USC Bachelor's (ENGLISH)
Greetings potential students and families!
For the last twelve years I have watched students of all ages reach their academic goals as a result of the work we've done together. My approach has always been about creating a fun, relaxed atmosphere where we, in turn, work our butts off. Am I being too informal with such talk? Good! I am all about informality, since I want students to be comfortable and unafraid to ask questions so we can get the results we're after.
Years of one-on-one teaching, both in and out of the classroom, have taught me the value of patience and positivity. My work with students with learning challenges and disabilities has taught me that each student has a preferred style of learning, and it is my goal to identify how best to give each student the tools they need to succeed. I believe the first step is to assess where a student is at — we then devise a strategy for reaching the next level based on a game-plan that makes sense to everyone.
In terms of educational and professional experience, I am a USC graduate with a bachelor’s degree in English and coursework in math methods (classes on teaching math). I have been a resource teacher at Topanga Mountain Middle school for the last six years where I have worked one-on-one with students who struggle with math and English. Since age eighteen (I am now thirty), I have been tutoring K through high school students for a living and I have never looked back. I enjoy watching my students grow and achieve, and look forward to helping new students reach their goals in the years to come. Greetings potential students and families!
For the last twelve years I have watched students of all ages reach their academic goals as a result of the work we've done together. My approach has always been about creating a fun, relaxed atmosphere where we, in turn, work our butts off. Am I being too informal with such talk? Good! I am
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 worked one-on-one with numerous ADD/ADHD students over the years, both in the classroom as a resource teacher, and after school in private tutoring settings. Experience has taught me an additional level of patience and understanding is required with these students, as they often "tune out" when sustained concentration becomes too difficult. I have learned the importance of taking breaks, allowing for brief tangents, and providing opportunities for students to move their bodies physically. Extra sensitivity is also required in regards to students taking medication, as performance may fluctuate radically depending on whether a doses were skipped, or when a new medicine/ dosage is being experimented with. In addition to working with ADD/ADHD students of all ages and backgrounds in the professional sphere, my brother and father were both diagnosed with the disorder, and life with them has taught me much about ADD/ADHD and its unique challenges.
In addition to completing course work at CSUN in early childhood development, I have been working in and out of the classroom with students grades K-6 for the past ten years. During 2009-2011, I was the health and fitness instructor at MUSE elementary school, where I regularly planned and conducted lessons for grades K-5.
In college, I worked for the STAR program, teaching and running games with public school elementary kids after school. My tutoring clientele has included a variety of students in all elementary grades. I also volunteer regularly at my son's elementary school, conduct outdoor games with the kindergarteners, and generally relate well to kids as a result of my natural enthusiasm.
Additionally, I have worked as an elementary after-school yard supervisor, as well as a camp counselor in my youth.