My tutoring approach is first to determine the student's purpose, goals, and objectives and then determine where the student is having difficulty in performing. Next, I design, with the student, a tutoring program to achieve those desired results. Once the student succeeds in those accomplishments, he/she can decide whether to set more advanced goals. We can then implement a new program toward those ends; and so forth, until my tutoring is no longer needed.
Students (regardless of age) have different intelligences and learn in different ways (e.g., audio vs. visual). I try to determine what techniques are most effective with the student and use those techniques predominantly. In all cases, however, I apply the Socratic method (drawing
answers from the student by asking questions) and a "learn by doing" element in my tutoring. When appropriate, I demonstrate the results which the student is seeking to perform. My knowledge and experience can guide the student to success in minimal time. I consistently have a positive, can-do attitude, and like to mix humor into our studies.
I have a B.A. degree in English Literature
, with minor in music
, from the University of Washington, and an M.B.A. degree (marketing
) from Seattle University. After service in the U.S. Navy, I studied science writing
at U.W. for two years in a post-graduate, non-degree program.
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 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 State Band. I tutor various types of music, specializing in trumpet
In non-fiction writing, my professional career began as a freelance science writer, publishing articles in my specialty, oceanography. That led to my becoming editor
of an oceanographic newsletter, followed later as editor of a maritime trade journal. In both these positions, I wrote the majority of the feature articles and contributed many of my own photographs.
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. Later in life I returned to Christianity. I have been a member of The Episcopal Church for the past 17 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.
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Last Monday, one of my most pleasurable tutoring experiences came to an end--my 8-year old student returned with her mother to their home in Korea. For part of July and entire month of August we met in a public library three times a week for 1.5-hour sessions.
Her mother wanted to concentrate on writing, public speaking, spelling, and American/English expressions, sayings, and idioms.
I'm now helping a French-American student write her personal "Statement of Interest and Intentions." This will be part of her online application for admission as an undergraduate into the University of Washington. She wants to transfer there from another
college. I have helped three other students write similar statements for admission to Indiana University (business school); Parsons...
So far, most of my English students have needed help with writing. Several also worked with me on reading, editing and speech. Of course, whatever the English application, it involves vocabulary, grammar, spelling, punctuation, idioms, syntax, pronunciation,
penmanship, and more. My students have ranged from 8-year olds to middle-aged adults in graduate school doing properly annotated research...