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William T.

Humanities Guide

Humanities Guide

$35/hour

  • Bloomingdale, GA 31302

About William


Bio

I am happy to offer my tutoring services with Wyzant, and look forward to meeting you (whoever 'you' may be). My experience consists of substitute teaching at the elementary level in New Jersey, the pre-k through fourth grade levels. I did that for five years. I also have two years tutoring experience in basic literacy and ESL, through the public library program in Englewood, New Jersey, where I am from originally.

For me, good listening is essential to good teaching!

I am happy to offer my tutoring services with Wyzant, and look forward to meeting you (whoever 'you' may be). My experience consists of substitute teaching at the elementary level in New Jersey, the pre-k through fourth grade levels. I did that for five years. I also have two years tutoring experience in basic literacy and ESL, through the public library program in Englewood, New Jersey, where I am from originally.

For me, good listening is essential to good teaching!


Education

Rutgers University
undergrad
no
Graduate Coursework

Policies

  • Hourly rate: $35
  • Tutor’s lessons: In-person
  • Travel policy: Within 20 miles of Bloomingdale, GA 31302
  • Lesson cancellation: hours notice required
  • No background check

  • Your first lesson is backed by our Good Fit Guarantee

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Subjects

Corporate Training

ESL/ESOL

ESL/ESOL

The first thing to say is that I did this work for two years previously, on a volunteer basis up north, in Englewood, New Jersey, where I am from originally. The organization is Literacy Volunteers (a branch of it operated right out of the Englewood Public Library). The second thing to say is that, as a one-language-speaking American, I have always had tremendous respect for international-spanning folk, who have two, three, or more languages in the repertoire. The third thing to say, I think, is that such an "international-spanning" person comes to us for the purpose of sharpening her (American) English. Anyone who comes to me for ESL/ESOL tutoring should know this: My approach is informal and conversational. At the end of the day, one really learns or sharpens her language skills by actually using the language; and developing what I call "emotional-linguistic muscle memory." In short, what I mean is simply this: We all learned our original language by mimicking our parents or guardians from the crib. But not only that, we got a sense of the emotional charge that words carry, when said a certain way, under certain circumstances. In short, this is sort of how we learned to "think" in our language. Anyway, it is this belief that has always governed my approach to ESL/ESOL instruction. Whoever chooses me for their tutor should expect a good deal of writing and speaking, but nothing too formal or structured.

Elementary Education

Elementary (K-6th),

Elementary (K-6th)

I spent five years as a substitute teacher in Hackensack, New Jersey. During this time I specialized in working with elementary school children. In Hackensack, at the time, "elementary" meant anything from pre-k to sixth grade, which is the range of my experience as a substitute teacher.
Reading,

Reading

I suppose the first thing to emphasize is that we are talking about reading in American English. Reading, when you get right down to it, is about recognizing the written form of speech. That sounds ridiculously simple, I know, but there are people who survive well into their adult years, speaking perfectly normally, but unable to read. Therefore, it stands to reason that the most direct way to redress the situation is to read to the student; and get her to visually and emotionally associate the words she speaks everyday with their written form. Why some adults fall through the cracks is not entirely clear. There are other things that can be done, but they are details. The core is to get the person to associate the words she uses everyday in speech, with their written form.
Vocabulary

Vocabulary

If the goal is to improve or expand one's vocabulary, there is no better proven method than to read more. When you come across a word you don't know, what you want to be able to do is derive its meaning from the "context clues" of the sentence in which it is embedded. Whoever comes to me for tutoring in vocabulary expansion, this is what I will teach you.

English

English,

English

Suppose you're looking for a job; and you look in the classified section of the newspaper. Suppose you come across an enticing ad that says something like: "Join Our Team and Make Up To $2,500 a week!" That ad is NOT saying that you will make $2,500 a week. You must not forget the "up to," which indicates that this company, perhaps, sees $2,500 a week as a ceiling. Remove the words "up to," and you have: "Join Our Team and Make $2,500 a week!" Even that construction is still NOT a promise that you will make $2,500 a week. The company, if pressed, can simply say that the ad was an exhortation, a rallying cry for the ambitious to join their organization and "do big things," and so forth. In short, that is what I will teach anyone who comes to me for tutoring in English (we're really talking about American English; and literature, not the language): critical reading, attending very carefully to what words are doing and what they are not doing. The other big thing in the humanities, in whose family (American, in our case) English resides is Empathy. It is about taking a text and gaining insight into it by understanding something of the life and times of the author; and that aspect as a filter through which she has elaborated her characters. In this way, one gets something of a feel for the kinds of concerns that animate the text, and which led to its creation. I will also teach this to anyone who comes to me for tutoring in (American) English.
ESL/ESOL,

ESL/ESOL

The first thing to say is that I did this work for two years previously, on a volunteer basis up north, in Englewood, New Jersey, where I am from originally. The organization is Literacy Volunteers (a branch of it operated right out of the Englewood Public Library). The second thing to say is that, as a one-language-speaking American, I have always had tremendous respect for international-spanning folk, who have two, three, or more languages in the repertoire. The third thing to say, I think, is that such an "international-spanning" person comes to us for the purpose of sharpening her (American) English. Anyone who comes to me for ESL/ESOL tutoring should know this: My approach is informal and conversational. At the end of the day, one really learns or sharpens her language skills by actually using the language; and developing what I call "emotional-linguistic muscle memory." In short, what I mean is simply this: We all learned our original language by mimicking our parents or guardians from the crib. But not only that, we got a sense of the emotional charge that words carry, when said a certain way, under certain circumstances. In short, this is sort of how we learned to "think" in our language. Anyway, it is this belief that has always governed my approach to ESL/ESOL instruction. Whoever chooses me for their tutor should expect a good deal of writing and speaking, but nothing too formal or structured.
Reading,

Reading

I suppose the first thing to emphasize is that we are talking about reading in American English. Reading, when you get right down to it, is about recognizing the written form of speech. That sounds ridiculously simple, I know, but there are people who survive well into their adult years, speaking perfectly normally, but unable to read. Therefore, it stands to reason that the most direct way to redress the situation is to read to the student; and get her to visually and emotionally associate the words she speaks everyday with their written form. Why some adults fall through the cracks is not entirely clear. There are other things that can be done, but they are details. The core is to get the person to associate the words she uses everyday in speech, with their written form.
Vocabulary,

Vocabulary

If the goal is to improve or expand one's vocabulary, there is no better proven method than to read more. When you come across a word you don't know, what you want to be able to do is derive its meaning from the "context clues" of the sentence in which it is embedded. Whoever comes to me for tutoring in vocabulary expansion, this is what I will teach you.
Writing

Writing

The first thing to emphasize is that we are talking about writing in American English. If you come to me for tutoring in writing, I will teach you how to write with simple, direct elegance and power, in your own unique and distinctive voice.

History

World History

World History

History is the story of how we have come to live the lives we are leading today, right now, at this very moment---as I am writing and you are reading this. It is so far and yet so near; it is distant and ancient, and yet current and right up to the minute. Whoever comes to me for tutoring in world history, will find someone who can comfortably guide you from the fall of the Roman Empire to the present. I'm talking about primarily Western European and North American History, as well as the colonial period Caribbean and Latin America.

Homeschool

Elementary (K-6th),

Elementary (K-6th)

I spent five years as a substitute teacher in Hackensack, New Jersey. During this time I specialized in working with elementary school children. In Hackensack, at the time, "elementary" meant anything from pre-k to sixth grade, which is the range of my experience as a substitute teacher.
English,

English

Suppose you're looking for a job; and you look in the classified section of the newspaper. Suppose you come across an enticing ad that says something like: "Join Our Team and Make Up To $2,500 a week!" That ad is NOT saying that you will make $2,500 a week. You must not forget the "up to," which indicates that this company, perhaps, sees $2,500 a week as a ceiling. Remove the words "up to," and you have: "Join Our Team and Make $2,500 a week!" Even that construction is still NOT a promise that you will make $2,500 a week. The company, if pressed, can simply say that the ad was an exhortation, a rallying cry for the ambitious to join their organization and "do big things," and so forth. In short, that is what I will teach anyone who comes to me for tutoring in English (we're really talking about American English; and literature, not the language): critical reading, attending very carefully to what words are doing and what they are not doing. The other big thing in the humanities, in whose family (American, in our case) English resides is Empathy. It is about taking a text and gaining insight into it by understanding something of the life and times of the author; and that aspect as a filter through which she has elaborated her characters. In this way, one gets something of a feel for the kinds of concerns that animate the text, and which led to its creation. I will also teach this to anyone who comes to me for tutoring in (American) English.
ESL/ESOL,

ESL/ESOL

The first thing to say is that I did this work for two years previously, on a volunteer basis up north, in Englewood, New Jersey, where I am from originally. The organization is Literacy Volunteers (a branch of it operated right out of the Englewood Public Library). The second thing to say is that, as a one-language-speaking American, I have always had tremendous respect for international-spanning folk, who have two, three, or more languages in the repertoire. The third thing to say, I think, is that such an "international-spanning" person comes to us for the purpose of sharpening her (American) English. Anyone who comes to me for ESL/ESOL tutoring should know this: My approach is informal and conversational. At the end of the day, one really learns or sharpens her language skills by actually using the language; and developing what I call "emotional-linguistic muscle memory." In short, what I mean is simply this: We all learned our original language by mimicking our parents or guardians from the crib. But not only that, we got a sense of the emotional charge that words carry, when said a certain way, under certain circumstances. In short, this is sort of how we learned to "think" in our language. Anyway, it is this belief that has always governed my approach to ESL/ESOL instruction. Whoever chooses me for their tutor should expect a good deal of writing and speaking, but nothing too formal or structured.
Reading,

Reading

I suppose the first thing to emphasize is that we are talking about reading in American English. Reading, when you get right down to it, is about recognizing the written form of speech. That sounds ridiculously simple, I know, but there are people who survive well into their adult years, speaking perfectly normally, but unable to read. Therefore, it stands to reason that the most direct way to redress the situation is to read to the student; and get her to visually and emotionally associate the words she speaks everyday with their written form. Why some adults fall through the cracks is not entirely clear. There are other things that can be done, but they are details. The core is to get the person to associate the words she uses everyday in speech, with their written form.
Writing

Writing

The first thing to emphasize is that we are talking about writing in American English. If you come to me for tutoring in writing, I will teach you how to write with simple, direct elegance and power, in your own unique and distinctive voice.

Language

ESL/ESOL

ESL/ESOL

The first thing to say is that I did this work for two years previously, on a volunteer basis up north, in Englewood, New Jersey, where I am from originally. The organization is Literacy Volunteers (a branch of it operated right out of the Englewood Public Library). The second thing to say is that, as a one-language-speaking American, I have always had tremendous respect for international-spanning folk, who have two, three, or more languages in the repertoire. The third thing to say, I think, is that such an "international-spanning" person comes to us for the purpose of sharpening her (American) English. Anyone who comes to me for ESL/ESOL tutoring should know this: My approach is informal and conversational. At the end of the day, one really learns or sharpens her language skills by actually using the language; and developing what I call "emotional-linguistic muscle memory." In short, what I mean is simply this: We all learned our original language by mimicking our parents or guardians from the crib. But not only that, we got a sense of the emotional charge that words carry, when said a certain way, under certain circumstances. In short, this is sort of how we learned to "think" in our language. Anyway, it is this belief that has always governed my approach to ESL/ESOL instruction. Whoever chooses me for their tutor should expect a good deal of writing and speaking, but nothing too formal or structured.

Most Popular

Elementary (K-6th),

Elementary (K-6th)

I spent five years as a substitute teacher in Hackensack, New Jersey. During this time I specialized in working with elementary school children. In Hackensack, at the time, "elementary" meant anything from pre-k to sixth grade, which is the range of my experience as a substitute teacher.
English,

English

Suppose you're looking for a job; and you look in the classified section of the newspaper. Suppose you come across an enticing ad that says something like: "Join Our Team and Make Up To $2,500 a week!" That ad is NOT saying that you will make $2,500 a week. You must not forget the "up to," which indicates that this company, perhaps, sees $2,500 a week as a ceiling. Remove the words "up to," and you have: "Join Our Team and Make $2,500 a week!" Even that construction is still NOT a promise that you will make $2,500 a week. The company, if pressed, can simply say that the ad was an exhortation, a rallying cry for the ambitious to join their organization and "do big things," and so forth. In short, that is what I will teach anyone who comes to me for tutoring in English (we're really talking about American English; and literature, not the language): critical reading, attending very carefully to what words are doing and what they are not doing. The other big thing in the humanities, in whose family (American, in our case) English resides is Empathy. It is about taking a text and gaining insight into it by understanding something of the life and times of the author; and that aspect as a filter through which she has elaborated her characters. In this way, one gets something of a feel for the kinds of concerns that animate the text, and which led to its creation. I will also teach this to anyone who comes to me for tutoring in (American) English.
ESL/ESOL,

ESL/ESOL

The first thing to say is that I did this work for two years previously, on a volunteer basis up north, in Englewood, New Jersey, where I am from originally. The organization is Literacy Volunteers (a branch of it operated right out of the Englewood Public Library). The second thing to say is that, as a one-language-speaking American, I have always had tremendous respect for international-spanning folk, who have two, three, or more languages in the repertoire. The third thing to say, I think, is that such an "international-spanning" person comes to us for the purpose of sharpening her (American) English. Anyone who comes to me for ESL/ESOL tutoring should know this: My approach is informal and conversational. At the end of the day, one really learns or sharpens her language skills by actually using the language; and developing what I call "emotional-linguistic muscle memory." In short, what I mean is simply this: We all learned our original language by mimicking our parents or guardians from the crib. But not only that, we got a sense of the emotional charge that words carry, when said a certain way, under certain circumstances. In short, this is sort of how we learned to "think" in our language. Anyway, it is this belief that has always governed my approach to ESL/ESOL instruction. Whoever chooses me for their tutor should expect a good deal of writing and speaking, but nothing too formal or structured.
Reading,

Reading

I suppose the first thing to emphasize is that we are talking about reading in American English. Reading, when you get right down to it, is about recognizing the written form of speech. That sounds ridiculously simple, I know, but there are people who survive well into their adult years, speaking perfectly normally, but unable to read. Therefore, it stands to reason that the most direct way to redress the situation is to read to the student; and get her to visually and emotionally associate the words she speaks everyday with their written form. Why some adults fall through the cracks is not entirely clear. There are other things that can be done, but they are details. The core is to get the person to associate the words she uses everyday in speech, with their written form.
Writing

Writing

The first thing to emphasize is that we are talking about writing in American English. If you come to me for tutoring in writing, I will teach you how to write with simple, direct elegance and power, in your own unique and distinctive voice.

Other

ESL/ESOL

ESL/ESOL

The first thing to say is that I did this work for two years previously, on a volunteer basis up north, in Englewood, New Jersey, where I am from originally. The organization is Literacy Volunteers (a branch of it operated right out of the Englewood Public Library). The second thing to say is that, as a one-language-speaking American, I have always had tremendous respect for international-spanning folk, who have two, three, or more languages in the repertoire. The third thing to say, I think, is that such an "international-spanning" person comes to us for the purpose of sharpening her (American) English. Anyone who comes to me for ESL/ESOL tutoring should know this: My approach is informal and conversational. At the end of the day, one really learns or sharpens her language skills by actually using the language; and developing what I call "emotional-linguistic muscle memory." In short, what I mean is simply this: We all learned our original language by mimicking our parents or guardians from the crib. But not only that, we got a sense of the emotional charge that words carry, when said a certain way, under certain circumstances. In short, this is sort of how we learned to "think" in our language. Anyway, it is this belief that has always governed my approach to ESL/ESOL instruction. Whoever chooses me for their tutor should expect a good deal of writing and speaking, but nothing too formal or structured.

Summer

Elementary (K-6th),

Elementary (K-6th)

I spent five years as a substitute teacher in Hackensack, New Jersey. During this time I specialized in working with elementary school children. In Hackensack, at the time, "elementary" meant anything from pre-k to sixth grade, which is the range of my experience as a substitute teacher.
ESL/ESOL,

ESL/ESOL

The first thing to say is that I did this work for two years previously, on a volunteer basis up north, in Englewood, New Jersey, where I am from originally. The organization is Literacy Volunteers (a branch of it operated right out of the Englewood Public Library). The second thing to say is that, as a one-language-speaking American, I have always had tremendous respect for international-spanning folk, who have two, three, or more languages in the repertoire. The third thing to say, I think, is that such an "international-spanning" person comes to us for the purpose of sharpening her (American) English. Anyone who comes to me for ESL/ESOL tutoring should know this: My approach is informal and conversational. At the end of the day, one really learns or sharpens her language skills by actually using the language; and developing what I call "emotional-linguistic muscle memory." In short, what I mean is simply this: We all learned our original language by mimicking our parents or guardians from the crib. But not only that, we got a sense of the emotional charge that words carry, when said a certain way, under certain circumstances. In short, this is sort of how we learned to "think" in our language. Anyway, it is this belief that has always governed my approach to ESL/ESOL instruction. Whoever chooses me for their tutor should expect a good deal of writing and speaking, but nothing too formal or structured.
Reading,

Reading

I suppose the first thing to emphasize is that we are talking about reading in American English. Reading, when you get right down to it, is about recognizing the written form of speech. That sounds ridiculously simple, I know, but there are people who survive well into their adult years, speaking perfectly normally, but unable to read. Therefore, it stands to reason that the most direct way to redress the situation is to read to the student; and get her to visually and emotionally associate the words she speaks everyday with their written form. Why some adults fall through the cracks is not entirely clear. There are other things that can be done, but they are details. The core is to get the person to associate the words she uses everyday in speech, with their written form.
Writing

Writing

The first thing to emphasize is that we are talking about writing in American English. If you come to me for tutoring in writing, I will teach you how to write with simple, direct elegance and power, in your own unique and distinctive voice.

$35/hour

William T.

$35/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact William