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As a high school guidance counselor (Bradford High School, Kenosha) my work with students included preparation for academic success and test preparation for the ACT exam. Most of the students who were actively engaged in the process successfully attained improved ACT scores. After retiring, I have continued working with students in ACT preparation by developing customized tutoring to strengthen their academic limitations. I have edited material of several professionals who are developing articles and/or books on their topics of interest. I have also served as a volunteer at the Kenosha Literacy Council. I have a lifetime teacher's license in Secondary English. My major strengths are in proofing and editing, teaching concepts in reading, writing and thinking processes. Students I have taught know me to be demanding of their best effort in applying their learning to their academic development. I believe to be the best, you have to give your best! I expect that of myself and anyone I invest in (or to be grammatically correct, "anyone in whom I invest").
Using the tips and strategies from ACT providers (Kaplan, Peterson's, CollegeBoard) as well as developing strategies of my own through years of working with students preparing for the ACT, I have discovered that students invested in the learning process are strongly motivated to achieve high scores.
One-on-one tutoring offers students a customized learning plan that gives them the confidence to understand the best ways to approach the test.
I have tutored students in both reading and English for the ACT for several years. I try to develop instruction through various ACT prep methods and customize the tutoring to apply to the strengths of each student I work with.
As a junior high English/Language Arts and Social Studies teacher, I taught students in both Honors and regular classes. Many of these students had been diagnosed with Attention Deficit Disorder, and working with the parents and students, we developed learning strategies that were effective. As a counselor, both middle school and high school, ADD/ADHD issues were slowly being recognized as certifiable educational special need; through specialized workshops and professional development inservice, one of my major concentrations was in developing individualized planning with students who had ADD/ADHD concerns, their teachers and the parents.
I taught Language Arts and Honors English at the secondary level for 20 years before transitioning to guidance counseling. As part of the English department, I was active in developing curriculum for middle-school English for the school district as well as creating specialized strategies with students who had difficulties in comprehension.
I have taught writing techniques and style for over 20 years as an English teacher in both middle and high school. Currently, I am editing and proofreading a book by a new writer who will be published later this year.
I taught English/Language Arts in the Kenosha Unified School District for many years. Part of cooperative team approach to teaching at that time was incorporating Study Skills as a strategy for learning within the junior high curriculum. The rationale for inclusion for beginning junior high (then later the middle school)was to enable students transitioning to secondary education a better understanding of the process of learning. Our teams developed learning process strategies and techniques to teach these students. As part of the district curriculum development committee, we established lesson plans, textbook selections, and created study skills manuals to facilitate training teachers.
Outstanding — Outstanding tutor, very easy to reach and to set up tutoring sessions. My daughter has benefited immensely from the one on one attention. I would have to say that to date one of the best tutoring experiences. The tutoring has gone so well that my daughter is back on track and does not need the extra help anymore. ...
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