B/A University of Connecticut (English Literature)
Sacred HEart University (Master's)
Even though I found a good deal of success as a high school English teacher, I decided to make a change from teaching 100+ students per day to a handful or fewer. I love tutoring because it allows me to assist my students in more meaningful ways. From the most self-motivated students to those who may "fall between the cracks," everyone can benefit from individualized support, and I thrive on seeing my students accomplish their goals.
I typically work one-on-one and in small groups (up to 8 students), depending on the students' needs. I worked primarily in the high school setting; grades 9, 10, and 12 are my specialties. I aided over 450 seniors with the college application process. Additionally, I worked for two years with students who were identified by their English teachers as needing additional support with writing, reading, and/or speaking; my LA Intervention program allowed many students to "fill in the [aforementioned] cracks" on their own. Lastly, my husband is a disabled veteran who recently re-enrolled in school; I have found I enjoy helping veterans navigate their return to school, too.
Most importantly to my students, though, are probably my teaching methods. I enjoy getting to know new people, and I find that the better I can relate the material to the student, the better he/she can perform. I try to make learning fun and practical so that it "sticks" for the long run. I have many tricks and tips for those who want to improve their grammar and clarity in writing, overcome anxiety over a project that requires public speaking, or even need help understanding the complex texts of Shakespeare, Chaucer, or Milton.
To brag a little, I was rated 'exemplary' (4/4) on Connecticut's Teacher Evaluation system and maintained a 3.98 GPA in my Master's degree program. Additionally, I served on several accreditation committees and have developed programs to improve schools' functions. On an individual basis, I have assisted students through the college application process by helping with financial aid, the essay, and test prep. As a rigorous teacher, I have become thoroughly familiar with the CT Core Standards (aka "Common Core") and College Boards' evolving expectations for the SAT, the latest high-stakes test in CT. I typically work with students in middle school/junior high through collegiate levels
Much of our ability to communicate clearly and effectively comes from the practice of brainstorming ideas, formulating ideas, re-formulating ideas, editing those ideas, abandoning the way those ideas come across, and then - and only then - can these ideas begin to take the desired shape. I'm here to help with this process.
I've already listed some of the grades and levels I've taught, but I would like to add I teach the College & Career Pathways Public Speaking course as well.
As antiquated (outdated) as English literature can seem, the art form reflects human nature. Having lively conversations about literature brings it to life and can broaden our understanding of the world in which we live. The end-goal of an English literature teacher is to instill a love of learning and exploration in her students. This can be done through the study of Shakespeare (my favorite), reports from NPR, TedTalks, and more. By utilizing the materials we have, we can grow as individuals. Even though I found a good deal of success as a high school English teacher, I decided to make a change from teaching 100+ students per day to a handful or fewer. I love tutoring because it allows me to assist my students in more meaningful ways. From the most self-motivated students to those who may "fall between the cracks," everyone can benefit
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.