University of Nevada (Other)
Do you want to be more proficient in Reading and Writing? Having trouble with basic math skills? Let me help you.
I believe that everyone can learn to read and write with instruction planned to meet their individual needs. I am a retired teacher with many years experience teaching students to Read and Write. This is my passion because without adequate skills in these areas success in school and later life will be difficult. Reading and writing are naturally learned together along with spelling skills. I have many years successfully helping students master these skills. Phonics and comprehension skills and strategies and reading fluency are some of the areas that we will address to increase reading and writing levels. Additionally, grammar, punctuation, and knowledge of the different genres of writing are areas that I can help you with.
I also believe that development of a firm foundation in basic math skills is important. I can help you with basic math skills -- basic facts, addition, subtraction, multiplication, division, fractions, percent, decimals.
Share your goals with me. I will assess your skills and discuss a plan of instruction with you. I am also glad to help with school assignments. Do you want to be more proficient in Reading and Writing? Having trouble with basic math skills? Let me help you.
I believe that everyone can learn to read and write with instruction planned to meet their individual needs. I am a retired teacher with many years experience teaching students to Read and Write. This is my passion because
Group rates are available for more than one student.
Ms. Marjorie has had a great impact on my sons education. She is patient, kind, and very experienced. She has a great understanding on how to teach my child. She has brought my son a long way in his reading and language skills. She is flexible, she understands that as parents we are always pressed for time and things can change at last minute. She always pays attention to her phone, makes it a point to reschedule, and always shows up with a smile on her face. She is reasonably priced and I know tutors because teaching is her passion. We will continue to work with her as long as she will have us.
Thank you so much, Josie. It is truly rewarding to see his progress. He is a joy to work with. Your support is greatly appreciated.
She is patient, and explains in a way that I can easily understand her. I like the way she teaches me.
Marjorie S. is a tutor with a lot of experience. She gives clear instructions of what needs to be done in order to succeed. I understood everything she explained to me. I really like working on my writing with her.
Marjorie is great with my child and actually implements things to help my child learn. She always has activities/lessons ready for my child.
Thank you Ms. M for your kind words. Your child is a pleasure to work with.
She has helped me with my English, verbs, and help me to point out main points. Forming sentences, using the verbs
Marjorie is so patient and clearly knows her stuff! She knows exactly how to individualize a lesson plan that meets the need of the child. She takes time to make sure they know the basics and then moves on from there. My grandson looks forward to meeting with her each session. She is very responsive and easy to get in touch with. Thank you Marjorie for a job well done!
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.
My background includes many years working with ADD/ADHD students as well as assisting other teachers with instruction of these students. My classroom years consist of working with children in grades K-5th grade I personally have had numerous ADD/ADHD students in my own classrooms as well as have individually tutored students with ADD/ADHD. As Director of Curriculum, Assessment and Instruction, in the Washington Colony Elementary School District in Fresno County, California I worked with teachers helping them develop and systematically use specific strategies and methods for teaching ADD/ADHD students in their classrooms.
Successful instruction for all students incorporates knowledge of each student’s unique interests and abilities. This respect for each student will help students with ADD/ADHD be successful. I have used numerous strategies to assist ADD/ADHD students to be successful learners both in the classroom as will as when tutoring individual students.
1. Ensure a calm, structured learning environment. This includes regular routines and clear, consistent rules. Students with ADD/ADHD are usually most comfortable in environments where procedures, expectations, and limits are explicit.
2. Give clear, concise instructions. It is OK, in fact, often important, to repeat your instruction and/or directions. Reminders are important for these students. Maintain eye contact with students and be sure students understand what is expected of them by asking them to tell you what they are to do. Break larger tasks into smaller parts. Also, non-verbal cues for reminders, such as a tap on a work sheet to redirect attention, can be very helpful.
3. Help students become better organized. Teach them how to use an assignment log, or how to gather material needed for studying before starting an assignment. Help students and their parents organize a specific study place at home with frequently needed supplies. (pencils, highlighter, scissors, dictionary, etc.)
4. Use Technology. Encourage students to do writing assignments on computers using spell check and grammar check if possible.
5. Give frequent and specific praise. I am sure to tell students how much I value them and enjoy working with them. I praise all good behavior and outstanding academic improvement, telling them exactly what I am proud of.
6. I Share progress and good behavior with parents. Tell parents regularly about their child’s accomplishments. Emphasize positive not just negative reports.
Working with ADD/ADHD students can be a challenge, but it can also provide great rewards when successful growth by the student is seen. There are no easy or steadfast solutions to successful ADD/ADHD instruction; however, instruction that includes consistent structure, support, and encouragement can nurture success for all students and is especially important for ADD/ADHD students..
I successfully worked in the field of public education for 38 years both as a teacher of students in grades K-8 and as an administrator. Throughout my career many students came to me with below level Literacy skills, including reading, writing and basic math. By assessing their levels and developing a study plan of sequential steps, students always made great gains while working with me. Additionally, the last 11 years of my career, I provided professional development for many teachers in the development of strategies and techniques to teach Literacy skills.
Math can be both intimidating and frustrating. Often this is because students have not had the opportunity to learn basic mathematical concepts. When the opportunity is given to learn a new math concept through instruction and modeling and then to practice under teacher supervision, students learn and understand. I believe that given this type of opportunity students can become successful in math and even learn to enjoy solving problems. I have taught for many years, enabling students to gain an understanding of math concepts and become successful in math.
Handwriting is often overlooked in today's instruction setting. However, it is still an important skill for students to develop.
Using a model-practice method, I have taught both Manuscript and Cursive. Instruction includes first modeling the correct form and then supervised practice by students. Supervised practice includes use of worksheets that first ask students to trace the letter and then practice it. Also included are words using the letter and sometimes sentences. During supervised practice it is imperative that the student/s are individually watched by the teacher to be sure they are practicing correct letter formation. When letters are practiced incorrectly, correcting the letter formation can be very difficult as the brain has already formed an incorrect pattern for the letter. Practice of letters is repeated often in order to form lasting habits.
I believe that learning to read is like learning to decipher a code. A knowledge of phonics is the key to "cracking the code" to become a proficient reader. Phonics was always a regular component of my reading instruction. I have taken various classes in the instruction of phonics including the Orton Gillingham program.
Learning to read is like learning to decipher a code. Once a student has learned the code of reading, they are able to begin to read fluently.
I believe in teaching reading in a very systematic manner using phonics. Students must learn the reading code -- letter sounds and how to use them to decode words. This knowledge comes with consistent, systematic practice. I believe that most anyone can learn to read proficiently given the opportunity for instruction that meets their individual needs.
The development of study skills should begin in the early grades with basic skills such as: (1) taking homework home, completing it and returning it to school on time; (2) learning what to study means, eg. learn spelling words; (3)practice proofreading writing for capitalization and end of sentence punctuation. This instruction should continue through the grades with added study skills as are appropriate for grade level of student. I have successfully taught study skills to students K-8th grade. My method is to first model for the student what is expected in a particular study skill, give them opportunities to practice the particular skill with feed back and then allow further opportunities with feedback as necessary for the individual student. If study skills are not started in early grades where the consequences for poor skills do not carry a high impact on student progress, when students move into higher grades, the lack of study skills can have an impact on student achievement.