University of California Irvine (Art History)
Gemological Institute of America (Other)
I have been tutoring English, language arts, proofreading and reading for over 20 years. I began when I was getting my BA in art history at UC Irvine. Since completing my BA in 1985 I have tutored students of all grade levels; 2-12, as well as university students. I've spent over 20 years tutoring students grades 6-12/university level. In total I have about 7 years of experience working with kids in grade 2-5 with learning issues, as well as typical learners in grades 2-5. I also spent a year teaching English in Spain to executives in a bilingual program. For the past five years years I have been reading/reviewing college applications and college level essays. I am comfortable working with both typical and atypical learners (learning disabilities/ADD/ADHD). My goal for all my students is to teach not only the topic (English, Art History, etc), but also to teach skills that they will carry forward and use as they progress through the grade levels. Emphasis is placed on critical thinking, executive functioning/organizational skills and problem solving. While I am an effective tutor for grades 2-12, I am most fluent tutoring middle/ high school/university students.
My goal as a tutor is to teach your student in the most effective manner based on how they learn regardless of their current grade. I do this by utilizing different learning techniques and modalities; visual, auditory, abstract techniques. I do not, nor will I ever, use a "one size fits all" approach to teaching. Each student is an individual and my teaching methods are tailored to reach each of my students on an individual level. I know that with patience, understanding, clear goals and boundaries every student can and will improve. Not every student will understand a concept the first time it is taught. It is my job to make sure that the student leaves each session with all questions answered, a firm plan in place and greater confidence than when we first sat down.
I look forward to hearing from you. In order to have the most effective conversation it would be very helpful if thought has been given to the learning goals you've got in mind for your child, or yourself. I have found it most effective to meet a minimum of two times per week. I've also found that meeting in a neutral ground such as a coffee shop is the way to go. It minimizes home distractions; siblings, pets, the kitchen, the bathroom etc. Please feel free to contact me with any questions. Thank you for considering me for your tutoring needs. I have been tutoring English, language arts, proofreading and reading for over 20 years. I began when I was getting my BA in art history at UC Irvine. Since completing my BA in 1985 I have tutored students of all grade levels; 2-12, as well as university students. I've spent over 20 years tutoring students grades 6-12/university level. In total I
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.
Over the past 25 years I have been hired to bake for large and small parties. My duties entailed menu decisions, budget development and baking the treats. My baking included typical recipes, as well as gluten free, no sugar, and allergen avoidance. Whenever appropriate I share the history of the desert being baked and try to place it in context of the time it came from. For example, when I teach croissant baking I discuss the origin of the pastry (used by the Austrian/Hungarian rulers to convert the Muslim population of Turkey), how it was received by the population, as well as how the recipe changed over the years and why.
I have a BA in art history from UC Irvine and tutored English, Art History and History. In order to tutor there one had to complete an extensive course in teaching study skills to all sorts of learners at all levels; middle and high school and university students. This training included study system skills, executive functioning training, organizational systems and task follow up and completion.