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Christina D.

Writing and Reading Specialist, Essay writing for Common Application

Writing and Reading Specialist, Essay writing for Common Application

$75/hour

  • 114 hours tutoring

  • Bethany, CT 06524

About Christina


Bio

As a New York City middle school teacher, I have worked with students of all abilities, and I have developed a repertoire of skills and teachable strategies that help students become better readers and writers. I am a nine-year veteran of teaching the Columbia University Teachers College Reading and Writing Workshop model.

The skills and strategies I teach in reading allow any student to understand, infer and interpret any book, not just the “ assigned classroom text” that students are...

As a New York City middle school teacher, I have worked with students of all abilities, and I have developed a repertoire of skills and teachable strategies that help students become better readers and writers. I am a nine-year veteran of teaching the Columbia University Teachers College Reading and Writing Workshop model.

The skills and strategies I teach in reading allow any student to understand, infer and interpret any book, not just the “ assigned classroom text” that students are required to read.

In writing, the strategies I teach students allow them to write with clarity, depth, organization and personal voice.

I have helped students master the New York State English Language Arts test, showing them the “traps” of standardized tests and how to avoid them.

I have, for two years, helped young learners reflect, self-assess and self-assign learning goals. I have guided students in setting up systems and helped them come up with strategies for achieving those goals. Students learn how to reflect on past performances and how to use that reflection to adjust their next set of goals, and expectations.

I help students focus on maintaining organization of materials, with backpack clean outs, planner checks, and notebook checks. Longer sessions can hone in on specific projects, due dates, and mapping out the student’s calendar with respect toward meeting important due dates.


Education

Colgate University
English and Fine Art
Pace University, New York City
Masters

Policies

  • Hourly rate: $75
  • Rate details: If you cancel on the day of the appointment, 50% of the fee will be charged.
  • Tutor’s lessons: In-person and online
  • Travel policy: Within 20 miles of Bethany, CT 06524
  • Lesson cancellation: 24 hours notice required
  • Background check passed on 9/23/2014

  • Your first lesson is backed by our Good Fit Guarantee

Schedule

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Subjects

Corporate Training

Grammar,

Grammar

I have taught reading and writing workshop for 9 years in New York City. I am a big believer in audience, and teaching students the difference between things like, email English and academic English.
Proofreading

Elementary Education

Elementary (K-6th),

Elementary (K-6th)

I am a certified New York City public school teacher, certified to teach 6-12 year olds. I have a passion for reading and writing. I have taught children for 10 years. I specialize in writing mechanics, and reading comprehension. I am a graduate of Colgate University, and have a masters from Pace University. I am familiar with Columbia University Reading and Writing workshop model of teaching.
Grammar,

Grammar

I have taught reading and writing workshop for 9 years in New York City. I am a big believer in audience, and teaching students the difference between things like, email English and academic English.
Reading,

Reading

My experience includes: Nine years teaching middle school Literacy. Teaching Columbia University Reading and Writing workshop. I have taught students of all ability levels, students with IEPs, ESL and ELL students. Participated in the “Making a Difference” reading recovery program.
Study Skills,

Study Skills

The job of middle school teaching is, in part, giving students strategies to be independent learners so that when they graduate from middle school, they are prepared for high school. As a teacher for ten years, with 100 students per year, I have seen plenty of students who enter middle and high school with no study skills. I implemented a lunch time and after school program to help needy students organize their materials, organize their lockers, and their backpacks. During these lunches and after school, I color code all of their materials; all of literacy materials were yellow, green for science, etc. This made getting the correct materials for the right class easier to manage. I require that they use an academic planner: assignments must be written down completely before leaving the classroom (written completely so that anyone, including a parent can read and understand the assignment). In some cases, parents and teachers need to sign off on the planner. Since students were required to read 25 books per year, I made students keep a reading long, set goals and plan out their reading across the week, deliberately getting them to reflect on their after school activities and when they could or could not read. Part of my teaching was dedicated to teaching non-fiction reading strategies. I teach students how to take notes, offering them support and scaffolding with graphic organizers when needed. Finally, I help students plan out their projects, mapping out their projects across their planners and encouraging them to break the project down into manageable parts.
Spelling, Vocabulary

English

English,

English

I was a teacher for 10 years in the NYC Public School System. I taught Reading and Writing workshops, and can teach topics including creative writing, blogging, business plans, and Essay writing.
Grammar,

Grammar

I have taught reading and writing workshop for 9 years in New York City. I am a big believer in audience, and teaching students the difference between things like, email English and academic English.
Reading,

Reading

My experience includes: Nine years teaching middle school Literacy. Teaching Columbia University Reading and Writing workshop. I have taught students of all ability levels, students with IEPs, ESL and ELL students. Participated in the “Making a Difference” reading recovery program.
Writing,

Writing

I have been teaching middle and high school students for ten years, helping them improve their writing skills, reading skills and study strategies.
Literature, Proofreading, SAT Reading, SAT Writing, Spelling, Vocabulary

Homeschool

Elementary (K-6th),

Elementary (K-6th)

I am a certified New York City public school teacher, certified to teach 6-12 year olds. I have a passion for reading and writing. I have taught children for 10 years. I specialize in writing mechanics, and reading comprehension. I am a graduate of Colgate University, and have a masters from Pace University. I am familiar with Columbia University Reading and Writing workshop model of teaching.
English,

English

I was a teacher for 10 years in the NYC Public School System. I taught Reading and Writing workshops, and can teach topics including creative writing, blogging, business plans, and Essay writing.
Reading,

Reading

My experience includes: Nine years teaching middle school Literacy. Teaching Columbia University Reading and Writing workshop. I have taught students of all ability levels, students with IEPs, ESL and ELL students. Participated in the “Making a Difference” reading recovery program.
Study Skills,

Study Skills

The job of middle school teaching is, in part, giving students strategies to be independent learners so that when they graduate from middle school, they are prepared for high school. As a teacher for ten years, with 100 students per year, I have seen plenty of students who enter middle and high school with no study skills. I implemented a lunch time and after school program to help needy students organize their materials, organize their lockers, and their backpacks. During these lunches and after school, I color code all of their materials; all of literacy materials were yellow, green for science, etc. This made getting the correct materials for the right class easier to manage. I require that they use an academic planner: assignments must be written down completely before leaving the classroom (written completely so that anyone, including a parent can read and understand the assignment). In some cases, parents and teachers need to sign off on the planner. Since students were required to read 25 books per year, I made students keep a reading long, set goals and plan out their reading across the week, deliberately getting them to reflect on their after school activities and when they could or could not read. Part of my teaching was dedicated to teaching non-fiction reading strategies. I teach students how to take notes, offering them support and scaffolding with graphic organizers when needed. Finally, I help students plan out their projects, mapping out their projects across their planners and encouraging them to break the project down into manageable parts.
Writing,

Writing

I have been teaching middle and high school students for ten years, helping them improve their writing skills, reading skills and study strategies.
SAT Reading, Spelling

Most Popular

Elementary (K-6th),

Elementary (K-6th)

I am a certified New York City public school teacher, certified to teach 6-12 year olds. I have a passion for reading and writing. I have taught children for 10 years. I specialize in writing mechanics, and reading comprehension. I am a graduate of Colgate University, and have a masters from Pace University. I am familiar with Columbia University Reading and Writing workshop model of teaching.
English,

English

I was a teacher for 10 years in the NYC Public School System. I taught Reading and Writing workshops, and can teach topics including creative writing, blogging, business plans, and Essay writing.
Reading,

Reading

My experience includes: Nine years teaching middle school Literacy. Teaching Columbia University Reading and Writing workshop. I have taught students of all ability levels, students with IEPs, ESL and ELL students. Participated in the “Making a Difference” reading recovery program.
Study Skills,

Study Skills

The job of middle school teaching is, in part, giving students strategies to be independent learners so that when they graduate from middle school, they are prepared for high school. As a teacher for ten years, with 100 students per year, I have seen plenty of students who enter middle and high school with no study skills. I implemented a lunch time and after school program to help needy students organize their materials, organize their lockers, and their backpacks. During these lunches and after school, I color code all of their materials; all of literacy materials were yellow, green for science, etc. This made getting the correct materials for the right class easier to manage. I require that they use an academic planner: assignments must be written down completely before leaving the classroom (written completely so that anyone, including a parent can read and understand the assignment). In some cases, parents and teachers need to sign off on the planner. Since students were required to read 25 books per year, I made students keep a reading long, set goals and plan out their reading across the week, deliberately getting them to reflect on their after school activities and when they could or could not read. Part of my teaching was dedicated to teaching non-fiction reading strategies. I teach students how to take notes, offering them support and scaffolding with graphic organizers when needed. Finally, I help students plan out their projects, mapping out their projects across their planners and encouraging them to break the project down into manageable parts.
Writing

Writing

I have been teaching middle and high school students for ten years, helping them improve their writing skills, reading skills and study strategies.

Other

Study Skills

Study Skills

The job of middle school teaching is, in part, giving students strategies to be independent learners so that when they graduate from middle school, they are prepared for high school. As a teacher for ten years, with 100 students per year, I have seen plenty of students who enter middle and high school with no study skills. I implemented a lunch time and after school program to help needy students organize their materials, organize their lockers, and their backpacks. During these lunches and after school, I color code all of their materials; all of literacy materials were yellow, green for science, etc. This made getting the correct materials for the right class easier to manage. I require that they use an academic planner: assignments must be written down completely before leaving the classroom (written completely so that anyone, including a parent can read and understand the assignment). In some cases, parents and teachers need to sign off on the planner. Since students were required to read 25 books per year, I made students keep a reading long, set goals and plan out their reading across the week, deliberately getting them to reflect on their after school activities and when they could or could not read. Part of my teaching was dedicated to teaching non-fiction reading strategies. I teach students how to take notes, offering them support and scaffolding with graphic organizers when needed. Finally, I help students plan out their projects, mapping out their projects across their planners and encouraging them to break the project down into manageable parts.

Special Needs

Study Skills

Study Skills

The job of middle school teaching is, in part, giving students strategies to be independent learners so that when they graduate from middle school, they are prepared for high school. As a teacher for ten years, with 100 students per year, I have seen plenty of students who enter middle and high school with no study skills. I implemented a lunch time and after school program to help needy students organize their materials, organize their lockers, and their backpacks. During these lunches and after school, I color code all of their materials; all of literacy materials were yellow, green for science, etc. This made getting the correct materials for the right class easier to manage. I require that they use an academic planner: assignments must be written down completely before leaving the classroom (written completely so that anyone, including a parent can read and understand the assignment). In some cases, parents and teachers need to sign off on the planner. Since students were required to read 25 books per year, I made students keep a reading long, set goals and plan out their reading across the week, deliberately getting them to reflect on their after school activities and when they could or could not read. Part of my teaching was dedicated to teaching non-fiction reading strategies. I teach students how to take notes, offering them support and scaffolding with graphic organizers when needed. Finally, I help students plan out their projects, mapping out their projects across their planners and encouraging them to break the project down into manageable parts.

Summer

Elementary (K-6th),

Elementary (K-6th)

I am a certified New York City public school teacher, certified to teach 6-12 year olds. I have a passion for reading and writing. I have taught children for 10 years. I specialize in writing mechanics, and reading comprehension. I am a graduate of Colgate University, and have a masters from Pace University. I am familiar with Columbia University Reading and Writing workshop model of teaching.
Reading,

Reading

My experience includes: Nine years teaching middle school Literacy. Teaching Columbia University Reading and Writing workshop. I have taught students of all ability levels, students with IEPs, ESL and ELL students. Participated in the “Making a Difference” reading recovery program.
Study Skills,

Study Skills

The job of middle school teaching is, in part, giving students strategies to be independent learners so that when they graduate from middle school, they are prepared for high school. As a teacher for ten years, with 100 students per year, I have seen plenty of students who enter middle and high school with no study skills. I implemented a lunch time and after school program to help needy students organize their materials, organize their lockers, and their backpacks. During these lunches and after school, I color code all of their materials; all of literacy materials were yellow, green for science, etc. This made getting the correct materials for the right class easier to manage. I require that they use an academic planner: assignments must be written down completely before leaving the classroom (written completely so that anyone, including a parent can read and understand the assignment). In some cases, parents and teachers need to sign off on the planner. Since students were required to read 25 books per year, I made students keep a reading long, set goals and plan out their reading across the week, deliberately getting them to reflect on their after school activities and when they could or could not read. Part of my teaching was dedicated to teaching non-fiction reading strategies. I teach students how to take notes, offering them support and scaffolding with graphic organizers when needed. Finally, I help students plan out their projects, mapping out their projects across their planners and encouraging them to break the project down into manageable parts.
Writing

Writing

I have been teaching middle and high school students for ten years, helping them improve their writing skills, reading skills and study strategies.

Test Preparation

SAT Reading, SAT Writing, SSAT

Ratings and Reviews


Rating

4.7 (14 ratings)
5 star
(11)
4 star
(2)
3 star
(1)
2 star
(0)
1 star
(0)

$75/hour

Christina D.

$75/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact Christina