Framingham Sate (MEd)
Boston College (Other)
I have tutored for the Hartford Public Schools, after-school tutoring companies, as well as private students. I am also the parent of a special needs child and have honed skills in thinking outside the box to solve problems. I also address self-esteem as though it were a course of its own! I combine this attribute with any educational goals to achieve a well-rounded education for the student, to celebrate achievements no matter how small, and to instill a love of learning that might not be there as the struggles to learn can trump the excitement. I strive for students who leave school one day feeling confident in their education and their self worth.
I will work with the student on current homework assignments and/or provide my own materials to work on strengthening the areas that need it. I have a very flexible schedule, and I am willing to do weekends. I have tutored for the Hartford Public Schools, after-school tutoring companies, as well as private students. I am also the parent of a special needs child and have honed skills in thinking outside the box to solve problems. I also address self-esteem as though it were a course of its own! I combine this attribute with any educational goals to
I am very agreeable to negotiate rates if need be.
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 a masters in Elementary Education. I have taught summer school in first, third and fourth grades. I have subbed for four years in pre-k through high school. I have tutored in the elementary level for groups up to six. I have tutored individually for a second grade student.
Proofreading is not just about looking for typos and grammar. It is checking for punctuation. It's looking for an extra space between words or making sure you indented when you are supposed to. It's also about consistency. If you capitalized a word once, to make sure you continue to do it. It's also about looking for overused words and looking for other ways to say something to vary your sentences. These are just a few of the steps to make sure the final product is stellar! As a freelance writer, I have been proofreading for years!
Tutoring special needs students requires the appropriate approach based on the student’s academic plans as set forth from the school system combined with the tutor’s knowledge of special needs and the individual’s specific learning styles.
As an educator and parent of a special needs child, I have years of experience helping with homework and modifying lessons, to find the best way to learn. I always search for and find the most appropriate way to teach the material in a positive way that accomplishes the academic goals but also fosters self-esteem for the special needs student. I build on strengths and encourage taking the challenge to try to learn new concepts even in small increments so as not to overwhelm the special needs student.
My personal experience with special needs also encompasses my 31 year-old daughter with acquired brain injury. I have honed the skills on how to communicate with her and to be flexible in matching her needs and how I approach each situation. To know the appropriate language, pacing of information and how best to offer explanations, whether orally, visually or tactile techniques. If one modality for learning isn’t successful, try another. If the student doesn’t grasp the concept visually, I try oral approaches, perhaps analogies or use stories around the concept. I also will try tactile approaches. For math, I use manipulatives. Chunking in reading is also a helpful way to help break down the material and not overwhelm the student.
The most important approaches in tutoring students with special needs is to be flexible, patient and always be mindful of self-esteem.
Tutoring study skills run the gamut from organizing time and materials to traditional study techniques of note taking and outlining, techniques of working on the most difficult subject first, to highlighting key words. Study skills also cover tricks for memorizing, such as creating a mnemonic device or even an acronymic sentence. Or a student could make up a song about the material, act it out, and a host of other memorizing techniques.
The key is to de-stress students, help them not only get organized, but also how to stay organized. Learning how to chunk materials is also key to study skills. When students learn how to break down a lesson to master chunking, feelings of being overwhelmed about work and being unorganized can dissipate. I also will tutor how to take a test--how to make sure to read directions carefully, how to recheck the work, how to budget time, how to assess the whole test before beginning. Each student’s study skills will vary according to need, but there is a large array of techniques no matter the subject and grade level, and I will work to find the most appropriate.
For expository writing, we’ll work on ways to start the introduction, such as: ask a question, offer an amazing fact, share an anecdote, and use a descriptive sentence. The introduction will contain the main ideas of the writing piece. We then move onto the body of the piece and support the main idea, using many details. The piece ends with drawing a conclusion of the main ideas. All these can be modeled by me to demonstrate the process to the student.
For narrative writing, instruction includes how to wow the audience with an opening sentence, how to let the creativity flow, how to describe, how to set the scene, and how to create memorable characters. Again modeling by me.
For the student who freezes at the blank page, I’ll use a variety of techniques such writing prompts to get the student over the writer’s block. There are endless prompts such as: At the time, I felt--; If--could see me now, she/he would--; At the time I thought--; The day I learned--; The neighbor who-; The teacher who--; To this day I haven't--; I still cry about--; I still laugh about--;I can still picture the--; I wanted to cringe when--; Why did I say--? Why didn't I say--? I should have--; I could have--; I would have--; If only I--; I'm glad I--; I'm sad that I--; and I am sorry I--.
Proofreading techniques will also be taught.