Send Kenneth a message explaining your needs and you will receive a response shortly. Have you already emailed Kenneth or another tutor? If so, you have an account! Sign in now
If you select this option, Wyzant will ask interested tutors to contact you by email if they are able to help. A maximum of five different tutors will email you and none of your personal information, including your email address, will be released.
The Citadel (Education)
A native of Washington, D.C., by way of Charleston, SC, I graduated from The Citadel, the Military College of South Carolina, where I earned my Bachelor of Science degree in Education. I started my television career at WCIV-TV in Charleston, and then moved to Atlanta, where I worked as an editor and producer for the video public relations firm KEF Media Associates. Since then, I have become an accomplished videographer, producer and business owner. Some of my producing and shooting credits include the tech giant Google, TRU TV, formerly Court TV, TV One, Black Enterprise Television, Telepictures, the NFL, the NCAA, Turner Broadcasting, Associated Press Television and The Martin Luther King Center for Nonviolent Social Change.
I have earned the prestigious Telly and Aegis awards for producing and editing the concept, reality series “Diamonds in the Rough,” a show focusing on the rising rate of homelessness among women. In 2008, I was asked to join TV-One’s production crew to produce the network’s first live broadcast at the 2008 Democratic National Convention in Denver. The live broadcast became TV-One’s most watched telecast to date. In 2012, I returned to the Democratic National Convention in Charlotte, as one of six producers responsible for producing content for the convention’s news hub. Never straying too far from his military roots, I worked with the Dept. of Defense’s Global War on Terrorism, as a media editor for Third Army and a media analyst for the Joint Military Information Support Command located at US Central Command in Tampa, FL. As a media analyst, I was responsible for monitoring and analyzing Middle East and Southwest Asia media outlets and conducting quantitative analysis and briefings as well as determining advertising objectives, and message creation for PSAs being produced in the same region.
In Kabul, Afghanistan, I worked alongside Task Force 41 as a media instructor, teaching Afghanistan journalists how to effectively shoot news stories and manage media content. This is where I honed my skills as a teacher. Because of the language difference, I had to very patient with my students. I had move slow at times so the students could understand various terminologies and concepts. My approach was to make things fun and exciting. Learning a new skill is hard enough, so to take off some of the pressure, we'd play games to bring the point of the lesson home, for better retention. For example, when I teach a student how to properly hold a shoulder operated video camera, its all hands-on. Depending on the age of the student, I will refer to the camera as the POV (Point of View) mechanism in a first person video game. If they are older, the student will pretend he or she is a human tripod. Simulating, using word play and real world examples are keys to success in my class.
I would consider myself an outstanding video production teacher because I have over 15 years of real world video production experience, patience and a knack for explaining complex ideas in the most simplest form. If a student is interested in learning cutting edge, video production techniques, and getting his or her hands on some of the most innovative and exciting production equipment on the market, I'm the person to make it possible. A native of Washington, D.C., by way of Charleston, SC, I graduated from The Citadel, the Military College of South Carolina, where I earned my Bachelor of Science degree in Education. I started my television career at WCIV-TV in Charleston, and
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.