ESL/ESOL

I have been a certified and practicing ESL teacher for several years. I first began teaching English as a second language, to adults, in 2007, while I was in college still. I had an intermediate class of adults, twice a week. My students excelled and 9 out of 12 moved on to the advanced class, which was not common, as most students, stayed at the intermediate level for three courses, before moving on to advanced. I have continued my ESL practice, while being an elementary school teacher in an inclusion classroom, that included 60% of students being ESL. 48% of my students tested out of needing ESL services, by the end of the school year. They moved from a level 2 to a level 5 in one school year. This was a first for Boston Public. I was happy to be the first to accomplish this. I also hold a current Massachusetts teaching license for English as a Second Language PreK-6.

Grammar

Grammar is my passion. It is too often overlooked, or not taught effectively, because of the instructor's own limited understanding of when and how to use proper grammar in writing. With young learners, I make up games to make learning grammar enjoyable. I also teach grammar rules, while students are writing, so learning it is a more natural process. However, there is a hierarchy of how grammar rules should be introduced. Knowing this hierarchy enables the instructor to be more effective.

Proofreading

I proofread everything; every email, every writing assignment of students, everything people post online. I am the first to notice an error. In prior years, often times, my principal or colleagues, will give me handouts to proofread before they are sent out. I have had clients come to me specifically for proofreading writing assignments.

Elementary (K-6th)

During the 6 years that I was a full-time elementary teacher, I taught grade 1 for two years, K2 for two years, grade 3 one year, and then ESL for grades K2-2 for one year. Because my students end-of-year benchmark assessments were always above average, my principals moved me around a lot to cover the greatest need in the school. I admit, the constant moving from classroom to classroom was exhausting, and influenced me to now be an independent teacher. Being tri-licensed also caused me to get shifted because I was often the only teacher that could meet the needs of select populations. I had tremendous successes as an elementary school teacher, but I enjoy working independently now too.

Elementary Math

As an experienced and successful elementary school teacher, I have 6 plus years of teaching math, at the elementary level. Occasionally, a tutee will need tutoring in some math, in addition to reading and writing, which is never a problem. I use a combination of multisensory math games, and traditional practice in math problems; whatever the tutee needs.

Grammar

Grammar is my passion. It is too often overlooked, or not taught effectively, because of the instructor's own limited understanding of when and how to use proper grammar in writing. With young learners, I make up games to make learning grammar enjoyable. I also teach grammar rules, while students are writing, so learning it is a more natural process. However, there is a hierarchy of how grammar rules should be introduced. Knowing this hierarchy enables the instructor to be more effective.

Handwriting

I have ample success with helping students improve their handwriting. I led a workshop, for teachers, specifically on how to help students with poor penmanship. I use a multisensory approach with students that need a more tactile experience in order to train their hands to write neatly and excellently.

Phonics

I have been a highly qualified phonics teacher for several years now. I use the Wilson Reading System, in all my phonics instruction. I incorporate my own phonics games, that I've created, to make the learning of phonics more engaging and effective for students.

Reading

Reading instruction entails decoding, fluency, and comprehension. I use the Wilson Reading program to build decoding and fluency skills. I have participated in workshops, such as Lindamood Bell Visualizing and Verbalizing program, that gives Reading teachers a strong background for teaching students comprehension skills. The purpose of reading is to understand what is read, so decoding and fluency simply isn't enough. I always check students for comprehension. Understanding the meaning of root words, prefixes, suffixes, and parts of speech can also increase a student's reading comprehension. All areas of the English language are addressed in order to improve a student's comprehension in reading.

Spelling

As an experienced and accomplish spelling teacher, I am fully prepared to help any student that struggles with proper spelling. I use a multisensory approach. I also use the Wilson Reading program for my encoding and decoding instruction.

Vocabulary

I have a passion for teaching vocabulary. I create my own worksheets, templates, and activities, to build vocabulary knowledge in all my tutees. Depending on the age of the student, and the needs of the student, Vocabulary can start simple, based off of phonetically spelled words, or go on to more complex language patterns, such as root words and base words. Students gain an understanding of suffixes in relation to their parts of speech. For example, 'tion' is always a noun ending.

English

English is my area of expertise. As an A+ student in English, during my own schooling, I have continued my expertise in the English language by dedicating my tutoring practice to it. I have taught English on all levels, from Pre-K through adult. Some clients come to me specifically just for proofreading and editing papers. I am also a writer, and am in the works of getting two books published.

ESL/ESOL

I have been a certified and practicing ESL teacher for several years. I first began teaching English as a second language, to adults, in 2007, while I was in college still. I had an intermediate class of adults, twice a week. My students excelled and 9 out of 12 moved on to the advanced class, which was not common, as most students, stayed at the intermediate level for three courses, before moving on to advanced. I have continued my ESL practice, while being an elementary school teacher in an inclusion classroom, that included 60% of students being ESL. 48% of my students tested out of needing ESL services, by the end of the school year. They moved from a level 2 to a level 5 in one school year. This was a first for Boston Public. I was happy to be the first to accomplish this. I also hold a current Massachusetts teaching license for English as a Second Language PreK-6.

Grammar

Grammar is my passion. It is too often overlooked, or not taught effectively, because of the instructor's own limited understanding of when and how to use proper grammar in writing. With young learners, I make up games to make learning grammar enjoyable. I also teach grammar rules, while students are writing, so learning it is a more natural process. However, there is a hierarchy of how grammar rules should be introduced. Knowing this hierarchy enables the instructor to be more effective.

Literature

As an avid reader of classic literature, I am quite familiar with texts presented to me by a tutee, during tutoring. My experience in expository writing enables me to help students with any literature writing assignment. Students who struggle with reading, will find reading literature with me, easier, because of my background in reading instruction using the Wilson Reading System.

Proofreading

I proofread everything; every email, every writing assignment of students, everything people post online. I am the first to notice an error. In prior years, often times, my principal or colleagues, will give me handouts to proofread before they are sent out. I have had clients come to me specifically for proofreading writing assignments.

Reading

Reading instruction entails decoding, fluency, and comprehension. I use the Wilson Reading program to build decoding and fluency skills. I have participated in workshops, such as Lindamood Bell Visualizing and Verbalizing program, that gives Reading teachers a strong background for teaching students comprehension skills. The purpose of reading is to understand what is read, so decoding and fluency simply isn't enough. I always check students for comprehension. Understanding the meaning of root words, prefixes, suffixes, and parts of speech can also increase a student's reading comprehension. All areas of the English language are addressed in order to improve a student's comprehension in reading.

SAT Reading

I have had clients come to me specifically for SAT prep. All of the clients that I have instructed, in this area, have done very well on their SATs. I stay current with changes and additions to the tests so I can best prepare my clients for the SATs.

Spelling

As an experienced and accomplish spelling teacher, I am fully prepared to help any student that struggles with proper spelling. I use a multisensory approach. I also use the Wilson Reading program for my encoding and decoding instruction.

TOEFL

I have ample experience, helping non-native English speakers prepare for the TOEFL exam. I have never had a student, that I helped prepare for the exam, that did not pass. I help students with articulating sounds, understanding word usage, spelling, and reading comprehension, as well as many listening activities.

Vocabulary

I have a passion for teaching vocabulary. I create my own worksheets, templates, and activities, to build vocabulary knowledge in all my tutees. Depending on the age of the student, and the needs of the student, Vocabulary can start simple, based off of phonetically spelled words, or go on to more complex language patterns, such as root words and base words. Students gain an understanding of suffixes in relation to their parts of speech. For example, 'tion' is always a noun ending.

Writing

I was an A+ writing student in college. My professors gave me A+ even though + were not part of the grading system. I am constantly being asked, by my peers, to look over their writing. Not only am I a writing teacher, but I am also in the process of becoming a published author. In addition to helping adults with their writing skills, my first graders have written two page essays as well.

Social Studies

As an elementary school teacher, my Social Studies curriculum was always heavily supplemented with my own curriculum, based on students' cultures and background. Not only is Social Studies a passion of mine, but it a strength too. Whether it is creating projects, or writing about a specific topic in History, Geography, or Social Studies, I can help. I have tremendous success with helping students build critical thinking skills, even as young as 6 years old. My first graders write two page essays, on historical topics.

Elementary (K-6th)

During the 6 years that I was a full-time elementary teacher, I taught grade 1 for two years, K2 for two years, grade 3 one year, and then ESL for grades K2-2 for one year. Because my students end-of-year benchmark assessments were always above average, my principals moved me around a lot to cover the greatest need in the school. I admit, the constant moving from classroom to classroom was exhausting, and influenced me to now be an independent teacher. Being tri-licensed also caused me to get shifted because I was often the only teacher that could meet the needs of select populations. I had tremendous successes as an elementary school teacher, but I enjoy working independently now too.

English

English is my area of expertise. As an A+ student in English, during my own schooling, I have continued my expertise in the English language by dedicating my tutoring practice to it. I have taught English on all levels, from Pre-K through adult. Some clients come to me specifically just for proofreading and editing papers. I am also a writer, and am in the works of getting two books published.

ESL/ESOL

I have been a certified and practicing ESL teacher for several years. I first began teaching English as a second language, to adults, in 2007, while I was in college still. I had an intermediate class of adults, twice a week. My students excelled and 9 out of 12 moved on to the advanced class, which was not common, as most students, stayed at the intermediate level for three courses, before moving on to advanced. I have continued my ESL practice, while being an elementary school teacher in an inclusion classroom, that included 60% of students being ESL. 48% of my students tested out of needing ESL services, by the end of the school year. They moved from a level 2 to a level 5 in one school year. This was a first for Boston Public. I was happy to be the first to accomplish this. I also hold a current Massachusetts teaching license for English as a Second Language PreK-6.

Handwriting

I have ample success with helping students improve their handwriting. I led a workshop, for teachers, specifically on how to help students with poor penmanship. I use a multisensory approach with students that need a more tactile experience in order to train their hands to write neatly and excellently.

Reading

Reading instruction entails decoding, fluency, and comprehension. I use the Wilson Reading program to build decoding and fluency skills. I have participated in workshops, such as Lindamood Bell Visualizing and Verbalizing program, that gives Reading teachers a strong background for teaching students comprehension skills. The purpose of reading is to understand what is read, so decoding and fluency simply isn't enough. I always check students for comprehension. Understanding the meaning of root words, prefixes, suffixes, and parts of speech can also increase a student's reading comprehension. All areas of the English language are addressed in order to improve a student's comprehension in reading.

SAT Reading

I have had clients come to me specifically for SAT prep. All of the clients that I have instructed, in this area, have done very well on their SATs. I stay current with changes and additions to the tests so I can best prepare my clients for the SATs.

Spelling

As an experienced and accomplish spelling teacher, I am fully prepared to help any student that struggles with proper spelling. I use a multisensory approach. I also use the Wilson Reading program for my encoding and decoding instruction.

Writing

I was an A+ writing student in college. My professors gave me A+ even though + were not part of the grading system. I am constantly being asked, by my peers, to look over their writing. Not only am I a writing teacher, but I am also in the process of becoming a published author. In addition to helping adults with their writing skills, my first graders have written two page essays as well.

ESL/ESOL

I have been a certified and practicing ESL teacher for several years. I first began teaching English as a second language, to adults, in 2007, while I was in college still. I had an intermediate class of adults, twice a week. My students excelled and 9 out of 12 moved on to the advanced class, which was not common, as most students, stayed at the intermediate level for three courses, before moving on to advanced. I have continued my ESL practice, while being an elementary school teacher in an inclusion classroom, that included 60% of students being ESL. 48% of my students tested out of needing ESL services, by the end of the school year. They moved from a level 2 to a level 5 in one school year. This was a first for Boston Public. I was happy to be the first to accomplish this. I also hold a current Massachusetts teaching license for English as a Second Language PreK-6.

TOEFL

I have ample experience, helping non-native English speakers prepare for the TOEFL exam. I have never had a student, that I helped prepare for the exam, that did not pass. I help students with articulating sounds, understanding word usage, spelling, and reading comprehension, as well as many listening activities.

Elementary (K-6th)

During the 6 years that I was a full-time elementary teacher, I taught grade 1 for two years, K2 for two years, grade 3 one year, and then ESL for grades K2-2 for one year. Because my students end-of-year benchmark assessments were always above average, my principals moved me around a lot to cover the greatest need in the school. I admit, the constant moving from classroom to classroom was exhausting, and influenced me to now be an independent teacher. Being tri-licensed also caused me to get shifted because I was often the only teacher that could meet the needs of select populations. I had tremendous successes as an elementary school teacher, but I enjoy working independently now too.

English

English is my area of expertise. As an A+ student in English, during my own schooling, I have continued my expertise in the English language by dedicating my tutoring practice to it. I have taught English on all levels, from Pre-K through adult. Some clients come to me specifically just for proofreading and editing papers. I am also a writer, and am in the works of getting two books published.

ESL/ESOL

I have been a certified and practicing ESL teacher for several years. I first began teaching English as a second language, to adults, in 2007, while I was in college still. I had an intermediate class of adults, twice a week. My students excelled and 9 out of 12 moved on to the advanced class, which was not common, as most students, stayed at the intermediate level for three courses, before moving on to advanced. I have continued my ESL practice, while being an elementary school teacher in an inclusion classroom, that included 60% of students being ESL. 48% of my students tested out of needing ESL services, by the end of the school year. They moved from a level 2 to a level 5 in one school year. This was a first for Boston Public. I was happy to be the first to accomplish this. I also hold a current Massachusetts teaching license for English as a Second Language PreK-6.

Reading

Reading instruction entails decoding, fluency, and comprehension. I use the Wilson Reading program to build decoding and fluency skills. I have participated in workshops, such as Lindamood Bell Visualizing and Verbalizing program, that gives Reading teachers a strong background for teaching students comprehension skills. The purpose of reading is to understand what is read, so decoding and fluency simply isn't enough. I always check students for comprehension. Understanding the meaning of root words, prefixes, suffixes, and parts of speech can also increase a student's reading comprehension. All areas of the English language are addressed in order to improve a student's comprehension in reading.

Writing

I was an A+ writing student in college. My professors gave me A+ even though + were not part of the grading system. I am constantly being asked, by my peers, to look over their writing. Not only am I a writing teacher, but I am also in the process of becoming a published author. In addition to helping adults with their writing skills, my first graders have written two page essays as well.

ESL/ESOL

I have been a certified and practicing ESL teacher for several years. I first began teaching English as a second language, to adults, in 2007, while I was in college still. I had an intermediate class of adults, twice a week. My students excelled and 9 out of 12 moved on to the advanced class, which was not common, as most students, stayed at the intermediate level for three courses, before moving on to advanced. I have continued my ESL practice, while being an elementary school teacher in an inclusion classroom, that included 60% of students being ESL. 48% of my students tested out of needing ESL services, by the end of the school year. They moved from a level 2 to a level 5 in one school year. This was a first for Boston Public. I was happy to be the first to accomplish this. I also hold a current Massachusetts teaching license for English as a Second Language PreK-6.

ADHD

I have taught students diagnosed with ADD/ADHD for over 10 years. I also hold a Massachusetts teaching license in Moderate Special Education. My teaching approach is patient, creative, multi-sensory, and individualized to meet the student's needs.

Dyslexia

Since 2008, I've provided reading intervention for students with dyslexia and other language-based learning differences while also teaching full time. I'm now transitioning out of teaching in the classroom for family reasons, and am beginning to tutor more extensively online during school hours for students in alternative learning environments. Although, most of my clients are private, I've decided to re-activate my Wyzant profile after 7 years. I hold three teaching licenses, but I prefer to focus primarily on dyslexia intervention and executive functioning. I have extensive success with high school aged students who need overall academic support as well. Thank you for checking out my profile and may you find the best tutor for your child on Wyzant.

Phonics

I have been a highly qualified phonics teacher for several years now. I use the Wilson Reading System, in all my phonics instruction. I incorporate my own phonics games, that I've created, to make the learning of phonics more engaging and effective for students.

Special Needs

I have my Masters in Science in Education; that I earned through Simmons College's department of Special Education - Moderate Disabilities. Upon completion of my Masters, I was a certified inclusion specialist with expertise in Autism Spectrum disorders, and Language Based Learning disorders such as Dyslexia. I have worked in a subseparate, or inclusion classroom, throughout my entire career. I am very familiar with the IEP process (Individual Education Plan), and the legal rights of families who have children with special needs. I also have a current Massachusetts teaching license in Moderate Special Needs preK-8.

Elementary (K-6th)

During the 6 years that I was a full-time elementary teacher, I taught grade 1 for two years, K2 for two years, grade 3 one year, and then ESL for grades K2-2 for one year. Because my students end-of-year benchmark assessments were always above average, my principals moved me around a lot to cover the greatest need in the school. I admit, the constant moving from classroom to classroom was exhausting, and influenced me to now be an independent teacher. Being tri-licensed also caused me to get shifted because I was often the only teacher that could meet the needs of select populations. I had tremendous successes as an elementary school teacher, but I enjoy working independently now too.

ESL/ESOL

I have been a certified and practicing ESL teacher for several years. I first began teaching English as a second language, to adults, in 2007, while I was in college still. I had an intermediate class of adults, twice a week. My students excelled and 9 out of 12 moved on to the advanced class, which was not common, as most students, stayed at the intermediate level for three courses, before moving on to advanced. I have continued my ESL practice, while being an elementary school teacher in an inclusion classroom, that included 60% of students being ESL. 48% of my students tested out of needing ESL services, by the end of the school year. They moved from a level 2 to a level 5 in one school year. This was a first for Boston Public. I was happy to be the first to accomplish this. I also hold a current Massachusetts teaching license for English as a Second Language PreK-6.

Reading

Reading instruction entails decoding, fluency, and comprehension. I use the Wilson Reading program to build decoding and fluency skills. I have participated in workshops, such as Lindamood Bell Visualizing and Verbalizing program, that gives Reading teachers a strong background for teaching students comprehension skills. The purpose of reading is to understand what is read, so decoding and fluency simply isn't enough. I always check students for comprehension. Understanding the meaning of root words, prefixes, suffixes, and parts of speech can also increase a student's reading comprehension. All areas of the English language are addressed in order to improve a student's comprehension in reading.

Writing

I was an A+ writing student in college. My professors gave me A+ even though + were not part of the grading system. I am constantly being asked, by my peers, to look over their writing. Not only am I a writing teacher, but I am also in the process of becoming a published author. In addition to helping adults with their writing skills, my first graders have written two page essays as well.

SAT Reading

I have had clients come to me specifically for SAT prep. All of the clients that I have instructed, in this area, have done very well on their SATs. I stay current with changes and additions to the tests so I can best prepare my clients for the SATs.

TOEFL

I have ample experience, helping non-native English speakers prepare for the TOEFL exam. I have never had a student, that I helped prepare for the exam, that did not pass. I help students with articulating sounds, understanding word usage, spelling, and reading comprehension, as well as many listening activities.