Miami University, Oxford, Ohio (Elementary Education)
College of Notre Dame de Namur (Graduate Coursework)
I am a newly retired elementary school teacher who loves teaching reading, reading comprehension, phonics, spelling and writing. I have a current California Multiple Subjects credential. I've taught in the San Francisco Unified School District for the past 16 years. My last school assignment was at Robert Louis Stevenson Elementary School which is one of the highest performing elementary schools in San Francisco.
Reading is a powerful subject that can open a child's mind to the wonderful world we live in. The new Common Core requirements have changed the way we think about comprehension. Children are now required to cite text evidence and explain in writing their thinking. Some children just need that extra bit of attention to boost their confidence.
Most children love to read or love being read to. I love reading stories to kids and helping them discover all of the clues the author has provided to increase their comprehension. These clues need to be taught and I have lots of experience teaching this skills to children in a fun and natural way.
I've been an elementary public school educator for 35 years. Some of those years were in a Learning Disabilities classroom. Many of those years were working in an English as a Second Language classroom.
The new focus on citing text evidence for reading comprehension was piloted in my school during my last year of teaching (2014-2015). Since I worked with ELD students, it was particularly important to build their vocabulary skills so that reading was comprehensible.
I speak both French and Italian and I love helping students figure out the origin of words. I have traveled to 40 countries and have had many interesting experiences. I have realia from many parts of the world which helps with comprehension.
I believe phonics is an important skill for children so that longer words can be divided into more manageable "chunks". While many people say that our phonics system is difficult, in reality if children are taught using patterns then children can sound out words and use context to figure out unrecognized words.
I would love to work with your child on a one-to-one basis. Children thrive when they get extra help. I would like to be a part of that growth and a part of a change in your child's attitude about learning.
I will be in town this summer and will be available for summer tutoring. I am a newly retired elementary school teacher who loves teaching reading, reading comprehension, phonics, spelling and writing. I have a current California Multiple Subjects credential. I've taught in the San Francisco Unified School District for the past 16 years. My last school assignment was at Robert Louis Stevenson Elementary School which is
Molly has gone the extra mile for our child. Before our initial meeting, she discussed our tutoring needs and her proposed approach at length. She has developed some fun sight word and reading games that our first grader enjoys and we can already see an improved attitude toward reading in our child. Molly is interested in working with our child's school and teachers to help our child succeed. She always takes time to explain her lesson with me and provides helpful tips to work with our child during the week.
My boys dont speak english or understand english, and Molly teaches them in a way that is fun and with different methods. They are excited about the games where they are learning different words and sounds, and also they have to do as homework.
Molly is a great tutor!!! Very easy to communicate with and extremely flexible!!! I was a bit worried about my daughter having a tutor but Molly has made it such a rewarding experience! I love the days my daughter is with her all her homework is done and she's learning new ways to help her through it all! Highly recommend!!!
Molly has been working weekly with my son for a few months now and it's made a world of difference. He transferred schools this year and we found that we was behind his classmates in reading and writing. Molly has really helped him catch up in his skills and his confidence!
Emil had a lot of fun with the tutor. He loved the kitten and talked the whole day about it. He liked the writing part very much today.
Thanks for the lesson. :-)
Molly is very nice and my children loved their time with her. She really came prepared and really seems to make learning fun. I am so happy that we found her and look forward to meeting on a regular basis.
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.
In addition to my California Multiple Subject Teaching Credential, I also have a California Specialist Instruction Credential in Special Education. My authorized field is working with Learning Handicapped Children and adults.
During my 35 year career as a classroom teacher, I worked with ADD/ADHD students in the regular classroom (mainstreamed), in Special Education classrooms and as a Learning Handicapped tutor for mainstreamed students in a public school setting.
ADD/ADHD kids are smart and eager students who need assistance with time management and dealing with their excess energy levels. They are capable of doing grade level work with assistance. Breaking assignments into smaller tasks will help reduce frustration and providing a space where it's ok to wiggle and move really helps these students who have such a hard time sitting still for extended periods of time.
I have 30+ hours of graduate level study in working with Learning Handicapped students.
I have a current California Multiple Subect Teaching credential.
I am a retired English Language Development teacher with 35 years of experience working in the public school system.
Common Core was piloted during my last year of full time teaching. The biggest shift in student output was having student justify either in writing or orally, their thinking in response to reading comprehension questions and math problems. (Ie: text evidence)
During my 35 year career as a classroom teacher, I worked with students exhibiting signs of dyslexia in the regular classroom (mainstreamed), in Special Education classrooms and as a Learning Handicapped tutor for mainstreamed students in a public school setting.
Dyslexia is often seen in young children who are reversing letters and numbers. Some of the techniques I've used are:
1. Having children use large muscle movements to "write" letters and numbers.
2. Having students practice writing letters and number using crayons, chalk, water and paintbrush and even tracing numbers and letters in sand to create muscle memory for the brain.
I took 30+ hours of graduate school coursework to qualify for my Learning Handicapped Credential.
I have a current California-Multiple Subject teaching Credential.
I am a retired California, public school teacher with 35 years of classroom experience.
I have specialized training in Guided Reading and Leveled Assessments, I am both NCLB and CLAD certified.
I am a retired public school teacher who taught 1st grade for over 15 years. Phonics is an essential part of learning to read and goes hand-in-hand with sight word acquisition for vowel patterns that haven't been implicitly taught.
A good phonetic knowledge base, helps children approximate an unknown own word, and then helps the brain make a meaningful connection through context.
I always really enjoyed teaching phonics which helps children both read better (fluency), and write better.
I have 35 years of experience teaching reading to a whole group, teaching guided reading to leveled groups, and working one-to-one with students needing extra assistance.
My most recent training and experience has been working with the Fountas and Pinell Guided Reading system. This includes giving students leveled reading passages to determine their frustration reading level, their independent reading level and their instructional reading level.
Once, I determine the instructional level, I can focus on the skills needed to successfully decode and comprehend text at a child's personal reading level.
Children's leisure reading should be at their independent level where they can read text with 95-100% accuracy and 90-100% comprehension.
I am a retired public school teacher who taught for 35 years in elementary (K-4) classrooms.
I am a firm believer that phonics and spelling go hand-in-hand, and that spelling is a logical application of phonetic rules.
The problem for many young students, is that they are asked to spell words on their tests that they can not sound out. For example, "can" is sound-out-able, but "may" is not. When children are taught that "ay" always says (long) a, then they are able to easily spell any of the ay rhyming words.
I sometimes see spelling workbooks with a list of long a words. Some are spelled with the "eigh" pattern, some are "ay" words. Others are "a_e" words or "ai" words. When children have spelling lists like this it forces them to see spelling as a memory skill.
The whole point of all of our various spelling patterns is needed for writing, but more crucially these same patterns are needed by children as they decode and write more complex multi-syllabic words.