Tufts University (English)
Pennsylvania State University (Graduate Coursework)
I have been a teacher or administrator in education all my life. My specialties are with languages - English and all its components (phonics, grammar, spelling, vocabulary, reading comprehension, written expression) and Spanish. I have taught students from elementary school through high school, as well as adults, and enjoy working individually with all ages. I believe in the old-fashioned basics of education - good grammar, workable phonics and reading with a strong vocabulary for good comprehension are the keys to almost every endeavor in school and in life. You will struggle in math if you can't read the problems; history can be a mystery without access to resources in print; you can fail in life if you can't read work instructions, contracts and heart-felt messages from friends and family.
I am an advocate of accountability and of learning that success is not the only valuable goal; learning and growing from failures along the way can be even more important in developing a confident and independent learner. My teaching techniques are hands-on, one step at a time, supportive and encourage understanding beyond learning by rote. My greatest joy is seeing the light of understanding click on in a student's face!
I have been a teacher or administrator in education all my life. My specialties are with languages - English and all its components (phonics, grammar, spelling, vocabulary, reading comprehension, written expression) and Spanish. I have taught students from elementary school through high school, as well as adults, and enjoy working individually
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First of all, I learned to read through the use of phonics. I have since taught phonics-based reading to students of all ages, both in classroom and in individual tutoring situations. I stuck with my belief in this approach through the "Whole Language" phase of twenty years ago; education's return to phonics has verified my belief in its effectiveness.
Study skills and time management are important even to young students and become more crucial as individuals mature and take on more and more responsibilities. Breaking these tasks into manageable segments, setting goals and priorities, establishing systems that work for the individual all lead to easier and more complete application of study time and test preparation. These are methods I've taught for thirty years to students starting in 5th or 6th grade. Even students with serious attention problems can improve through the use of some simple techniques.