UCF (Elementary education)
After graduating from UCF with a B.S. in Elementary Education in 1999, I have had experience teaching both elementary and middle school students. I obtained my Autism Endorsement, and M.Ed. in Exceptional Student Education in 2013, and hold a valid state certification in ESE, elementary general education, and ESOL. I have two children with exceptionalities: a 14 year old, 9th grade boy, with Aspergers, as well as a 10 year old, gifted, 5th grade girl.
I believe that ALL children can learn. During my career, I have successfully taught students with varying ability levels, including students with autism, behavioral difficulties, ADHD, SLD, and Gifted. I have thoroughly enjoyed working with students one-on-one, and discovering how to help them reach their full potential. I teach the basic concepts of each subject and break them down in a simple way. I use many of my own materials that I have collected over my years of teaching. My students are engaged and challenged through fun activities. As a result, their confidence soars along with their abilities. After graduating from UCF with a B.S. in Elementary Education in 1999, I have had experience teaching both elementary and middle school students. I obtained my Autism Endorsement, and M.Ed. in Exceptional Student Education in 2013, and hold a valid state certification in ESE, elementary general education, and ESOL. I have two children with
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I have taught in elementary school for over a decade. I have experience with all grade levels, as an ESE resource teacher for students with autism and SLD. I have taught grades 2, 3, 4, and 5 as a regular education teacher. I have had experience in the planning and delivery of all subject areas in elementary curriculum. My students who have taken the FCAT in 3-5, have performed above the state benchmark. I am familiar with the format of each subject area tested in each grade. I can teach students how to locate information in text and apply it to the questions asked.
I work with students in need of organizational skills and time management in relation to academics. The student and I come up with a system that best meets his/her individual learning style and needs. Procrastination is countered by evaluating tasks for importance, and creating a timeline for completion.
Additionally, I teach my students how to study, coaching them through the process of locating key points in text, and creating an easy to follow document (i.e. outline). Test-taking strategies are also available.