations and allowing time to offer them one-on-one instruction. This requires adjustments by the teachers, which may affect the learning of other students in the classroom. Being effective in these changes requires a careful analysis of all the students' needs in the class.
There are numerous techniques to assist students and help them be part of the classroom. Some interventions that I have used have met with success. I have found that by allowing alternative learning materials in the class will help special needs students. For example, by encouraging a student to bring a tape recorder may help him remember lessons. I encourage computer note taking for those who have difficulties with writing. Using different writing utensils or paper to make writing easier for students with small motor problems. Giving sentence starters for students with difficulties speaking. Alternatively, I have used musical or rhythmical prompts to help students with speaking. My desire is to create opportunities for movement within the classroom for students who have problems sitting still. I encourage them to work in an alternative area designed to help them learn rather than to punish them. I shorten the length of assignments to encourage students with short attention spans.
The goal to my vocabulary instruction program is to increase a student's word recognition ability and to increase the student's fluency. I have taught vocabulary as part of a four step "Best Practices" vocabulary program at both the elementary and secondary levels. My goal has been to provide vocabulary instruction that is broad enough to include all children: children who school with relatively low vocabularies; English learners with small English vocabularies; children who possess adequate but not exceptional vocabularies; and children who already have rich and powerful vocabularies and are prepared for the challenge of developing still more sophisticated and useful vocabularies.
I employ a research based "Best Practice" program with four components: (1) providing rich and varied language experiences; (2) teaching individual words' (3) teaching word learning strategies; and (4) fostering word consciousness.
I have earned a Bachelors of Arts degree in History and have taught at the elementary and secondary levels for several years. I also have earned the endorsement as a special educator at grades 1-12, which has required differentiated instruction methods throughout the entire pre-college level.
Through my experience I have found that the challenges of teaching history require not only content matter expertise but knowledge and sensitivity to the students cultural and religious beliefs. If we add the different interpretations of the physical findings of anthropologists, then we can understand why students can become confused and frustrated.
The research-based "Best Practice" methods, which is currently used in schools, has been effective and when it is paired with other student centered instruction has been successful. As a teacher, I use this method of instruction because it allows the student to observe the physical evidence of history while still allowing for the differing interpretations of religious and cultural teaching.
Great Tutor!!!!! — Ron D. is one of the best tutors that I have had the pleasure to meet. He had an initial consultation with my son who is studying to take the ASVAB test and he really listened to my son's needs and he explained in great detail how he goes about his tutoring sessions and that if necessary he would adjust the sessions to better fit any problems that may arise. Ron is patient, well-educated and kee ...
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