western connecticut state university (English)
Rutgers University (Master's)
Southern Connecticut State University (MEd)
Formal schooling should, inherently, be fun, be enjoyable, be productive, and, foremost, be engaging, but it often is not (or, at least seems that way, especially as far as many students are concerned). Specifically, why not? As a semi-retired Connecticut- and New York State-certified educator (Library/Media, grades kindergarten through twelve; Language Arts/English, grades seven to twelve) and Connecticut-certified administrator, K-12, of over over twenty years' effective, productive, confident and confidence-instilling, and, paramount, often humor-laden service to, literally, 10,000-plus students, I address the needs of all learners in a continually caring, thoughtful, expeditious, and always concerned manner. Above all, listening to my students is key: I have lectured, and it does not work. It is always best, most productive, most beneficial--for specific as well as overall student achievement--to afford, and, namely through learned, accurate, informative, helpful, and ever-patient and -understanding one-to-one instructional guidance, all students (regardless of grade level, socioeconomic background, or standardized achievement measurement) each and every learner the opportunity, and at every educational turn, to excel at her and his studies in an unfettered, unaffected, and uncompromising learning milieu.
That's what I'm about; this is what I can offer, immediately and immediately-successfully, students of all grades, particularly elementary-aged scholars regarding all subjects and middle school- and secondary school-aged academic achievers working to excel at all humanities-based concerns, namely history, literature, writing, reading, critical thinking skills development, and, my favorite subject matter, the arts--including art history, photography, drawing, painting, and museum-going. I also enjoy reading the comics, especially those in color; they're terrific and a whole lot of fun, too. So, let's get going! Sure, we'll have great fun studying, together, those classic, very best picture books, from Rotten Ralph to Rainbow Rhino, we will tackle (and master) that spelling test; we'll easily come to terms with--and surpass and with flying, grade A+ colors--the rigors of that last-minute-assigned paper on the relative merits of Huckleberry Finn compared with Candide; and much more, and in a thoroughly cooperative, thoughtful, concise, easy-going, and unforgettably enjoyable manner.
School is, and perhaps even more than occasionally, I'll admit that, fun; learning from me, through your own strengths, your own interests, your own capabilities, is, I believe--I have come to believe--perhaps even better. I look forward to hearing from you, and your caregiver(s), soon. Formal schooling should, inherently, be fun, be enjoyable, be productive, and, foremost, be engaging, but it often is not (or, at least seems that way, especially as far as many students are concerned). Specifically, why not? As a semi-retired Connecticut- and New York State-certified educator (Library/Media, grades kindergarten through twelve;
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.
As a public school elementary-level teacher, I have taught chess to students, grades three through five, for pay, as part of a set of after-school enrichment offerings. I served in this capacity for two years. During one semester of school, I led as many as thirty students in this offering. Via my earnest, creative, even often humor-laden experience, I was able to instruct students regarding how to succeed, more than on the chessboard, in addressing what may have, initially, seemed to them an otherwise very difficult game to understand, let alone compete at successfully. On the whole, this was not challenging: it was, for me, extremely rewarding. I enjoyed every moment and I know my students did also, surely even more. How and why? They told me so, during program, and repeatedly. Foremost, during the course of my instructional leadership, I proved to be patient, helpful, and understanding of all students' extra-classroom needs and interests. Specifically, I continually encouraged all students in their ongoing development of both chess talents and, moreover, their further development of collaborative social skills. Paramount, via my ability to organize and promote students' competition with one another enhanced not only their ability to improve their chess game; they learned, practiced, and embraced the ability to compete, altogether socially, with one another throughout a safe, secure, and enjoyable extra-classroom setting, namely, the library/media center. Additionally, many times caregivers were late in picking up their children. This gave me the opportunity to further the goals of the program. This was not down time for students; I continued to encourage them to hone their game as well as collaborative skills through continued chess playing. I, also, benefited from this seeming inconvenience by getting to know parents and caregivers more, and by gaining even more patience and understanding of the demands they faced in managing their, and, subsequently, their children's, work and home life. Lastly, I yet remain an active participant of the game as well as ardent follower of its contemporary leaders.
For the duration of my successfully completed course work in English and Literatures in Translation, as an undergraduate at Western Connecticut State University; and, immediately subsequent, the University of Connecticut, I regularly undertook formal study of Classical literature. Averaging a near-constant grade of A, I studied within both academic forums both Greek and Roman writers of antiquity, as well as, importantly, pre-eminent authors dating from both medieval- and Renaissance-period Europe. Included within the former genre were Homer (both the Iliad and the Odyssey); Ovid (The Metamorphoses); and Marcus Aurelius (The Meditations). Among notable continental scribes dating from the later period of Classics, my studies included Dante (all three books of the Commedia); Shakespeare (plays and sonnets); Goethe (Doctor Faustus and the Sorrows of Young Werner); and, even, lesser lights including Christopher Marlowe, namely his Tamerlaine epic, and Ben Jonson (Bartholomew Fair). Importantly, having thus studied (and successfully addressed, in terms of formal grading), these notables of the Classics, I, in turn was able to master, both as undergraduate and graduate student, the readings of such prominent twentieth-century authors as Melville (Moby Dick), Joyce (Ulysses) and Faulkner (Absalom, Absalom and, even to a certain degree, his masterpiece, The Sound and the Fury), all stellar figures of letters who readily, clearly, unabashedly, and, foremost, both effectively and memorably structured their own opuses based upon the narrative essences and character notables of the Classics and their above-noted contributors.
As an actively certified Connecticut- and New York State Library/Media Specialist, grades kindergarten through twelve, of over twenty years' instructional standing including, specifically, ten years' teaching experience with elementary-level students, grades K through six, I have formally prepared, presented, and evaluated--individually and as team teacher--lessons and units for students in all core curricula. The scope of subject matter I have taught includes reading, writing, grammar, science, mathematics, history, and literature appreciation.
As an undergraduate student pursuing double majors in Liberal Arts and English at Western Connecticut State University, I studied cinema under the guidance of the Department Chair, Dr. Thomas Doyle. I undertook two courses with him: first, "Survey of the French Cinema"; and, secondly, based upon my academic success, here, I initiated an independent study course with him entitled, "Bunuel and Truffaut: Two Celluoid Seers." Of importance, I received a grade of A for both courses. In short, I consistently presented detailed, comprehensive, well-researched, factually-accurate, and, perhaps paramount, decidedly creative papers for both courses. Dr. Doyle was particularly impressed with my work in the independent study. Within this study forum, I was often able to complete essentially self-assigned research papers within the time frame of only a day or two, at most, much to both the surprise, and delight, of Professor Doyle, so much so that as important formal element preceding my entrance to graduate studies at the University of Connecticut, Chair Doyle, upon my request, presented to the University a decidedly laudable letter of recommendation. Additionally, while at Western, I regularly attended extra-curricular screenings, usually in the evening and of my own initiative, of American and foreign films presented throughout the greater Danbury, Connecticut region. These venues included, among others, Danbury Public Library, as well as Western itself. I improved invaluable, formal academic communication talents from these efforts. I significantly improved both my writing skills as well as, in the case of my independent study (specifically regarding the Bunuel course work) greater Spanish-speaking, writing, and reading comprehension skills. I benefited from these successes by undertaking additional, Spanish language course work at Western, again with Dr. Doyle, encompassing the readings of Borges and Cervantes. Having successfully undertaken four years' study of Spanish on the secondary school level, academics where, again, I often averaged the grade of A, subsequently at the University level, I was not only able to succeed within the challenging yet, at the same time, extremely academically and personally rewarding rubrics of the cinematic curriculum I thus successfully addressed at Western, I found readily that my successes--specifically, cumulative grade-raising reading, writing, speaking, and critical thinking skills--as undergraduate student of the world of film immediately and tangibly aided in me in my preparation for ensuing success as graduate student of English and Literatures in Translation (at UConn), Library and Information Science (at Rutgers), State of Connecticut and New York State teaching certification (at Southern Connecticut State University: English/Language Arts, grades seven through twelve and Library/Media, grades kindergarten to twelve), and, lastly, eventual State of Connecticut public schools certification as administrator, grades K-12.
Microsoft Outlook is a Microsoft Windows-based computer application. It is included as one of four Microsoft Office Suite applications. The other three are Excel, PowerPoint, and Word. MS Outlook enables the user to manage a number of helpful microcomputer-based electronic mail operations or, in short, email. As Windows is loaded as operating system on the vast majority of microcomputers available to learners today, Microsoft Outlook is included as a readily-activated email application. Lastly, and most importantly, Outlook possesses many advantageous facets which email applications such as Yahoo or Gmail cannot offer, including the real-time sharing of the above MS Office Suite applications among users.
I am versed in the functions of three Microsoft Windows operating systems as loaded on both desktop and laptop microcomputers. I began my first use of Windows utilizing the XP operating system included on a Dell 3000 Millennium desktop micro. My second use of Windows is via the Vista release, which I use on an HP Pavilion dv7 laptop. Thirdly, and also currently, I manage my MS Windows-based applications (MS Office Suite Excel, Outlook, PowerPoint, and Word) by means of Windows 8, loaded on a Sony Vaio laptop. Additionally, I am also diligent regarding downloading in a timely manner all Windows updates on both currently used computers. Lastly, an additional, extremely useful Windows-based Microsoft application I regularly use, as included with the last two micros, here, is Windows Media Player. I find all three of these versions of Microsoft Windows very comprehensive and, most importantly, very user-friendly.
As a past private tutor and, significantly, an elementary-level Library/Media Specialist of nearly twenty years' standing, I believe the best, most productive instructional method to teach phonics to young students are tri-fold in scope and sequence. First, I advocate the whole language approach. Second, the read-by-sight method. And, thirdly, reader response guidance. Many past and, even, current instructional schools of thought as well as, moreover, practice regarding the teaching of phonics are, I believe, mere transitory in nature. Rather, I have witnessed, through direct instruction, that it is through the above-three teaching methods that not only do schoolchildren, ages kindergarten through grade three, master the basic building blocks of reading, they learn--and are thus capable--of much more. These tenets naturally include, foremost, subsequent mastery of spelling rigors, the essentials of early writing skills, and, perhaps paramount, nascent literature appreciation.
My teaching experience of photography focuses upon the following three areas of expertise: the mechanical; the technical; and the history and prominent photographers of the twentieth- and twenty-first centuries. First, I am extensively versed in the equipment and practices of current digital photography, including leading manufactures, models, specifications, and lenses. Secondly, I am thoroughly versed in the technological aspects of contemporary photography--specifically, the relative values and practical, as well as creative, uses of photo presentation and editing applications including Corel, Photoshop, Picasa, Photobucket, Windows Media Gallery, and the Vaio/Sony application, PMB. Third and lastly, as an instructionally multi-faceted Library/Media Specialist of twenty years' experience, I have taught students, grades kindergarten through twelve, the essentials of photographic history and, moreover, its leading forums and artists--particularly those of contemporary relevance. The former items of study include the publications of Time-Life, Look, and Sports Illustrated and Sports Illustrated for Kids. The latter elements of study include such leaders in the field as Ansel Adams, Margaret Bourke-Wright, Richard Avedon, Annie Leibowitz, and a particular favorite of children, Jill Krementz.
As a Connecticut state-certified English and Language Arts teacher, I effectively served as secondary-level summer school instructor at a regional vocational-technical school for three consecutive years and, specifically, the summer months of late July and early August. This is, traditionally, a time of year when most students, particularly high school-level students, are typically least receptive to undertaking studies preparing them for immediate, as well as (hoped for, by caregivers, teachers, and, obviously, administration) longer-term or, simply, lasting academic success. Specifically, I enjoyed the opportunity to present, and evaluate, curricular lessons and units for the benefit of up to seven students who were about to begin their first year of high school. These were students who were formally identified, at the end of their eighth grade of public schooling, as in need of tangible, test- and classroom performance-measured academic improvement--specifically within the critically-important realms of reading, writing, and critical thinking skills, let alone being able to work together, and successfully, as a class, during hours of the day when their contemporaries were home, and still sleeping. Importantly, although the curriculum for the course was already set (and helpfully so) by school, and district, standards, as an academically well-rounded learner, myself, I continually guided all students through patient, expert, yet, at all times, relaxed, even often humor-laden instruction. Easily, one of the foremost (and collectively inspiring as well as enjoyed) facets of lessons was my presentation to students of the video efforts, When We Were Kings and The Discovery of the Titanic. For the course of all three summers of instruction and, more importantly, student learning, these facets of the curriculum motivated all learners extremely well. Kids really enjoyed not only viewing the presentations; but, moreover, brain storming and, importantly, as a class, extremely creative, concrete, and tangibly stimulating responses, both verbally and in writing, to viewings. I know that the absolutely positive actuality of their responses not only pleased themselves, individually and collectively, as nascent, if not surely imminently future academic successes at the school, it was, for them, learning at its most enjoyable and, foremost, productive: the films functioned, in short, as an outstanding springboard for students in furthering their academic skills and talents, intellectual traits which, up to that point in their student development, may have yet to be discovered during the course of their previously-engaged studies and, thus, actively put into scholarly practice, whether measured by past, formally-measured achievement standards or, more accurately, their only seeming failure to meet these same standards which was, at all odds, the whole point of them attending--of them having to attend--summer school to begin with. Lastly, and importantly, I was also formally observed and evaluated by the school's director of summer schooling; and, for the course of each of the three summer semesters I was afforded, and altogether voluntarily, to leads this important student-enrichment coursework, I received formal, positive evaluation of my effort.