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Iulia K.

Master concepts and skills with targeted practice.

Master concepts and skills with targeted practice.

$37/hour

About Iulia


Bio

Hello,

And welcome to my page! My name is Iulia (pronounced Yulia) and I offer tutoring in various subjects here on Wyzant.

I have tutored since 2014, I have learned and applied new teaching methods along the way that help me to better serve my students.

In this section I would like to talk about the key patters I have seen that help students understand a topic more deeply, thoroughly and quickly, but you can find more about what I specifically do to teach different subjects by hovering...

Hello,

And welcome to my page! My name is Iulia (pronounced Yulia) and I offer tutoring in various subjects here on Wyzant.

I have tutored since 2014, I have learned and applied new teaching methods along the way that help me to better serve my students.

In this section I would like to talk about the key patters I have seen that help students understand a topic more deeply, thoroughly and quickly, but you can find more about what I specifically do to teach different subjects by hovering over each subject that is in blue in the subjects section of my profile (please see below).

The first key that helps learning be more memorable is to compare new information to what students already know. This can be either in the topic that the student is studying or by analogy with another topic that the student is familiar with. This helps students see strings of patterns between the new information and what they already know. This helps them better understand new information, and retain it longer. It is therefore necessary for me as tutor to pay close attention to what a student already knows to better assist them with what they need help.

Second (this is a given but it is necessary to understand the third idea): learning progresses from understanding simple concepts, to more complex, nuanced, layered and abstract ones. This is important to keep in mind, because skills progress the same way. One cannot use more complex forms of logic, analysis, reasoning and problem solving than what he/she has already had experience with.

Third, knowledge aids in acquiring skills, and practicing skills serves in reinforcing knowledge - it is necessary therefore to do practice exercises in the target area of study to become proficient in that area. From this we can also conclude that the degree to which one is proficient in a particular type of exercise is an indicator of how well one understands the material that came before it. It is therefore necessary to look critically at the information students know to see how to present it to them in a way that will help them complete practice exercises in areas where they are weak.

Last but not least, a part of knowing how to break down, build up and present information involves pacing. Pacing is how much scaffolding a tutor gives a student to help them move from one level of instruction to the next. The harder an idea is for a student, the more scaffolding a teacher will need to offer. The amount of scaffolding needed depends on the amount of background knowledge and experience a student has. This leads back to the importance of paying attention to what a student already knows and what he/she can do.

The amount and type of scaffolding can also be differentiated based on students' needs. It can include things such as using manipulatives, pictures and verbal or gestural reminders to move a student through material. The amount of scaffolding a student needs in one area or at any point in time is not static. It will vary on the difficulty that the concept presents for the student. Sometimes a topic is hard to understand simply because a student has gaps in their knowledge whichnneed to be filed in before a student can advance. When this is the case, students tend to advance quickly once the background knowledge has been filled in.

Other times, if a student has a learning disability, the student will need a lot more scaffolding and more time to grasp the material, but students are often able to overcome their difficulties if given the proper instruction, time and help in that subject.

With this I think I have come full-circle on the cycle of teaching, and have explained how the aspects of learning are interconnected. I hope I have helped you understand how I help students learn, and I leave you now to consider my teaching practices for the subjects I tutor (written below).

If you have any questions or to send a tutoring request, please click the message button in the upper righthand corner of the page.

Thank you for your consideration and I hope to hear from you soon.

Iulia


Education

University of Delaware
Spanish

Policies


Schedule

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Sun

Mon

Tue

Wed

Thu

Fri

Sat


Subjects

Business

GRE

Corporate Training

ESL/ESOL,

ESL/ESOL

When teaching ESL/ESOL, first I set up a context – because language learning always occurs in a context. This is important because it allows me to use to activate students’ background knowledge and prime their minds about what they already know about the topic, to prepare them to expect more related language to have an easier time understanding the material in the lesson. I then introduce new vocabulary and grammar, sometimes through a reading or listening text, and I use the three levels of reading and listening to give students a deeper and deeper understanding of the text, vocabulary and grammar. In a simple lesson I like to end with a discussion about the text and give the student a chance to share their opinion on it. I also focus on other tasks and areas of language as needed, like writing and functional language to help students improve in those areas as well.
Grammar,

Grammar

I teach English to adult English language learners, so I have experience breaking down the inner workings of English language. Be it mechanics or usage, I would be happy to explain to you how different the English language works in literature, writing and conversation.
Spanish

Spanish

I majored in Spanish at the University of Delaware and as someone who already speaks another Latin language (Romanian) I think of my self as being half a native Spanish speaker because there are many similarities between Spanish and Romanian in grammar, spelling and pronunciation. Also I find that there is a stronger connection between Spanish and Romanian than Spanish and English in how the languages create meaning and that is something I share with my students to help them understand the Spanish language.

Elementary Education

Elementary Math,

Elementary Math

In elementary math, if I am working with someone who is learning how to count, I start off by teaching the Principle Counting Principles, and making sure students know how to use them. As students progress through the elementary grades, I make sure they understand how the number system works and help them see the patterns and similarities between addition, subtraction, multiplication and division as they relate to both whole numbers and parts of numbers (fractions or decimals). When it comes to the operations typically dealt with at this level, I help students understand not only how to use the standard algorithms we use to complete problems, but also show them why those algorithms work, so they build a 'number sense' and have the ability to check their work. I also help students understand math through examples in context ( or word problems) that reflect how math is used in real life.
Grammar,

Grammar

I teach English to adult English language learners, so I have experience breaking down the inner workings of English language. Be it mechanics or usage, I would be happy to explain to you how different the English language works in literature, writing and conversation.
Handwriting,

Handwriting

In instructing handwriting, I will show students how to form parts of letters first (based on the different types of lines and curves of letters and numbers), while showing them how to form those segments on paper. After showing them how to write those sections of letters and numbers, I will show them how to write whole letters and entire numbers, followed by letter combinations (if they are practicing cursive). I will also provide letters and numbers for my students to trace, in case the need arises, including ones with numbered arrows, that show the directions in which to write said graphemes, because I learned in my education classes that they aid students in learning how to form letters and numbers. For students who confuse how to write letters such as b d and p, (which is common), I will teach them left from right and top from bottom to help them differentiate between those letters, and if students are having trouble remembering how to write letters in general, I will provide them with an alphabet strip that has the letters with numbered arrows that shows students how to form those letters. Last but not least, to contextualize the writing practice, I will dictate words and sentences for students to write, or ask them to answer questions to practice their handwriting fluency. Preparing students for this task also involves teaching them how to form punctuation marks and give them examples of how to space their words appropriately.
Phonics,

Phonics

When teaching students how to read, I start them off with phonemic awareness and then move them into phonics to teach them how to read and write. First, in phonemic awareness, I teach students how to sound pick out the syllables in words, then move them to segmenting the first and last sounds in a word, help them split words into onset and rime segments, and lastly I help them pick out all of the individual sounds in words. When students are able to do this, then it is time to introduce them to letters, their names and the sounds they make, and teach them how to match sounds to letters and help them blend letters together to make words. I use the process of breaking down words into sounds, figuring out letters that go with them and putting letters together to also help students learn how to write.
Reading,

Reading

To help students understand what they read, it is necessary to activate their background knowledge to prepare them to relate what the text talks about to what they already know so they can better understand what the text says.This includes using the book topic, title, chapter titles to prepare students to understand what the book will be about. (For young kids, this can also involve doing a picture walk through the book.) To lead students to successfully understand a text it is also necessary to pre-teach vocabulary that will be difficult for the student, or teach them how to determine the meaning of words from context, where appropriate. When students are ready to read I guide them through the three levels of reading. The first is getting the main idea of the text, followed by identifying information that is explicitly stated in the text. The third level of reading involves using what the author did say to find what he or she means implicitly. To sift through these layers, I help students understand text by asking them questions in the categories of sequencing, compare and contrast, cause and effect, fact and opinion, story elements, characterization and point of view as necessary. With repeated practice in different topics and genres of literature, it becomes easier for students to understand what they read and read in order to learn.
Elementary Science

English

English,

English

In English I have worked with high school and college students as well as adults. When I work with students in English, my job is to help them understand passages that they have to read for class, help them write papers, figure out what to write about, and edit their papers. In my approach to tutoring writing, I help students generate questions they could write about that stem from their own interest, and I find that that way, students are able to pen out their ideas more easily. I also teach English classes to adults who are learning English as a Second Language, and I have also helped these students write and edit short pieces.
ESL/ESOL,

ESL/ESOL

When teaching ESL/ESOL, first I set up a context – because language learning always occurs in a context. This is important because it allows me to use to activate students’ background knowledge and prime their minds about what they already know about the topic, to prepare them to expect more related language to have an easier time understanding the material in the lesson. I then introduce new vocabulary and grammar, sometimes through a reading or listening text, and I use the three levels of reading and listening to give students a deeper and deeper understanding of the text, vocabulary and grammar. In a simple lesson I like to end with a discussion about the text and give the student a chance to share their opinion on it. I also focus on other tasks and areas of language as needed, like writing and functional language to help students improve in those areas as well.
Grammar,

Grammar

I teach English to adult English language learners, so I have experience breaking down the inner workings of English language. Be it mechanics or usage, I would be happy to explain to you how different the English language works in literature, writing and conversation.
Reading,

Reading

To help students understand what they read, it is necessary to activate their background knowledge to prepare them to relate what the text talks about to what they already know so they can better understand what the text says.This includes using the book topic, title, chapter titles to prepare students to understand what the book will be about. (For young kids, this can also involve doing a picture walk through the book.) To lead students to successfully understand a text it is also necessary to pre-teach vocabulary that will be difficult for the student, or teach them how to determine the meaning of words from context, where appropriate. When students are ready to read I guide them through the three levels of reading. The first is getting the main idea of the text, followed by identifying information that is explicitly stated in the text. The third level of reading involves using what the author did say to find what he or she means implicitly. To sift through these layers, I help students understand text by asking them questions in the categories of sequencing, compare and contrast, cause and effect, fact and opinion, story elements, characterization and point of view as necessary. With repeated practice in different topics and genres of literature, it becomes easier for students to understand what they read and read in order to learn.
TOEFL

Homeschool

Algebra 1,

Algebra 1

In Algebra I, I explain to students topics such as: solving multi-step equations and inequalities working and changing between equations that have different forms solving for systems of equations (where you have to solve for a value when you have 2 equations to start with) and how to graph them how to work with scientific notation and laws of exponents proportional reasoning measures of central tendency and data displays factoring polynomials and simplifying them using basic operations and solving for and graphing absolute value equations and inequalities. I also provide students with examples, word problems and practice problems.
Algebra 2,

Algebra 2

In Algebra II, I explain to students topics such as: how to solve and graph linear equations and inequalities, systems of equations and inequalities and piece-wise functions, absolute value functions and logarithmic functions how to work with and solve for different aspects of a quadratic function using different methods of doing so how to graph square root and cube root functions how to work with roots, powers and complex numbers and the basics of working with trigonometric rations and functions. I also provide students with examples, word problems and practice problems. I love to show students the "why" of Algebra, to help students see the connections between the procedures they are doing and the reasons why those steps are necessary to build in students a stronger appreciation for this discipline.
English,

English

In English I have worked with high school and college students as well as adults. When I work with students in English, my job is to help them understand passages that they have to read for class, help them write papers, figure out what to write about, and edit their papers. In my approach to tutoring writing, I help students generate questions they could write about that stem from their own interest, and I find that that way, students are able to pen out their ideas more easily. I also teach English classes to adults who are learning English as a Second Language, and I have also helped these students write and edit short pieces.
ESL/ESOL,

ESL/ESOL

When teaching ESL/ESOL, first I set up a context – because language learning always occurs in a context. This is important because it allows me to use to activate students’ background knowledge and prime their minds about what they already know about the topic, to prepare them to expect more related language to have an easier time understanding the material in the lesson. I then introduce new vocabulary and grammar, sometimes through a reading or listening text, and I use the three levels of reading and listening to give students a deeper and deeper understanding of the text, vocabulary and grammar. In a simple lesson I like to end with a discussion about the text and give the student a chance to share their opinion on it. I also focus on other tasks and areas of language as needed, like writing and functional language to help students improve in those areas as well.
Handwriting,

Handwriting

In instructing handwriting, I will show students how to form parts of letters first (based on the different types of lines and curves of letters and numbers), while showing them how to form those segments on paper. After showing them how to write those sections of letters and numbers, I will show them how to write whole letters and entire numbers, followed by letter combinations (if they are practicing cursive). I will also provide letters and numbers for my students to trace, in case the need arises, including ones with numbered arrows, that show the directions in which to write said graphemes, because I learned in my education classes that they aid students in learning how to form letters and numbers. For students who confuse how to write letters such as b d and p, (which is common), I will teach them left from right and top from bottom to help them differentiate between those letters, and if students are having trouble remembering how to write letters in general, I will provide them with an alphabet strip that has the letters with numbered arrows that shows students how to form those letters. Last but not least, to contextualize the writing practice, I will dictate words and sentences for students to write, or ask them to answer questions to practice their handwriting fluency. Preparing students for this task also involves teaching them how to form punctuation marks and give them examples of how to space their words appropriately.
Prealgebra,

Prealgebra

In prealgebra I teach students how variables are used as substitutes for unknown numbers, and how to use the principles they've been learning in elementary math - using operations with known numbers - to help them more quickly understand how the concepts in prealgebra. These include balancing equations and solving for an unknown while working across fractions and decimals, and extend to working with powers and roots. At the end of all of this, it is important to put problems in a context for students, so that they can see how math is used in real life situations.
Reading,

Reading

To help students understand what they read, it is necessary to activate their background knowledge to prepare them to relate what the text talks about to what they already know so they can better understand what the text says.This includes using the book topic, title, chapter titles to prepare students to understand what the book will be about. (For young kids, this can also involve doing a picture walk through the book.) To lead students to successfully understand a text it is also necessary to pre-teach vocabulary that will be difficult for the student, or teach them how to determine the meaning of words from context, where appropriate. When students are ready to read I guide them through the three levels of reading. The first is getting the main idea of the text, followed by identifying information that is explicitly stated in the text. The third level of reading involves using what the author did say to find what he or she means implicitly. To sift through these layers, I help students understand text by asking them questions in the categories of sequencing, compare and contrast, cause and effect, fact and opinion, story elements, characterization and point of view as necessary. With repeated practice in different topics and genres of literature, it becomes easier for students to understand what they read and read in order to learn.
SAT Math,

SAT Math

Math has long been my favorite subject in school, and one of my strongest subjects as well. When my siblings and I were in high school, my parents bought SAT books for us and paid for tutors or tutoring programs for us so we could succeed on the SAT. I still have the books we used, and therefore have number of sources that I can use to teach the test strategy and how to solve problems on the SAT. I will use one book as the basis of instruction, and gather additional examples from the others to provide a thorough preparation for the SAT math test.
Spanish,

Spanish

I majored in Spanish at the University of Delaware and as someone who already speaks another Latin language (Romanian) I think of my self as being half a native Spanish speaker because there are many similarities between Spanish and Romanian in grammar, spelling and pronunciation. Also I find that there is a stronger connection between Spanish and Romanian than Spanish and English in how the languages create meaning and that is something I share with my students to help them understand the Spanish language.
Geometry

Language

ESL/ESOL,

ESL/ESOL

When teaching ESL/ESOL, first I set up a context – because language learning always occurs in a context. This is important because it allows me to use to activate students’ background knowledge and prime their minds about what they already know about the topic, to prepare them to expect more related language to have an easier time understanding the material in the lesson. I then introduce new vocabulary and grammar, sometimes through a reading or listening text, and I use the three levels of reading and listening to give students a deeper and deeper understanding of the text, vocabulary and grammar. In a simple lesson I like to end with a discussion about the text and give the student a chance to share their opinion on it. I also focus on other tasks and areas of language as needed, like writing and functional language to help students improve in those areas as well.
Spanish,

Spanish

I majored in Spanish at the University of Delaware and as someone who already speaks another Latin language (Romanian) I think of my self as being half a native Spanish speaker because there are many similarities between Spanish and Romanian in grammar, spelling and pronunciation. Also I find that there is a stronger connection between Spanish and Romanian than Spanish and English in how the languages create meaning and that is something I share with my students to help them understand the Spanish language.
TOEFL

Math

Algebra 1,

Algebra 1

In Algebra I, I explain to students topics such as: solving multi-step equations and inequalities working and changing between equations that have different forms solving for systems of equations (where you have to solve for a value when you have 2 equations to start with) and how to graph them how to work with scientific notation and laws of exponents proportional reasoning measures of central tendency and data displays factoring polynomials and simplifying them using basic operations and solving for and graphing absolute value equations and inequalities. I also provide students with examples, word problems and practice problems.
Algebra 2,

Algebra 2

In Algebra II, I explain to students topics such as: how to solve and graph linear equations and inequalities, systems of equations and inequalities and piece-wise functions, absolute value functions and logarithmic functions how to work with and solve for different aspects of a quadratic function using different methods of doing so how to graph square root and cube root functions how to work with roots, powers and complex numbers and the basics of working with trigonometric rations and functions. I also provide students with examples, word problems and practice problems. I love to show students the "why" of Algebra, to help students see the connections between the procedures they are doing and the reasons why those steps are necessary to build in students a stronger appreciation for this discipline.
Prealgebra,

Prealgebra

In prealgebra I teach students how variables are used as substitutes for unknown numbers, and how to use the principles they've been learning in elementary math - using operations with known numbers - to help them more quickly understand how the concepts in prealgebra. These include balancing equations and solving for an unknown while working across fractions and decimals, and extend to working with powers and roots. At the end of all of this, it is important to put problems in a context for students, so that they can see how math is used in real life situations.
SAT Math,

SAT Math

Math has long been my favorite subject in school, and one of my strongest subjects as well. When my siblings and I were in high school, my parents bought SAT books for us and paid for tutors or tutoring programs for us so we could succeed on the SAT. I still have the books we used, and therefore have number of sources that I can use to teach the test strategy and how to solve problems on the SAT. I will use one book as the basis of instruction, and gather additional examples from the others to provide a thorough preparation for the SAT math test.
Geometry

Most Popular

Algebra 1,

Algebra 1

In Algebra I, I explain to students topics such as: solving multi-step equations and inequalities working and changing between equations that have different forms solving for systems of equations (where you have to solve for a value when you have 2 equations to start with) and how to graph them how to work with scientific notation and laws of exponents proportional reasoning measures of central tendency and data displays factoring polynomials and simplifying them using basic operations and solving for and graphing absolute value equations and inequalities. I also provide students with examples, word problems and practice problems.
Algebra 2,

Algebra 2

In Algebra II, I explain to students topics such as: how to solve and graph linear equations and inequalities, systems of equations and inequalities and piece-wise functions, absolute value functions and logarithmic functions how to work with and solve for different aspects of a quadratic function using different methods of doing so how to graph square root and cube root functions how to work with roots, powers and complex numbers and the basics of working with trigonometric rations and functions. I also provide students with examples, word problems and practice problems. I love to show students the "why" of Algebra, to help students see the connections between the procedures they are doing and the reasons why those steps are necessary to build in students a stronger appreciation for this discipline.
English,

English

In English I have worked with high school and college students as well as adults. When I work with students in English, my job is to help them understand passages that they have to read for class, help them write papers, figure out what to write about, and edit their papers. In my approach to tutoring writing, I help students generate questions they could write about that stem from their own interest, and I find that that way, students are able to pen out their ideas more easily. I also teach English classes to adults who are learning English as a Second Language, and I have also helped these students write and edit short pieces.
ESL/ESOL,

ESL/ESOL

When teaching ESL/ESOL, first I set up a context – because language learning always occurs in a context. This is important because it allows me to use to activate students’ background knowledge and prime their minds about what they already know about the topic, to prepare them to expect more related language to have an easier time understanding the material in the lesson. I then introduce new vocabulary and grammar, sometimes through a reading or listening text, and I use the three levels of reading and listening to give students a deeper and deeper understanding of the text, vocabulary and grammar. In a simple lesson I like to end with a discussion about the text and give the student a chance to share their opinion on it. I also focus on other tasks and areas of language as needed, like writing and functional language to help students improve in those areas as well.
Prealgebra,

Prealgebra

In prealgebra I teach students how variables are used as substitutes for unknown numbers, and how to use the principles they've been learning in elementary math - using operations with known numbers - to help them more quickly understand how the concepts in prealgebra. These include balancing equations and solving for an unknown while working across fractions and decimals, and extend to working with powers and roots. At the end of all of this, it is important to put problems in a context for students, so that they can see how math is used in real life situations.
Reading,

Reading

To help students understand what they read, it is necessary to activate their background knowledge to prepare them to relate what the text talks about to what they already know so they can better understand what the text says.This includes using the book topic, title, chapter titles to prepare students to understand what the book will be about. (For young kids, this can also involve doing a picture walk through the book.) To lead students to successfully understand a text it is also necessary to pre-teach vocabulary that will be difficult for the student, or teach them how to determine the meaning of words from context, where appropriate. When students are ready to read I guide them through the three levels of reading. The first is getting the main idea of the text, followed by identifying information that is explicitly stated in the text. The third level of reading involves using what the author did say to find what he or she means implicitly. To sift through these layers, I help students understand text by asking them questions in the categories of sequencing, compare and contrast, cause and effect, fact and opinion, story elements, characterization and point of view as necessary. With repeated practice in different topics and genres of literature, it becomes easier for students to understand what they read and read in order to learn.
Spanish,

Spanish

I majored in Spanish at the University of Delaware and as someone who already speaks another Latin language (Romanian) I think of my self as being half a native Spanish speaker because there are many similarities between Spanish and Romanian in grammar, spelling and pronunciation. Also I find that there is a stronger connection between Spanish and Romanian than Spanish and English in how the languages create meaning and that is something I share with my students to help them understand the Spanish language.
Geometry

Other

ESL/ESOL

ESL/ESOL

When teaching ESL/ESOL, first I set up a context – because language learning always occurs in a context. This is important because it allows me to use to activate students’ background knowledge and prime their minds about what they already know about the topic, to prepare them to expect more related language to have an easier time understanding the material in the lesson. I then introduce new vocabulary and grammar, sometimes through a reading or listening text, and I use the three levels of reading and listening to give students a deeper and deeper understanding of the text, vocabulary and grammar. In a simple lesson I like to end with a discussion about the text and give the student a chance to share their opinion on it. I also focus on other tasks and areas of language as needed, like writing and functional language to help students improve in those areas as well.

Science

Astronomy

Special Needs

Phonics

Phonics

When teaching students how to read, I start them off with phonemic awareness and then move them into phonics to teach them how to read and write. First, in phonemic awareness, I teach students how to sound pick out the syllables in words, then move them to segmenting the first and last sounds in a word, help them split words into onset and rime segments, and lastly I help them pick out all of the individual sounds in words. When students are able to do this, then it is time to introduce them to letters, their names and the sounds they make, and teach them how to match sounds to letters and help them blend letters together to make words. I use the process of breaking down words into sounds, figuring out letters that go with them and putting letters together to also help students learn how to write.

Summer

Algebra 1,

Algebra 1

In Algebra I, I explain to students topics such as: solving multi-step equations and inequalities working and changing between equations that have different forms solving for systems of equations (where you have to solve for a value when you have 2 equations to start with) and how to graph them how to work with scientific notation and laws of exponents proportional reasoning measures of central tendency and data displays factoring polynomials and simplifying them using basic operations and solving for and graphing absolute value equations and inequalities. I also provide students with examples, word problems and practice problems.
Algebra 2,

Algebra 2

In Algebra II, I explain to students topics such as: how to solve and graph linear equations and inequalities, systems of equations and inequalities and piece-wise functions, absolute value functions and logarithmic functions how to work with and solve for different aspects of a quadratic function using different methods of doing so how to graph square root and cube root functions how to work with roots, powers and complex numbers and the basics of working with trigonometric rations and functions. I also provide students with examples, word problems and practice problems. I love to show students the "why" of Algebra, to help students see the connections between the procedures they are doing and the reasons why those steps are necessary to build in students a stronger appreciation for this discipline.
ESL/ESOL,

ESL/ESOL

When teaching ESL/ESOL, first I set up a context – because language learning always occurs in a context. This is important because it allows me to use to activate students’ background knowledge and prime their minds about what they already know about the topic, to prepare them to expect more related language to have an easier time understanding the material in the lesson. I then introduce new vocabulary and grammar, sometimes through a reading or listening text, and I use the three levels of reading and listening to give students a deeper and deeper understanding of the text, vocabulary and grammar. In a simple lesson I like to end with a discussion about the text and give the student a chance to share their opinion on it. I also focus on other tasks and areas of language as needed, like writing and functional language to help students improve in those areas as well.
GED,

GED

The focus of the GED is to make sure that students have the logical reasoning skills to succeed in the workplace or in a future educational setting. To help students pass the test, I work with them to build their reasoning skills in subjects tested on the exam: reading comprehension, writing, mathematics, social studies and science.
Reading,

Reading

To help students understand what they read, it is necessary to activate their background knowledge to prepare them to relate what the text talks about to what they already know so they can better understand what the text says.This includes using the book topic, title, chapter titles to prepare students to understand what the book will be about. (For young kids, this can also involve doing a picture walk through the book.) To lead students to successfully understand a text it is also necessary to pre-teach vocabulary that will be difficult for the student, or teach them how to determine the meaning of words from context, where appropriate. When students are ready to read I guide them through the three levels of reading. The first is getting the main idea of the text, followed by identifying information that is explicitly stated in the text. The third level of reading involves using what the author did say to find what he or she means implicitly. To sift through these layers, I help students understand text by asking them questions in the categories of sequencing, compare and contrast, cause and effect, fact and opinion, story elements, characterization and point of view as necessary. With repeated practice in different topics and genres of literature, it becomes easier for students to understand what they read and read in order to learn.
SAT Math,

SAT Math

Math has long been my favorite subject in school, and one of my strongest subjects as well. When my siblings and I were in high school, my parents bought SAT books for us and paid for tutors or tutoring programs for us so we could succeed on the SAT. I still have the books we used, and therefore have number of sources that I can use to teach the test strategy and how to solve problems on the SAT. I will use one book as the basis of instruction, and gather additional examples from the others to provide a thorough preparation for the SAT math test.
Spanish,

Spanish

I majored in Spanish at the University of Delaware and as someone who already speaks another Latin language (Romanian) I think of my self as being half a native Spanish speaker because there are many similarities between Spanish and Romanian in grammar, spelling and pronunciation. Also I find that there is a stronger connection between Spanish and Romanian than Spanish and English in how the languages create meaning and that is something I share with my students to help them understand the Spanish language.
Geometry

Test Preparation

GED,

GED

The focus of the GED is to make sure that students have the logical reasoning skills to succeed in the workplace or in a future educational setting. To help students pass the test, I work with them to build their reasoning skills in subjects tested on the exam: reading comprehension, writing, mathematics, social studies and science.
SAT Math,

SAT Math

Math has long been my favorite subject in school, and one of my strongest subjects as well. When my siblings and I were in high school, my parents bought SAT books for us and paid for tutors or tutoring programs for us so we could succeed on the SAT. I still have the books we used, and therefore have number of sources that I can use to teach the test strategy and how to solve problems on the SAT. I will use one book as the basis of instruction, and gather additional examples from the others to provide a thorough preparation for the SAT math test.
GRE, TOEFL

Examples of Expertise


Iulia has provided examples of their subject expertise by answering 12 questions submitted by students on Wyzant’s Ask an Expert.

Ratings and Reviews


Rating

4.9 (166 ratings)
5 star
(155)
4 star
(10)
3 star
(1)
2 star
(0)
1 star
(0)

Reviews


Patient,reliable and knowledgeable

My grand-daughter likes her tutor. She comes home and repeats everything she was taught. She had no knowledge speaking Spanish, now she has started to have conversations in Spanish.Thank you again Julia!

Donna, 7 lessons with Iulia
Tutor responded:

Dear Donna, I am so happy to hear that your granddaughter has started to use Spanish at home! And thank you for the feedback. I am just got started working with her, so I can't wait to all that she will learn.

Knowledgeable and dependable tutor

She helped me with my Spanish final project. She was patient and taught me a lot. I got an A on this hard project because of her. Check out out work: https://docs.google.com/document/d/1S3EclYHafaP0tzgLvLhA4RcxD4CJ0AqmTz59PHYfzys

Ram, 10 lessons with Iulia
Tutor responded:

I am thrilled to hear that you got an A on the final project! It's always great to hear when students get good grades on their assignments! I wish you the best of luck as you prepare for college next year!

Excellent tutor

She patiently works with the student taking her time in explaining concepts in a very clear way. She find ways to make the student understand. She establishes a great relationship with the student that they look forward to working with her.

Joan, 26 lessons with Iulia

Calm and patient

Iulia was very patient and encouraging in working with my child on her handwriting skills. She has a very gentle way of keeping my daughter on task and guiding her through the lesson.

Melissa , 13 lessons with Iulia

First session went great!

Iulia is a patient and experienced tutor who is willing to go above and beyond to help you out! When I mentioned that I wanted to teach ESL students, she gave me some nice tips on how to teach English.

David, 3 lessons with Iulia

Absolutely fantastic dual-language elementary math tutor!

Iulia has been tutoring my son for elementary math since last summer, and she's made a real difference in his math grades. He attends a dual-language elementary school, and all his math classes are taught in Spanish, even though he is not a native Spanish speaker. Iulia's knowledge of the Spanish language and proficiency in math make her the perfect tutor for my son. Her assistance has enabled him to excel in math, even though his tests and homework are written in Spanish. Iulia is kind, honest, patient, and a very hard worker!

Yvonne, 81 lessons with Iulia
Tutor responded:

Dear Mrs. Yvonne, thank you so much for your encouraging words. It has been great working with your son and I always try to provide enough examples to ensure students master and become comfortable with the subjects they learn. Thank you again for your support!

Helpful

She helped me with understanding words, reading, passages and questions. I like her because she is helpful and funny.

Clay, 14 lessons with Iulia
Tutor responded:

Clay, it's great to have your feedback!

Great tutor

Iulia was very helpful. She showed me how to use Excel and how to create, manage and expand and work within the cells! She explained things very well and used good examples! She used some of her own data to give me the ability to work with real numbers and information. I am now beginning to be able to enter and manage my own data.

Dave, 1 lesson with Iulia
Tutor responded:

I'm glad I could help Dave! It's great to hear your feedback!

Patient

Iulia worked very well with my grandson. He is going into the 3rd grade. When I try to work with him, he will work for about 30 minutes then start complaining. She worked with him for about 3 hours. She was very patient with him.

Robert, 4 lessons with Iulia
Contact Iulia

Response time: 17 hours

$37/hour

Iulia K.

$37/hour

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Contact Iulia

Response time: 17 hours