Over 300 tutoring hours

Karen H.

San Francisco, CA

$40/hour

ESL, Composition, and Creative Writing Tutor

4.9 average from 140 ratings
Very useful tutoring
— WON BIN, San Francisco, CA on 3/9/13

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University of California, Berkeley
Temple University
Master's

Education

University of California, Berkeley

Temple University (Master's)

About Karen

Dear student,

I have decided to tell you about my experience and interest in tutoring through a personal letter. After all, tutoring is about the personal, one-on-one experience that someone can have when they work a tutor who truly strives to understand his or her learning goals or needs.

I have been tutoring on and off since 1997. I have worked in writing centers for both a community college and a university. I’ve done freelance tutoring, and I’ve also tutored ESL students abroad in South Korea and here in the United States as well. In fact, the majority of my students through WyzAnt have been ones seeking help to improve their English through pronunciation and listening and also through grammar and vocabulary.

Despite the environment or a student's level of English proficiency, my approach is always the same for each tutoring session — to identify the primary learning concern that a student has by listening to a student's description of this concern, to thoroughly explain how to handle this concern by offering approaches and specific examples to the student, and to make sure that a student understands how to address this learning concern on their own before we end a tutorial session.

One of my favorite things about tutoring is that it enables me to devote special attention to certain students who might not get such specialized attention in a classroom full of students who learn at different speeds and have various learning styles. Although it is important to me that I establish a comfortable and trusting relationship with my students, it is equally important to me that I challenge them to think for themselves.

In my opinion, as an educator, I find that students learn best when their opinions are nurtured because this encourages them to open up with questions that help to better target where their key learning concerns reside. My goal as a tutor then is to make sure that my students are able to walk away from our sessions feeling confident that they can handle the speaking, vocabulary, or grammar concerns that they originally had trouble with. Therefore, before a tutorial session ends, a student must show me that they understand how to handle their original writing concern rather than just saying that they can.

So, the following are some approaches that I use whenever I work with a student:

- One golden rule I reinforce throughout my sessions with students is that they must do the work. To effectively enforce this, I make sure that they are the ones holding the pen or pencil. In my experience, students become disengaged when they are not the ones holding the writing instrument. They must be poised and ready to show me what they have been learning at any point during our session.

- Another learning tactic that I use with students is something I like to phrase as explanations in the form of questions. I find that by offering my students explanations to their learning concerns in the form of questions gets students talking and thinking about how to handle these concerns on their own, long after our session ends - and that’s really the point of teaching in any form. A good tutor should strive to get their students to think on their own so that this fosters confidence in them to independently tackle future speaking, vocabulary, and grammar issues.

- I firmly believe that students should never become dependent upon their tutors to “fix” their learning concerns. Again, the point of a healthy tutor-student relationship is that a student learns how to identify and then independently address these particular concerns long after each tutorial session ends. I strive to help students target and understand their struggles with learning and then move forward to nurture that recognition with them through learning approaches that are tailored to their individual learning interests and abilities.

- A third tactic that I use with my students is to have them provide me with written or verbalized examples of something that we have covered in our current session. I try to do this with each significant learning concept that is covered before we move on to a new one. This way, any roadblocks with regard to understanding an overall issue will be addressed, and students will be able to see their own language skills developing.

- I also talk about what we will cover for each session before the actual session begins. This way, I will have a basic agenda to follow that will make the most of our time. After each session, I make sure to post a descriptive rundown of each session in WyzAnt's lesson response section. This way, my students can verify what we have covered, remind themselves of what they need to work on until our next session, and they can additionally remind themselves about the materials or homework that they will need to complete and bring for our next session.

Another reason that I love tutoring is for the unique array of learning concerns that I am approached with, which can range from ESL language concerns to creative writing concerns. As my resume indicates, I also have experience working as a composition and creative writing instructor. I love working with students who come from various academic and personal backgrounds. I strive to be sensitive to different learning abilities and delight in helping to hone students’ skills while enabling them to acquire new ones.

In short, I’m a dedicated tutor who loves to empower students to tackle their learning concerns so that they can think and learn more independently.

I’m very much looking forward to working with you!
Dear student,

I have decided to tell you about my experience and interest in tutoring through a personal letter. After all, tutoring is about the personal, one-on-one experience that someone can have when they work a tutor who truly strives to understand his or her learning goals or needs.

I have been tutoring on and off
Read more

Policies
Travel Radius
Travels within 40 miles of San Francisco, CA 94107
Background Check: Passed

"Very useful tutoring"

- WON BIN, San Francisco, CA on 3/9/13

"A considerate tutor"

- Chulwan, San Francisco, CA on 10/22/12

"Great teacher"

- Noriko, San Francisco, CA on 10/10/12
English:
English,
ESL/ESOL,
Grammar, Literature, Proofreading, Public Speaking,
Reading,
Vocabulary
Language:
ESL/ESOL
Elementary Education:
Elementary (K-6th),
Grammar, Reading,
Vocabulary
Business:
Public Speaking

Approved subjects are in bold.

Approved subjects

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.

Elementary (K-6th)

I have taught elementary education to ESL students from grades K-5, focusing on the three primary subjects of reading, writing, and speaking. The textbooks and curriculum I followed were designed to match North American core curriculum standards.

For the subject of reading, students were taught comprehensive, evaluative, and analytic skills. All supplemental material was level-appropriate and culturally sensitive.

Students were taught the following 18 forms of meta: the ability to recall facts, to analyze characteristics, conflict, and context, to describe characters' motives, determine cause and effect, comparisons, and main ideas, to differentiate between facts and opinions, to distinguish between fantasy and reality, to draw conclusions, to identify literary genre, main characters, and settings, to infer an author's purpose, to make inferences and predictions, and to sequence events.

For the subject of writing, students were taught various formats and techniques, such as writing comparative and biographical essays or reports and summarizing.

Students learned grammatical concepts in a scaffolding approach, and they also developed their vocabulary skills through vocabulary-building tips such as the following: determining a word's part of speech, focusing on the meaning of a word's prefix or suffix, determining the meaning of word that is a compound, identifying context clues, and focusing on the meaning of words that are phrasal verbs, idiomatic expressions, or collocations.

For the subject of speaking, students learned intonation, stress, and pronunciation through phonics, and they also learned to enhance their listening and debate skills.

English

I am an ESL Instructor at Brandon College San Francisco, CA, (February 2012 - present). I teach ESL courses to international students on a part-time basis.

ESL/ESOL

ESL Instructor (March 2007-February 2008) Poly Returnee Institute
Courses Taught:
General education (based on North American curricula)
• planned daily class lessons for various subjects;
• developed culturally-sensitive supplemental materials to engage students;
• incorporated online supplemental materials and interactive educational games into lessons;
• graded daily homework and commented on weekly writing assignments;
• wrote monthly report cards for individual students;
• worked with Korean students (grades K-5) and students with learning disabilities.

ESL Business English Instructor (June 2006) DPT Business School
• developed grammatical skills through text-based exercises, sample business documents, and class
discussion;
• used computer business program, Words at Work, to implement pretesting skills;
• designed and distributed weekly exams.

Public Speaking

Adjunct Instructor (September 2003-December 2006) Temple University, Department of English
- planned and delivered lessons and lectures on various topics for courses focused on composition and creative writing

Servant Leader Intern (May-August 2006) Congreso de Latinos Unidos
- developed and delivered summer reading curricula to underprivileged minority students;
- implemented issues into class discussions that focused on media literacy and cultural awareness;
- designed and incorporated enrichment activities to provide alternative pathways into literacy

Supervisor for Editorial Department (March 2008-November 2009) Koreapolyschool (KPS)
- conducted weekly departmental meetings to discuss new projects, delegate work, and assign deadlines

Poetry Buyer (January 2001-July 2003) City Lights Booksellers and Publishers
- negotiating backlists with representatives from distributors to fit monthly budget constraints;
- wrote and delivered introductions for various writers at book events

Reading

I was a Servant Leader Intern (May-August 2006) at Congreso de Latinos Unidos where I
- developed and delivered summer reading curricula to underprivileged minority students;
- implemented issues into class discussions that focused on media literacy and cultural awareness;
- designed and incorporated enrichment activities to provide alternative pathways into literacy

I was also a Elementary School English Instructor for POLY Returnee Institute Seoul, South Korea, March 2007-May 2008. I taught ESL courses to Korean students in Seoul for grades K-5.

University of California, Berkeley
Temple University
Master's

Education

University of California, Berkeley

Temple University (Master's)

Very useful tutoring — Through the tutoring, I learned about how to make own resume, and cover letter. We also discussed how to progress my English speaking ability, so Karen gives many reading and writing assignments to me. ...

— WON BIN, San Francisco, CA on 3/9/13

Hourly rate

Standard Hourly Rate: $40.00

Travel policy

Karen will travel within 40 miles of San Francisco, CA 94107.