Glenn’s current tutoring subjects are listed at the left. You
can read more about
Glenn’s qualifications in specific subjects below.
Of the more than 600 hours of tutoring instruction I have given my many students, by far most of those hours have been in English and ESL/ESOL. Subject areas most in demand seem to be writing, reading, conversation, research reports, public speaking, debate, SAT reading and writing, and personal statements for college entrance applications. In the course of studying English usage, we naturally cover grammar, vocabulary, idioms, pronunciation, editing, proofreading, spelling, essay structure, syntax, comprehension, and more. My customers have included both school students (4th grade to graduate school) and adults in the business world.
My ESL/ESOL students are advanced enough in English usage that they do not want a tutor who translates back and forth between English and their native languages. With me, they want to speak, write and read only in English. As of January 2013, the nationalities of my students have been Chinese (14), Korean (6), Russian (3), Ethiopian (3), Japanese (2), Filipino (2), Indian (1), French (1), Belarusian (1), and Egyptian (1). Some hire me for specific projects as short as one session. Others engage me to tutor them regularly for many weeks, months or years.
My graduate degree is an MBA in marketing from Seattle University. My research paper (222 pages) was awarded "Research Paper of the Year" by the Albers School of Business. For 20 years, I have applied and further developed my marketing knowledge and skills in the residential real estate industry. At present, I am consulting with an inventor who wants to bring his patented invention to market as a new, commercial product.
I was raised in a conservative Christian church, attended a church-affiliated college for two years, taking Bible courses in the Old and New Testaments and in comparative religions. For many years, I lived as an agnostic. Only when I was broken man did I return to Christianity. I have been a member of The Episcopal Church for the past 15 years. I value the tolerance of ambiguity within this church, while practicing its beautiful and ancient liturgies. I have made Cursillo and am a member of an active men's Bible study prayer group. My chief ministry has been building endowment funds through planned giving. Occasionally, as a lay person, I preach a sermon. My tutoring is to explore the lessons and meanings within the Bible, both mystical and practical. I do not evangelize particular dogma, doctrines or church membership. I believe we all "see through a glass darkly." My faith is rooted in personal life experience, not "approved" interpretations by a group. As such, my faith is a vital part of my being, my identify--who I am.
Most of the more than 600 hours of instruction that I have amassed in tutoring through WyzAnt has been in ESL. Typically, I begin with each new student by having them name the letters of the English alphabet, noting whether any are difficult for them (often not). Then we go back through the alphabet, making the various sounds of each letter and identifying the problem sounds. Finally, we test the various sounds of numerous letter combinations (e.g., th, gl, fr, wh, etc.). Now we have a list of the specific problem areas that cause them to have an accent.
From there, it is simply a matter of doing the diligent practice it takes to break old habits and form new ones. This is difficult. It takes at least a month of daily practice on each problem. Most students are not that intense and would rather not use a workbook, so the lessons can stretch into weeks or months of interesting conversations and reading aloud. I frequently interrupt to correct certain sounds. We practice that specific problem sound, reviewing positions of the lips and tongue that control whether the sounds resonate in the throat, mouth, or nasal passages. Usually, accents are caused one or more of three things: either (1) a letter or letter combination in a word is mispronounced; (2) an unnecessary syllable is added to a word (e.g., church-ee, launch-ed); or (3) in a multi-syllabic word, the accent (stress) is placed on the wrong syllable. To break these old habits, we must first bring the error out of the unconscious into the conscious mind. Then we can work on it. We practice, practice, practice. Finally, slowly, the correct pronunciation replaces the old in the subconscious, and we form a new habit...and the accent fades or disappears.
I have a B.A. degree in English Literature, with minor in music, from the University of Washington. While an undergraduate student at U.W., I was a scholarship student in the Husky Band; marched at football games, the Tournament of Roses Parade, and the Rose Bowl game; played in pep band at basketball games; and played in a brass ensemble. Also, I played in orchestras for musicals and opera. In high school, I was a member of the Texas All-State Band. I now tutor various types of music, specializing in trumpet and cornet. Also, in 2010-2012 and 2013-2014, I taught brass instruments for two elementary bands at Skyview Jr. High School in Bothell. In spring 2014, I taught trumpet sectionals in the Symphonic Band and Wind Ensemble at Inglemoor High School. I'm a member of the U.W. Husky Alumni Band, as well as being Bugler for the VFW Post 1040 Honor Guard, playing at numerous military funerals and ceremonies. Finally, I play in a church orchestra.