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State U. COLLEGE NY at Buffalo/C.W.Post Coll. of Long Island University
Rutgers University Graduate School of Education (MEd)
I'm a born teacher who's creatively and passionately taught students of all ages from diverse backgrounds for over 15 years. I can easily troubleshoot any challenges a student may have with learning, and just as easily help him/her overcome them, as they thoroughly enjoy the learning process. I excel in teaching Language, Reading, Speaking, and Writing to students of all ages, along with Basic Math. Organization, study skills and developing focus and critical thinking are my specialties, and I pass on my leadership and communications skills to my students as well, promoting healthy self-esteem. I'm well rounded, and my happy, upbeat personality makes me a magnet for students, my enthusiasm being contagious. I have a lot of tutoring experience, as well, am proud of my great track record, and guarantee great results for you! I'm a born teacher who's creatively and passionately taught students of all ages from diverse backgrounds for over 15 years. I can easily troubleshoot any challenges a student may have with learning, and just as easily help him/her overcome them, as they thoroughly enjoy the learning process. I … Read more
I had Sharon help me with my Thesis for my Masters Program and currently with my Resume. She was extremely helpful and revised both papers as if they were her own.
If you are looking for a Tutor that worries about quality and not quantity and you are O.K working at a slower pace, she is definitely the one.
Sharon is a great tutor who truly takes her time and patience to work with you. I am very lucky I found an amazing tutor!
Sharon was a good tutor while she was working with my daughter, but she would often discuss related or unrelated issues with us for up to 30 minutes. It was a struggle to get her to stop discussing nutrition (for instance) with us and get her to actually tutor my daughter.
When she was tutoring, she was quite good.
I enjoyed tutoring John's daughter, but the actual struggle was with getting her to stay awake, alert, and prepared to learn, including having all necessary materials. I was trying to catch her up, filling in the gaps in her knowledge, as math is cumulative, but the parents wanted me to teach her the next higher grade level skills. As a parent educator and coach, I attempted to address underlying issues which I felt prevented learning, in case the parents were interested in dealing with them. In each case, the parents continued the conversations, appearing interested. The topic of nutrition arose, to improve her attentiveness. I passed on some information provided to me by an expert from Whole Foods Market, which I had benefited from, and the mother wrote down the information. My only motivation was to remedy a challenge for the child, not to deliberately distract myself nor the family from the focus of learning, as John claims. If the child had been ready, willing, and able to learn, these additional topics would not have been brought up. I was always prepared, as a professional should be, with many lessons, ideas, and materials ready to go, and wanted to be able to use them. John himself had told me that Heather had made progress after being tutored by me. It was shocking and disappointing to read this review, several months after tutoring had ended. I have never received a negative review from any students or parents of WyzAnt, and I feel it was unfair and undeserved.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
ADD/ADHD is becoming more and more common every day, with a lack of focus, scattered thinking, and often impatience as its manifestations, leading to a lack of depth and substance. Having taught a diverse mix of students in Los Angeles Unified School over the years, I have seen quite a number of ADD/ADHD students in my "normal" classroom. Blessed with my own ability to focus, patience, and intuition combined with my well rounded, upbeat personality and my own varied teaching methods and materials to capture and maintain the children's/students' interest, I have enjoyed much success in teaching children/students with ADD/ADHD. I am currently tutoring a brother and sister, officially diagnosed with ADD; they and their families are delighted with the progress their children are making. In addition, my best friend's son also exhibits this behavior, could not at first handle him, and I have since turned his behavior around 180 degrees. I include focus, organization, and study skills in all my lessons, which helps them as well. I also give parent workshops and coaching, and therefore offer suggestions to parents on how to structure their lifestyle to optimally support the children's progress.
Born and raised in the United States, I have always been interested in American History. Taking it in high school (and college), I received high grades, and was then invited to enroll in a pilot Philosophy class at my high school the following semester; I enrolled, and successfully enjoyed the class. Being from the East Coast, I have personally visited many American historical sites, with excellent, informative guided tours to make them come more to life. I enjoy bringing this same enthusiasm to my students of all ages and backgrounds. I combine this with my academic strengths and teaching expertise (I am certified by WyzAnt in American History, Social Studies, Elementary, Geography, Reading, Comprehension, Writing, Public Speaking, Speech, and ESL) to ensure all students' enjoyable success in their American History classes.
I have a Jewish background, attending Sunday School from ages 5-7, and then continuing on to Hebrew School from ages 8-13, three times a week, complete with tests and report cards in Hebrew language, History of Jewish people scattered throughout the globe, and Customs and Ceremonies (Rituals and their context). I was the top in my class, received my Bat Mitzvah, learned my chanted Hebrew Torah portion in two weeks, and began Hebrew High School, continuing until my family moved away. I taught Sunday School, grades K, 1, and 2, turning in lesson plans one month in advance to the Temple Board of Education, some of whose members were on the Board of Education of the local public schools. Invited to return the following year, I declined due to schedule conflicts. Here in Los Angeles, I attended Hebrew Language classes at the American Jewish University. I also attend my Temple regularly, sing in the choir, and attend monthly Torah Study classes, read frequently, etc. I have friends of various faiths, have studied them some, and am familiar with some of their concepts, and universal spiritual truths. I feel confident I can help students understand the basic concepts and connections and relevancy to their lives of whatever religion they choose, or in general, just to be more enlightened.
I am highly qualified to tutor students for the CBEST. I possess the California Ryan Multiple Subject Credential (pre-K-Adult Ed), a Life Credential, and a B.S. in Elementary Education from State University College of New York, and an MEd. in Education from Rutgers University. I taught elementary school for Los Angeles Unified School District for a number of years, including all the material covered on the CBEST, such as Reading Comprehension, Critical Thinking, Writing, and Basic Math, with a high level of success, and would enjoy helping students succeed on the CBEST.
I feel I am well qualified to tutor students in College Counseling; the skills involved need conscientious attention, and include filling out complete and accurate applications and essay writing. I have done quite a bit of these in my many years of classroom teaching and tutoring students of all ages, beginning with Pre-K, Kindergarten, and First Graders filling out their own applications for library cards, and higher grades filling out their own Parent Permission slips for school field trips. For college entry, I have successfully assisted friends' children with their applications and essays, showing them how to present themselves in their best light, college students with their essays, including applications for admission to the graduate school of their choice, and Masters Theses candidates, much to their delight and that of their professors.
Selected as a professional proofreader for the legal firm representing Citibank in Manhattan, New York, after success in proofreading in other venues, I have an "eagle eye" for errors and omissions in applications; today, I still successfully help my adult friends fill out all types of applications for a multitude of purposes. It would be my pleasure and privilege to continue to assist students in achieving their college and graduate admission goals.
My Minor in Undergraduate School at C.W. Post College of Long Island University was Sociology (my Major being in Elementary Education), and my coursework/fieldwork included Criminology, Juvenile Delinquency, Prison Education, Race and Culture Conflicts, visiting a prison, and meeting with parents to help them understand why their children turned to drugs.
I have also served on a jury in two states, helping to decide cases in both.
I feel confident I am able to help both students in this field and those already working in this field in various capacities.
Drawing is an important part of art; in fact it is the springboard to all other art forms for the student, especially young children. They can hold a fat, round crayon before they can hold a pencil, experiment with and select their favorite colors, and put on paper (large, unlined paper works best) the images, thoughts, and ideas that come to their minds. For toddlers and novice preschoolers, it can just be a matter of asserting themselves, their emotions, and their independence, without the result having to be recognizable to anyone else. It can provide a valuable emotional release, especially for those who are not yet verbal or fluent in speech, or who may be shy.
For older children, and even adults, drawing with a pencil provides an opportunity to experiment with a form which can easily be erased for modifications, and then outlined and filled in with crayon colors or painted over. At all ages, drawing provides a valuable beginning tool for self expression.
I possess a B.S. in Elementary Education from State University College of New York, and an MEd. in Early Childhood Education from Rutgers University, and taught Elementary School in Los Angeles Unified School District for over 15 years. I have also tutored many elementary aged students over the years, in Reading, Writing, Language Arts, Math, and Social Studies.
I am a fully credentialed teacher, with a B.S. in Education from the State University College of New York, an MEd. in Education from Rutgers University, and the California Bilingual Crosscultural Language and Academic Development Credential, and feel highly qualified to provide quality instruction to all, regardless of their country of origin. A native, articulate English speaker, I excel in teaching all aspects of English--Listening, Speaking, Reading, and Writing, especially comprehension and critical thinking. A good foundation in English holds the key to success in any subject or field. An early, high achieving reader and a gifted speller, I became a legal proofreader for both Citibank in Manhattan, New York and a legal textbook company. An excellent writer, I have been offered several positions, and easily teach students all writing mechanics, such as capitalization and punctuation, spelling and grammar, as well as how to express themselves clearly and convincingly in focused, well planned, organized essays and papers. I can teach students of all levels how to quickly extract essential information from texts, and how to take brief, meaningful notes from which they can write their outlines and their essays.
I have been teaching English as a Second Language to students of Los Angeles Unified School District for a number of years, as part of the Elementary curriculum, with much success. My graduate work in Rutgers University's Early Childhood Education program was based on language acquisition, and I hold the California Bilingual Crosscultural Language and Academic Development Credential in Spanish; the classes for which included Language Acquisition, ESL, and Methodology of Bilingual Education.
I have taught and tutored students of all ages from around the globe, and am currently tutoring a student through WyzAnt for the TOEFL Exam. I also substituted for a colleague teaching ESL to an Adult Education class for Los Angeles Unified School District.
I am creative and resourceful, well-rounded, with a fun, upbeat personality, and students learn easily and happily with me. I am confident I can teach ESL for you, to improve and enrich the lives of your students.
I have always been interested in government and politics; in childhood I read the New York Times daily, discussing it with my father. I wrote for the newspaper in my high school, took Political Science in college, was selected for Leadership Training, and was elected to the Student Government, where I served for several years. I was appointed to represent the students on the Faculty Council of the College, where we overhauled the grading system.
I wrote numerous published Letters to the Editor of local newspapers, as well a half-page in Newsday, the largest newspaper on Long Island, New York. I addressed the Suffolk County Legislature, with my picture appearing in the newspaper. I have voluntarily circulated many legal petitions, gathering many signatures for worthy causes, worked on a Presidential campaign, and served as an official poll watcher for a major political party.
As a teacher for Los Angeles Unified School District, I was elected to the House of Representatives of United Teachers Los Angeles, a 400-member body, where I served for over 15 years. I would annually attend their Leadership Conference weekend out of town, which also gave me the opportunity to be addressed by, and speak to, major politicians. I have also attended political fundraisers. I occasionally wrote for the newspaper, the United Teacher. I often addressed the body, changed the Constitution, and swayed the vote on key issues. At the school level, I was co-Union representative at three schools, grade-level chair, and on the School Leadership Council of three schools.
I have excellent communication skills, bridging the gap between political parties, social classes, and ethnic groups, including all ages and genders.
I am a fully credentialed teacher, with a B.S. in Elementary Education from the State University College of New York, an MEd. in Education from Rutgers University, and also hold the California Bilingual Crosscultural Language and Academic Development Credential. I excel in teaching all aspects of Language--Listening, Speaking, Reading, and Writing; grammar being an integral part of each of these, I taught it daily in the classroom. I was also a professional legal proofreader for both Citibank in Manhattan, New York, and a legal textbook company, with improving grammar as part of the position. I have also tutored many students of all ages from around the globe in grammar, and feel most qualified to provide instruction in this area.
Writing is thought and speech written down on paper, and handwriting is the personal expression of a person of what they think, speak, and feel. For young children, it starts out with drawing, preferably with crayons, which are bigger, rounder, and fatter than pencils. They can manipulate them better, using all sides of them for different effects, and choose various colors to express their moods and personalities. After they evolve through different stages of drawing, they will be more advanced, and ready for advanced art forms and for writing, first with crayons, and then with pencils, as they feel comfortable.
For older children and adults, handwriting styles can reflect a person's personality and self expression. While neatness is desirable for easier legibility for the reader, and can reflect a calm, stable approach to life, it by no means is connected to intelligence--many brilliant people from all walks of life have illegible handwriting!
I help children and adults make their handwriting more legible, so that their feelings, thoughts, and ideas are not lost on their readers, and they can make a bigger impact.
I feel qualified to tutor elementary students in preparing for the ISEE, as I have successfully taught elementary school for a number of years in Los Angeles Unified School District, including 5th grade. I am currently tutoring (through WyzAnt) both a fifth and a sixth grader, and have improved their skills dramatically. The students taking the ISEE are high achieving students, and the exam's standards align with both those of the National Councils of Teachers of Reading and Math, along with the International Reading Association. I enjoy tutoring them and assisting them in achieving their educational goals.
I hold a B.S. in Elementary Education from New York State University College, and an MEd. in Early Childhood Education from Rutgers University; I have taught Elementary School in Los Angeles for over 15 years, and Phonics is an integral part of teaching Reading; I used it daily in my reading lessons. I have also tutored it to children and adults, and have many of my own materials. I am highly qualified to tutor Phonics for you, and would be pleased to do so.
I am known as "eagle eye" when it comes to proofreading! I find mistakes even other professionals miss! I was a legal proofreader for Citibank in Manhattan, New York City, for a legal textbook company, for the largest supplier of printed materials for M.D.s, attorneys, and other professions, for Pennysaver, for friends' books, etc. I also do a great job at editing, revising, aligning, planning, organizing, and coordinating papers and projects for the exact expression of the desired objective.
I have always had strong inclinations and strengths in Psychology since childhood, when at age 10 I began to read my mother's college psychology readings (Freud), and listen to her regularly expound psychology to the family. It has helped me, along with my studies and intuition, to have an uncanny knowledge of the human condition, and strengthened my excellent communications skills. I studied with Dr. Nathaniel Branden, world-wide pioneer in the self-esteem movement in a select group for several years, and have included his principles in the workshops I have given for parents, teachers, staff and students. In college and graduate school, I took numerous psychology classes, easily grasping the concepts, helping me to this day to easily connect them with all aspects of everyday life, increasing relevance and practicality. I can therefore help Psychology students understand their readings, apply them in all areas, and express their ideas and connections in original papers.
Shy as a child, I seem to have been destined to being "pulled out of a hat" to represent others, speak for them, and effect changes as a result. In middle school and high school I sang in the school Chorus, and was selected for two musicals, and for a part in the Senior Play. In the beginning of my freshman year in college, I was one of five picked out of a hat with 100 names to represent the Freshman Class on a weekend Leadership Conference out of town with the college's Student Government. I then attended all Student Government meetings, and became elected to the Student Government for the following years. The Student Body President appointed me Chair of the Academic Affairs Committee, and I represented the Student Body on the Faculty Council, where we overhauled the grading system at the college.
I then took the Advanced Public Speaking Course, learning various styles and speaking for different types of audiences, even how to ignore hecklers!
As an adult, here in Los Angeles, I was elected to the House of Representatives of the United Teachers of Los Angeles, speaking before the 400-member body, often swaying the vote, including amending the Union Constitution. I was sent annually for their weekend Leadership Conference out of town. I won every election I ever ran for, including Grade Level Chair, co-Union Rep. at two schools, and served on the Leadership Council at two schools. I restarted the P.T.A., and addressed them on controversial matters. I presented a Communications Workshop for the staff and administration, and gave Parent Workshops at the school and at the local library. My speech appears to have been quite influential, effecting changes, much to my delight. I also coach friends on speaking in public, with great success.I studied with Dr. Nathaniel Branden, pioneer of the Self-Esteem movement, and employ his principles in my speaking and in coaching others. I teach them to speak with confidence, along with the knowledge and background to substantiate it.
Reading holds the key to academic success; with good reading skills, you can tackle any subject--without them, it becomes a struggle to survive. Competent reading skills include comprehension, critical and analytical thinking, and transference to other contexts. As an elementary teacher for many years, I have had the pleasure of dramatically improving children's reading skills, and therefore grades and test scores, although many had little or no prior English skills. Creative and resourceful, I employ many methods and practices, and integrate reading with all other subjects, creating a more meaningful, relevant context. I teach the whole child, and I have many of my own materials, which capture and maintain the children's interest. I am happy with the joy and success I share with the students.
At two elementary schools, I coordinated the "Read Across America" program, initiated by the National Education Association. Activities included a live professional performance, Round Robin Reading--an evening activity in which students and parents circulated through various classrooms to be read to by myself and colleagues, and a visit by a Los Angeles City Councilman, who read to my class.
For secondary, college, and adult students, the identical skills extend, which I integrate into other subjects and life contexts, and I enjoy the same level of success, employing age appropriate activities and exercises.
I have a strong religious background. I am Jewish, attended Sunday School from ages 5-7, then Hebrew School after public school three times per week from ages 7-13 , with numerous subjects, including Hebrew language--reading, writing, speaking, Jewish culture and customs, and philosophy, with regular tests and report cards. I was Bat Mitvahed at age 13, and began Hebrew High School, until my family moved away too far to attend. After college, I taught three classes of Sunday School, on Long Island, ages 5, 6, and 7, handing in lesson plans a month in advance for approval to the Temple Board of Education, whose members were also on the Board of Education of the nearby quality public school district. After relocating to Los Angeles, I took additional Hebrew Language classes at the University of Judaism (now called American Jewish University), and took numerous advanced level classes at the Kabbalah Centre. I am a member of my Temple, Makom Ohr Shalom, and sing in the choir, being an occasional soloist. At Namaste Interfaith Center, from the Minister who holds an honorary PhD. in Religion from NYU, I took Comparative Religions, and other numerous classes. Living in homogeneous, ecumenical Los Angeles, I have friends of many faiths, and have visited places of worship of various different religions.
SAT Reading skills are English skills. Sentence completion and comprehension questions on the test are about understanding what you read. This is extended to critical thinking in the questions involving two passages, where you not only have to understand them, but compare and contrast them. Critical thinking is then extended in the analogy section, where strong analytical skills are required. I excel in teaching English, especially comprehension, critical thinking, and analogies, with both my students in the classroom and those being tutored scoring high. I was an early critical reader, and for admittance to Rutgers University Graduate School of Education, I had to pass the Miller Analogy Test, on which I scored quite high. I enjoy passing these skills on to the students, making them more aware, helping them find more significance in their readings, and of course demonstrating this on their SAT Reading exam.
I feel quite qualified to tutor students in Sociology. It was my minor in undergraduate school, and the courses I took included Introductory Sociology, Sociology of Marriage and the Family, Sociology of Education, Criminology, Juvenile Delinquency, Race and Culture Contacts, and Educational Sociology. We did field work as well, such as a visit to a prison, and meetings with parents of drug involved teenagers. Here in Los Angeles, I visited and met with the director of Bet T'Shuva, a drug rehabilitation house. I can help the students with their understanding and synthesis of their courses, as well as with text and writing.
Speech is part of Language Arts. After Listening, Speaking is the next step in the sequence of language acquisition, preceding Reading and Writing. As part of my undergraduate Education program, I took a class in Speech for Teachers, which was phonetically based. My entire Education graduate program was also language based, as it holds the key to most other learning, being necessary in most subjects.
It is also essential in the communication process, particularly for self expression and getting one's needs and wants filled. As a classroom teacher, I was trained to be a proper speech model for the students, who came from a variety of backgrounds. I also have led workshops for the community in communication and speech. The success I witnessed through the years in this regard has been a great source of fulfillment for me, especially as I see the breakthroughs continue.
I have always been a gifted speller, spelling college level words in elementary school. I went on to become a legal proofreader for both Citibank in Manhattan, New York and for a legal textbook company. I have taught Pre-K, Kindergarten, First and Fifth Grades, and have substituted all other grades, for the Los Angeles Unified School District. I have a B.S. in Education from the State University College of New York, an MEd. in Education from Rutgers University, the California Bilingual Crosscultural Language and Academic Development Credential, and always include spelling in my lessons; I make it easy and fun at any age.
Organization and study skills are the essential prerequisites for learning, and it's the first thing I taught when I taught Pre-K, Kindergarten, and First Grades, and continued teaching when I taught Fifth Grade, and when I substituted all the grades.
Even when teaching/tutoring adults, having a quiet, well-lit study area is important. I saw/see a marked difference in learning achievement after initially teaching students how to get organized, how to create a suitable learning environment, and then continue on with how to locate information from texts, reference books, etc., and, for adults, how to plan learning strategies to help them achieve their goals. I incorporate this with every student I tutor.
I have enjoyed much success in preparing numerous students for the TOEFL, in a short period of time. I am a fully credentialed teacher, with a B.S. in Education from the State University College of New York, an MEd. in Education from Rutgers University, the California Bilingual Crosscultural Language and Academic Development Credential, and have successfully taught and tutored students from around the globe for over 15 years. Certified by WyzAnt in TOEFL, ESL, English, Comprehension, Speech, Public Speaking, Reading, Spelling, Phonics, Grammar, Writing, and Proofreading, I can easily see how best to help the students rapidly progress to mastering the TOEFL.
An enriched vocabulary is the building block of all language--it aids in listening, speaking, reading, and writing. Through an enriched vocabulary, we can add fine shades of meaning, diversity, and therefore interest to our language, appealing to a wider audience, for both speaking and writing.
When I teach vocabulary, I teach it inside of a context, rather than from random lists. In this way, it maintains a focus, a purpose, an interest, and a connection, to both the context and the student.
I am an excellent writer, and have been offered several positions; I have served as a legal proofreader for both Citibank in Manhattan, New York and a legal textbook company, as well as several other venues. Certified by WyzAnt in Writing, English, Vocabulary, Spelling, Phonics, Grammar, Proofreading, Reading, Comprehension, ESL, TOEFL, SAT Reading, and SAT Writing, I would be a great help to you or your child in many ways. I can teach students of all ages the writing mechanics, as well as how to express themselves clearly and persuasively, so that they may be successful writers as well.
I have a B.S. in Education from the State University College of New York, an MEd. in Education from Rutgers University, the California Bilingual Crosscultural Language and Academic Development Credential, and have successfully taught and tutored students of all ages from around the globe for over 15 years.
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