I have been educating students for thirty years, as a teacher, a school administrator, and an educational therapist. When I teach, I try to engage students in fresh and unusual ways. I don't just want them to "think outside the box;" I show them how to think as though there were no box at all. I love it most when students teach ME, when they lead me to see ideas in ways that I hadn't even considered.
Over the years, I have taught students with a multiplicity of learning styles and skill levels. As a result, I have learned to listen actively to my students and teach them according to the ways in which they learn best. Ultimately, my goal is for my students to surprise themselves by achieving goals that they had once thought were beyond their reach.
I have been educating students for thirty years, as a teacher, a school administrator, and an educational therapist. When I teach, I try to engage students in fresh and unusual ways. I don't just want them to "think outside the box;" I show them how to think as though there were no box at all. I love it most when students teach ME,
My rate is negotiable, depending on the family's needs and number of weekly one-hour sessions.
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.
I have been a classroom teacher, school administrator, and a tutor/educational therapist for over thirty years. During this time, I have not only taught students in this age range (primarily on a one-to-one basis), but in my capacity as a school director, I have trained my faculties in tactics and strategies for teaching these grades more effectively.
(THESE TECHNIQUES ARE APPLICABLE TO ALL FORMS OF WRITING)
1. Keys to analysis - Novels
Discovering meaning by pre-reading
Turning titles into questions
Understanding main ideas Drawing inferences
Using repeated words/ideas as keys to main idea
Using meter as clue to meaning
Identifying poet's techniques
Understanding the poet's "tool box"
alliteration, irony, genre, metaphor, personification
How to brainstorm effectively
Finding a unique perspective on the literature
Constructing a solid thesis statement.
Writing opening sentences that "grab" the reader
Using thesis to govern paragraph structure
Building unity with effective topic sentences
Using strong transitions
Strengthening diction, word choice
Solidifying grammar skills to clarify sentence
Creating conclusions that do more than simply
re-state the thesis.
The first step of the process is teaching students how to discover what the test questions are asking them to do.
The SAT reading test is constructed to determine whether students are able to use the six fundamental skills of reading: Discovering the main idea, isolating important facts, being able to draw an inference, defining a word from its context, understanding an author's intent, and grasping the author's tone.
Here's the good news: EVERY QUESTION ON THIS TEST is asking students to use one of these six skills. So step one involves teaching the word clues in each question stem that identify the skill for which it's looking. Why is this important? Answering an "inference" question as though it were a "fact" question will generally result in a wrong answer.
Step two involves teaching students the three main places where they can find a passage's main idea.
Step three consists of learning the "trigger words" that signal important transitions: Contrasts (but, however, although);
Cause-and effect-relationships (because, as a result of, consequently); Order of importance (biggest, best, most importantly). These words and phrases signal the places when ideas change within a passage. If we miss these changes, we can get lost, but more importantly, if we learn to spot them, we'll get more correct answers. An amazingly high proportion of answers are hiding in these exact places!
Clearly, there is much more involved: When to guess, when not to guess, and most importantly, effectively managing time when taking the test...but I'd like to leave something in case we wind up working together.
I hope that this description gives you some idea of how I work. I look forward to hearing from you.
I have been an educational therapist and tutor for over twenty years, working with students on: Time and materials management, test preparation tactics, textbook reading strategies, and improved memory tactics.
I work with 5th through 12th graders, as well as college/university students. In my educational therapy practice, I deal with general students, as well as those with specific learning needs (ADD/ADHD, various processing disorders, dyslexia, and mild autism).