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Rhode Island College
Southern CT State University (Master's)
University of Connecticut (Other)
After a rewarding career in teaching, I have recently retired from the Connecticut Public Schools system.
As an elementary special education teacher, I have helped many children to succeed and to reach their full potential over the past 32 years in teaching. Throughout my years of teaching, I have worked with children who have struggled to overcome different challenges in learning, particularly, in the area of reading. I have completed a 300 hour program of study at Massachusetts General Hospital in Orton-Gillingham training and methodology.
I have used this training to help many children to become successful readers. It has been one of my greatest joys, as an educator, to watch my students grow and achieve to their full potential as learners. As a special educator, I have worked with children within small-group settings, as well as, within an individualized setting. My ultimate goal has always been to help each child to overcome their challenges and to succeed within the mainstream classroom. I believe that I am a true educator, at heart, and will always have a desire to help children succeed in life. It is my hope that I will still be able to make a difference in chlidren's lives through tutoring. After a rewarding career in teaching, I have recently retired from the Connecticut Public Schools system.
As an elementary special education teacher, I have helped many children to succeed and to reach their full potential over the past 32 years in teaching. Throughout my years of teaching, I have worked with children who have struggled
I am extremely pleased with the tutoring sessions provided by Margaret. From our initial discussions on the need for a writing tutor, Margaret listened and was able to provide feedback and outline areas where she could provide assistance. I was impressed on how well prepared and organized she was at the first tutoring meeting. Her calm and personable style allowed her to quickly put our son at ease and the two worked together on creating sentences and adding details. I had expressed to Margaret that we were looking for a tutor who could make the lessons engaging and not seem like a punishment for a struggling child. She accomplished that well and our son is eager for further lessons. In addition, the writing resource notebook Margaret prepared will be a valuable tool to help our son build confidence in his writing skills. I think she does an excellent job of using the resource notebook in her lessons which reinforces a child's ability to use it when writing solo. I look forward to building on the initial lesson and watching our son grow in his writing ability. He has commented that Margaret is a "great writing partner".
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 as a Special Education teacher at the Elementary level for 32 years within the CT Public School system. As a dually certified teacher in both Regular Education, as well as, in Special Education, I provided direct teaching instruction in core subject areas, primarily in the areas of Reading, Language Arts, and Writing. I taught at the primary level in Grades K-3, using the school system's endorsed reading series including Macmillan and Open Court. At the upper Elementary level, in Grades 4-5, I was responsible for providing direct instruction in the areas of Reading, Language Arts and Writing, using the school system's endorsed reading programs including, Macmillan, Open Court, and Success for All. As an Elementary certified teacher, I taught both special needs and at-risk children in Grades K-5.
I completed a 300 hour Program of Study in Orton-Gillingham training and methodology at Massachusetts General Hospital, Language Disorders Unit, Boston, Massachusetts.
As a special education teacher, I have utilized my training in Orton-Gillingham methodology to provide specific phonics instruction for special needs students, as well as, at-risk students who require a sequential, multisensory phonics program. Through teaching the strategies of the Orton-Gillingham program, my students have improved their skills in the areas of Reading, Spelling and Writing in Grades K-5.
I have taught as an Elementary Special Education teacher within the CT Public School system for the past 32 years. During my career as a special educator, I have provided direct teaching instruction in core subjects areas including Reading, Language Arts and Writing. In Grades K-3, I provided direct instruction in Reading, Language Arts and Writing using the school district's endorsed reading programs including Macmillan and Open Court. At the upper Elementary level, in Grades 4-5, I provided direct teaching instruction in core subject areas including Reading, Language Arts and Writing using the school district's endorsed reading programs including Macmillan, Open Court and Success for All. As a special education teacher, I also provided individualized, direct reading instruction through implementing alternative reading programs including the Let's Read series, the SRA Linguistic Reading Program, Reading A-Z and Project Read.
As a certified special education teacher, I have received on-going training in teaching students to utilize strategies and techniques to improve their study skills and to apply these skills to their daily learning. These techniques and strategies have also helped my students to improve their ability to prepare for tests more effectively.