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University of Pittsburg
I have a wide range of education approaches for language learners who are either native speakers or learning a second language. I teach both English and Chinese, as well as foundational education, from math and science to art. My methods are highly engaging and do require high motivation on the part of my students. They should expect nothing less from themselves, just as they should expect nothing less from me.
I have a wide range of education approaches for language learners who are either native speakers or learning a second language. I teach both English and Chinese, as well as… Read more
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I received my associates in language education from the Beijing Foreign Language Institute in 1999. From there I have compiled educational methods for the language, both standardized and of my own device, that I have successfully applied to students over the years.. But the proof is in the pudding and, therefore, a brief example of my method for your review is what is called for...
Gou zai nail
Where is the dog?, or, 'dog at where?'
Other than the simple change in grammar, what we have the character 'li' serving as a prepositional modifier for 'what' or 'which'. And, as with English, these prepositions designate the object, giving us 'where'...
What dog, which dog?
Simple and straight forward, for which the answer might be...
Wo zoutian zai jie shang kanDAO DE gou
The dog I saw on the street yesterday, or, 'I, yesterday, saw on the street ( DE 'possessive modifier, or 'S ).... Dog.
The DE (?) brings possession to what otherwise would be an empirical statement...
'me dog' -> me DE dog -> 'my' dog
'me dog'. (I) have fleas -> me DE dog have fleas -> 'my' dog has fleas....
..the last, empirical statement not withstanding, uses DE to designate 'dog' as the object of possession rather than as a description.
In brief, getting the student quickly acquainted with modifiers, both prepositional and possessive, is the chief method I employ in teaching the language. It alleviates initial confusion and rapidly allows the learner to apply multiple circumstances, subjects and objects to an introductory range of grammar and basic elements. And they quickly learn this way. It works!
For the casual learner who would like to develop the skill for it's own sake to the aspiring graphics and media professional who needs important foundational art class for honing their skills, I offer the right instruction to get you started and keep you going.
I am an alum of Parsons School of Design where I studied under the late David Paselaqua, renowned for his work with Disney, Harliquine and the Smithsonian Institute. From him I learned the techniques essential for allowing even the novice to quickly accelerate there rendering, design and compositional skills. You can see my work upon request.
I have been a language instructor for over 10 years. In that time I have honed my educational methods to where my students improve their language, most importantly interactive communication skills, very rapidly.
The methods I employ are a combination of both standardized and unorthodox teaching that, together, are highly effective.
I am a graduate of Parson's School of Design. My work can be found on various online platforms. I have taught art history, materials and methods for over 15 years, and guarantee, unconditionally, that any student under my tutelage will very noticeably improve his or her technique while working within the parameters of my curriculum. That is to say, my teaching methods are neither 'consultative' nor 'patronizing'....they are direct and with singular purpose: improve the students ability to break down spatial relationships, build a sense of composition, perspective, color and form based upon what they know and what they see.
I have taught courses in international relations and trade post graduation.
Doing my stint in China I taught at Huang Pu military college (though, by that time, just military in name). There I taught a very direct outlined course on Chinese relations with the West and Russia and the KMT during and after their revolutionary war. What was interesting was that the course material had to coincide with and serve as a supplement for existing college texts that were, for lack of a better description, 'broad' and 'promotional' in nature. The course was I approved and I taught with an extended acceptance from the school administration.
Back in the states, too, I have used my outlined course material to supplement my language course education at various institutions. Each time was met with approval and, I'd like to think, enthusiasm.
I am requesting certification in public speaking. I have extensive lecture and business oral presentation experience, ranging from student tutorials to conceptual media and revenue model proposals. I have given presentations, along with questions and answers, for FIU faculty and administration, KOMU and KRNV Television stations in Columbia and Reno, along with various law firms and online media organizations. If you have any questions please feel free to contact those mentioned above or myself.
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