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Kathy M.

Learning Never Ends - Let's Embark on the Journey

Learning Never Ends - Let's Embark on the Journey

$30/hour

  • 161 hours tutoring

About Kathy


Bio

Greetings Students and Parents,

Every student must feel success, and with that success, learning followings, and It is my goal to differentiate instruction so that students can learn, and learn at their pace. If students have special learning needs, such as short attention span, dyslexia, dyscalculia, obsessive compulsive behaviors and related disabilities, along with with autism, I can adjust our tutoring to make the sessions both informative and scaled to their needs if short breaks are...

Greetings Students and Parents,

Every student must feel success, and with that success, learning followings, and It is my goal to differentiate instruction so that students can learn, and learn at their pace. If students have special learning needs, such as short attention span, dyslexia, dyscalculia, obsessive compulsive behaviors and related disabilities, along with with autism, I can adjust our tutoring to make the sessions both informative and scaled to their needs if short breaks are required -- free of charge; i.e., let's say, a student needs a ten minute break after every 20 minutes, then our tutoring session will be an hour and 20 minutes rather than just a hour.

With more than thirty years teaching experience, I have learned that patience and understanding heaps rewards on both the student and the teacher -- the student develops confidence and the teacher builds a bond of trust.

I enjoy learning, but my own son, who had attention deficit, dyslexia and some processing disorders taught me that some students find school so overwhelming, they soon feel dumb and mentally drop out. I hope I can help your student renew his/or her challenge for learning.
In addition, having taught college classes and adult education, I learned the value of planning for the over achiever also. So if your student is interested in exceeding expectations, I can meet those goals too in literature, grammar, world history, geography and basic physical science. At the college level, I have taught the principles of behavior modification and also types of learning disabilities and issues related to students with special needs. As an adult educator, I have taught English grammar and reading. Reading was a class designed to assist the high school drop out in entering the high school evening program in Los Angeles to enter and then earn his/her high school school diploma.
In the high school program, I tutored students in math, reading, language and economics to pass the high school graduation tests.
In order to relate to m


Education

University of California, Irvine
undergrad
Cal.State U. Fullerton
Masters
UCLA
Other

Policies

  • Tutor’s lessons: In-person
  • Hourly Rate: $30
  • Travel policy: Within 20 miles of Canton, GA 30114
  • Lesson cancellation: 4 hours notice required
  • Background check passed on 9/14/2012

  • Your first lesson is backed by our Good Fit Guarantee

Schedule

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Subjects

Corporate Training

ESL/ESOL,

ESL/ESOL

Since students learning "English as a second language" are often from different cultural groups, it is important that the teacher take care not to exhibit prejudice or favoritism towards any specific cultural group. It is important to provide notebooks in which students can write their new vocabulary, comments and questions, which the teacher can read/review weekly. Another important technique is to make each subject lesson as multi modal in presentation as possible -- utilize visual, auditory, tactile, kinesthetic, and olfactory senses as much as possible in presenting material. An "ice breaker" activity during the first couple of days would be to have commonly asked questions, "Describe the school you attended before coming to Georgia," provide opportunities for speaking and making friends. Teaching English to younger children is often easier since they frequently engage in social conversation and learn the names of commonly used daily items. Teachers can integrate this knowledge and understanding more completely by presenting objects which students can touch and discuss; i.e., balls are round -- measure the circumference. Have a tape measure and ball out; Simple sentences cam integrate sheltered English techniques, along with this multi modal approach which utilizes prior knowledge, along with differentiating the instruction for all learners. It also allows for more complete language development and social interaction. Write some of the questions asked during the lesson, along with students' answers, on the board, for students to write in their notebooks. Here are some examples for specific subjects: In math, students seem to learn the numbers and basic numerical processes more easily. Perhaps this is due to the fact that they do not need a working knowledge of subject-verb agreement and pronoun usages. In planing a math lesson, teachers might integrate some common items, such as knives and forks, into word problems to be solved to increase working vocabulary and math skills. The more manipulative
Grammar

Grammar

Grammar can be described as the systematic analysis of the classes and structure of words and of their arrangements and inter- relationships in larger constructions. For example, before we discuss teaching grammar, think of the word, "can," which can be used as either a noun or verb." As a noun, the word word "can" is defined as a metal container; however, it is also slang for "a toilet." The plural of "can" is formed by adding an "s" the usual way nouns are made plural in English. It is not a noun ending in an "f" or "y," which requires changing those letters to other letters to form the plurals. The verb, "can" which means 'know how to" can be classified as an irregular verb: Present: can; past could, the future tense would be stated as, "will be able to," past perfect would be: "I could have." In teaching grammar, it is important to identify the main requirements for a complee sentence: A subject and a verb, such as "I can." Both younger and ESOL learners can be taught simultaneously that all sentences begin with a capital letter and end with some type of punctuation, usually a period. It is best to teach grammar in the present tense and have the students memorize the verb "to be," I am; you are; he, she, it (singular of the verb to be). Plural of the verb to be: We are; you are; they are. Explain there is no "personal" you in English; the singular "you" is used when talking to one person or the class as a whole; the plural, "you" refers to members of a group; i.e., "Each of you will look at your assignments." As the students become more proficient, objects (direct) can be added to the sentences, and it is as\t this point, that I begin to teach diagramming a sentence. ___________________________________________ subject !verb /direct object Have the stude3nts copy the outline on the board onto their notebooks. (I have already drawn lines into the notebooks, so that they can more easily labe;/ Taking another look at the sentence, I explain the pronoun, reinforcing that pronouns are sep

Elementary Education

Elementary Math,

Elementary Math

Elementary math is multifaceted. In teaching the youngest, how to count, and then complete simple digit addition and subtraction to multi-digit addition and subtraction, along with borrowing and regroup, consumes much of the curricula the first two and a half years, along with basic geometric shapes being taught. Most times I use manipulatives and real money in showing how the borrowing from a dime to twenty-five cents takes place, which seems a more 'realistic learning experience' for the students. As we move into multiplication and division, again manipulatives are used, and children are taught how multiplication and division contain basic number factors that can be exchanged. As we get into fractions, students are taught to create their own fraction pies, and we begin the process with adding and subtracting fractions with common denominators, and then changing the resulting answers into the lowest form. Thereafter, we work on mixed fractions, and again spend time in changing mixed fractions to having like denominators, and then changing answers into their lowest common forms. Lastly, we work on multiplication and division, and if students learned the factors less rigorously, multiplication factors are reintroduced, along with teaching multiplication and division of fractions. Around fifth and sixth grades, we introduce children into some basic algebraic expressions, which knowledge requires that the students notice the number signs and basic number facts. During teaching, I observe which basic number operations need reteaching so the students can relearn basic skills along with the new and challenging math processes.
Grammar,

Grammar

Grammar can be described as the systematic analysis of the classes and structure of words and of their arrangements and inter- relationships in larger constructions. For example, before we discuss teaching grammar, think of the word, "can," which can be used as either a noun or verb." As a noun, the word word "can" is defined as a metal container; however, it is also slang for "a toilet." The plural of "can" is formed by adding an "s" the usual way nouns are made plural in English. It is not a noun ending in an "f" or "y," which requires changing those letters to other letters to form the plurals. The verb, "can" which means 'know how to" can be classified as an irregular verb: Present: can; past could, the future tense would be stated as, "will be able to," past perfect would be: "I could have." In teaching grammar, it is important to identify the main requirements for a complee sentence: A subject and a verb, such as "I can." Both younger and ESOL learners can be taught simultaneously that all sentences begin with a capital letter and end with some type of punctuation, usually a period. It is best to teach grammar in the present tense and have the students memorize the verb "to be," I am; you are; he, she, it (singular of the verb to be). Plural of the verb to be: We are; you are; they are. Explain there is no "personal" you in English; the singular "you" is used when talking to one person or the class as a whole; the plural, "you" refers to members of a group; i.e., "Each of you will look at your assignments." As the students become more proficient, objects (direct) can be added to the sentences, and it is as\t this point, that I begin to teach diagramming a sentence. ___________________________________________ subject !verb /direct object Have the stude3nts copy the outline on the board onto their notebooks. (I have already drawn lines into the notebooks, so that they can more easily labe;/ Taking another look at the sentence, I explain the pronoun, reinforcing that pronouns are sep
Phonics,

Phonics

I am a certified teacher in Georgia and California, who has worked with many students who have difficulty integrating phonic into reading unfamiliar words. I have earned a master's degree in learning handicaps and am familiar with many strategies to assist students learn speech sounds by their alphabetical production to correctly speak and read. Students will be given instruction in learning to decode the consonant letter sounds and secondary sounds of the letters in the alphabet, such as "g," "k," etc. and common blends, such as "ch," "ing," "pre," etc. Included in this instruction, students will review the vowel sounds, both long and short -- emphasizing that when two vowels appear in one syllable, the first vowel usually says its letter name, "pane," == long "a" while the second vowel is silent. Students will be taught about syllables, though putting their index fingers on their lips, to count how many times their lips move, which equals the number of syllables in the word; i.e., syl la bles (3). Students will be taught about dipthongs -- "a combination of two vowel sounds in one syllable; i.e., oil "oi = l." Students will be taught common spelling rules, such as "i" before "e," except as in "neighbor and weigh," along with other rules, such as when adding an ending to a word that ends in "y," drop the "y" and add "ies," or "ed," as in "ally/allies" or "ally/allied." Also, students will review exceptions to the rule of adding "s" to form a plural of noun, such as "child/ children," "man/men," "sheep/sheep," and so forth and will be given instruction on rules for the silent "h," as in "heir." Students will be taught to use the diction- ary so as to be able to correctly pronounce the word as it is used in the context of the narrative. In other words, they will learn to not confuse the pronounciation of the heteronyms, such as "record," meaning either "rek'ard" a written account or "ri'kord" -- make permanently reprodu- cibile as on tape or phonograph. Instruction will be given on homophones. "bare/b
Reading,

Reading

I am a certificated teacher in Georgia and have a master's degree in learning disabilities. Throughout my teaching career, I have worked with young children through adults, who were trying to earn their high school diplomas, with reading. As we know, one must first develop skill in reading the printed letter/characters that form the printed words. For many students, to insure accuracy when reading, they are taught to track, placing the pencil above the words in the line that they are reading to insure accuracy. For a beginning reader, vocabulary may be read and discussed before the literary selection is read. For the reader who has little confidence, in a small group setting, the student will read along with the teacher. If there is an unknown word, the teacher will read the word, so as not to stop the rhythm and insure that the student learns the correct pronunciation, etc. so there is no need to re=learn and incorrectly read word or phrase. Perhaps the student has a learning disability in reading, or has never learned to read fluently and identify the main idea or purpose of the writing. Tutoring offers the student the opportunity to discuss what he believes the purpose, main idea, significance, and point of view in the writing, while pointing to specific examples that support his answer. Teaching students to develop a sense of rhythm when reading involves not only developing an auditory flow, but learning to stop at periods and pause a second at commas. In other words, reviewing the purpose of punctuation in the target selection. It is also important that the student develop skill in previewing the material by reading the first paragraph, topic headlines and the last two paragraphs of the chapter or selection. After the student has read a paragraph, he is asked the main idea of the paragraph. Along with developing a sense of comprehension, the student is taught to infer the purpose for the writing and to increase vocabulary from the context in which vocabulary is used during the target selection. For ex
Spelling,

Spelling

Although spelling is not considered to be indicative of one's intelligence, misspellings often detract from one's written work, so I try to make a list of commonly used words for each student that he/she misspells. In addition, I teach the students to use the guide words in the dictionary to find words and also to use the spell check on the computer. However, simultaneously with teaching students to use the spell check, I teach them about learning to distinguish homonyms, such as "son" and "sun," inasmuch as the improper use of these words is not always correct on the spell check. However, sometimes the grammar check will correct these errors so I teach them how to use grammar checks. In addition, it is important to teach the common rules for spelling, such as when to capitalize: Beginning of sentences, specific names of people and places. I also try to teach how to change the "y" to "ies" when forming plurals and other common rules. Spelling is about learning how to use the rules, and these rules can be built in as the students become better writers. When teaching younger children homonymns, we often play a game of checkers...if the students spell the word correctly, he gets to move a checker; if he/she/they get it wrong, I have the opportunity to move a piece. Just a few ideas for making learning fun.
Vocabulary

English

English,

English

English is the native language of the United States and has many Latin, French, Spanish and German roots. As a certificated teacher in both Georgia and California, who also has a master's in learning handicaps and continuing education in reading and behavior modification, I have taught English over the years to primary, junior high, high school and adult students seeking to earn their high school diplomas. American English is somewhat different from the 'English" spoken and written in England or taught as a second language. For example, in England 'bowling' is referred to as 'billiards' and the "toilet" is sometimes referred to as the "john" here in America, whereas in England it is called, "the Water closet." One of the first things, I try to do is to enliven the tutoring session with humor. For example, I ask the students, "What is a ring?" and most reply, "It is a piece of jewelry worn around the finger." Agreeing with that definition, I then turn to the common phrase, "Give me a ring," which means, "Call me." Explaining the differences in the usage of the same word as both a noun and a verb is mystifying at first, but then we get on track, and it becomes fun. The next phase would be idioms, such as "Birds of a feather flock together," or "Don't put all your eggs in one basket. Once explained, the students will then recant some idioms in their own culture. Our second phase of learning English is understanding the regional dialects and use of phrases throughout the United States. For example, "you're a peach," does not mean you are a fruit, "but someone sweet and helpful." In this phase, we also discuss 'figures of speech,' -- an expression, as a metaphor or simile, that uses words that are not in their literal sense,but rather to produce a fanciful or vivid impression, such as "His eyes lit up as lights on a Christmas tree, when he saw her coming into the room." Our third step would be to discuss verb usage. Most languages put the pronouns at the end of the verb, so it is difficult for them to u
ESL/ESOL,

ESL/ESOL

Since students learning "English as a second language" are often from different cultural groups, it is important that the teacher take care not to exhibit prejudice or favoritism towards any specific cultural group. It is important to provide notebooks in which students can write their new vocabulary, comments and questions, which the teacher can read/review weekly. Another important technique is to make each subject lesson as multi modal in presentation as possible -- utilize visual, auditory, tactile, kinesthetic, and olfactory senses as much as possible in presenting material. An "ice breaker" activity during the first couple of days would be to have commonly asked questions, "Describe the school you attended before coming to Georgia," provide opportunities for speaking and making friends. Teaching English to younger children is often easier since they frequently engage in social conversation and learn the names of commonly used daily items. Teachers can integrate this knowledge and understanding more completely by presenting objects which students can touch and discuss; i.e., balls are round -- measure the circumference. Have a tape measure and ball out; Simple sentences cam integrate sheltered English techniques, along with this multi modal approach which utilizes prior knowledge, along with differentiating the instruction for all learners. It also allows for more complete language development and social interaction. Write some of the questions asked during the lesson, along with students' answers, on the board, for students to write in their notebooks. Here are some examples for specific subjects: In math, students seem to learn the numbers and basic numerical processes more easily. Perhaps this is due to the fact that they do not need a working knowledge of subject-verb agreement and pronoun usages. In planing a math lesson, teachers might integrate some common items, such as knives and forks, into word problems to be solved to increase working vocabulary and math skills. The more manipulative
Grammar,

Grammar

Grammar can be described as the systematic analysis of the classes and structure of words and of their arrangements and inter- relationships in larger constructions. For example, before we discuss teaching grammar, think of the word, "can," which can be used as either a noun or verb." As a noun, the word word "can" is defined as a metal container; however, it is also slang for "a toilet." The plural of "can" is formed by adding an "s" the usual way nouns are made plural in English. It is not a noun ending in an "f" or "y," which requires changing those letters to other letters to form the plurals. The verb, "can" which means 'know how to" can be classified as an irregular verb: Present: can; past could, the future tense would be stated as, "will be able to," past perfect would be: "I could have." In teaching grammar, it is important to identify the main requirements for a complee sentence: A subject and a verb, such as "I can." Both younger and ESOL learners can be taught simultaneously that all sentences begin with a capital letter and end with some type of punctuation, usually a period. It is best to teach grammar in the present tense and have the students memorize the verb "to be," I am; you are; he, she, it (singular of the verb to be). Plural of the verb to be: We are; you are; they are. Explain there is no "personal" you in English; the singular "you" is used when talking to one person or the class as a whole; the plural, "you" refers to members of a group; i.e., "Each of you will look at your assignments." As the students become more proficient, objects (direct) can be added to the sentences, and it is as\t this point, that I begin to teach diagramming a sentence. ___________________________________________ subject !verb /direct object Have the stude3nts copy the outline on the board onto their notebooks. (I have already drawn lines into the notebooks, so that they can more easily labe;/ Taking another look at the sentence, I explain the pronoun, reinforcing that pronouns are sep
Literature,

Literature

Literature provides perspection to its readers on the past and the present, and also lends itself to provide visions for the future. Literature exposes readers to many different cultures, mores and norms, and what is so interesting is that the novels of yesteryear may seem inconsequential today, but in reading about the past, one gains a different experience in understanding the present. Literature teaches us about people, about their emotions, desires and fears and allows the audience to grown in empathy and understanding for different point of views. Some literature is timeless. Thin of Ulysses and his perils in war; after returning home, his son does not trust his recognition; his wife is being pursued by suitors, who want to control her wealth and status -- common elements occurring in the lives of men and women returning from war today. The proverty narrated by Dickents is not a far tale from the emotional and philosophical proverty existing among our youth today. Rather, these stories tell of life's strifes in a different vernacular but can well be understood by today's readers. Readers are now being exposed to the abundantly rich literature in the Afghani and Iranian societies, and realize that there writers have long written about their loves, values and strifes. Cultural and religious differences appear in many love stories -- in both East and Western Culture. Literature compels us to look within ourselves for disparities which may make us less accepting than previously thought. Literature is read in many genres == from the epic poems and plays of the Greeks and the Romans to the modern day drams and novellas. Literature speaks to us in poetic form, in theatrical form and musical form. Historic literature is often found in novels although it informs the reader of social and economic customers of the era in which it was written. The reader learns of society's prejudices and social strifes that prompt its characters to act in a way that tells the reader of the cultural and social poverty that pr
Reading,

Reading

I am a certificated teacher in Georgia and have a master's degree in learning disabilities. Throughout my teaching career, I have worked with young children through adults, who were trying to earn their high school diplomas, with reading. As we know, one must first develop skill in reading the printed letter/characters that form the printed words. For many students, to insure accuracy when reading, they are taught to track, placing the pencil above the words in the line that they are reading to insure accuracy. For a beginning reader, vocabulary may be read and discussed before the literary selection is read. For the reader who has little confidence, in a small group setting, the student will read along with the teacher. If there is an unknown word, the teacher will read the word, so as not to stop the rhythm and insure that the student learns the correct pronunciation, etc. so there is no need to re=learn and incorrectly read word or phrase. Perhaps the student has a learning disability in reading, or has never learned to read fluently and identify the main idea or purpose of the writing. Tutoring offers the student the opportunity to discuss what he believes the purpose, main idea, significance, and point of view in the writing, while pointing to specific examples that support his answer. Teaching students to develop a sense of rhythm when reading involves not only developing an auditory flow, but learning to stop at periods and pause a second at commas. In other words, reviewing the purpose of punctuation in the target selection. It is also important that the student develop skill in previewing the material by reading the first paragraph, topic headlines and the last two paragraphs of the chapter or selection. After the student has read a paragraph, he is asked the main idea of the paragraph. Along with developing a sense of comprehension, the student is taught to infer the purpose for the writing and to increase vocabulary from the context in which vocabulary is used during the target selection. For ex
Spelling,

Spelling

Although spelling is not considered to be indicative of one's intelligence, misspellings often detract from one's written work, so I try to make a list of commonly used words for each student that he/she misspells. In addition, I teach the students to use the guide words in the dictionary to find words and also to use the spell check on the computer. However, simultaneously with teaching students to use the spell check, I teach them about learning to distinguish homonyms, such as "son" and "sun," inasmuch as the improper use of these words is not always correct on the spell check. However, sometimes the grammar check will correct these errors so I teach them how to use grammar checks. In addition, it is important to teach the common rules for spelling, such as when to capitalize: Beginning of sentences, specific names of people and places. I also try to teach how to change the "y" to "ies" when forming plurals and other common rules. Spelling is about learning how to use the rules, and these rules can be built in as the students become better writers. When teaching younger children homonymns, we often play a game of checkers...if the students spell the word correctly, he gets to move a checker; if he/she/they get it wrong, I have the opportunity to move a piece. Just a few ideas for making learning fun.
Writing,

Writing

There are many genres in writing or literary productions, ranging from the simple love letter to poetry, short stories, essays, commentaries and literary compositions, theatrical plays, tales, novels, journals, and textbooks. Biographies and autobiographies can also be considered examples of writing. In academica, writing can be described as answering questions in the content areas of academic subjects, including writing word problems for math. Examples of persuasive writing can be described as the narrative found in advertising or political forums, or in outlines for debates. Persuasive writing is considered subjective, whereas writing scientific articles or factual reports on historial events or accidents can be considered examles of objective writing. Novels present opportunities for the reader to learn more about an historical period of time, other cultures and others' ways of thinking and observing different mores and cultural values. During the Middle Ages play were often the only means by which the general public could be given an understanding of differing points of view of a relevant topic. Even today, plays often deal with social and political ideologies and changing cultural values. Newspapers and magazins often contain examples of both subjective and objective writings, as do essays and political newsletters. Even phone books contain objecive examples of writing by narrating names, addresses and phone numbers, while presenting subjective narrative in the form of yellow page advertising. In each part of the country, there are acceptable forms of jargon used in subjective writing, whereas in objective writing standard rules of English are expected to be utilized in the narrative presentations.
Vocabulary

Homeschool

English,

English

English is the native language of the United States and has many Latin, French, Spanish and German roots. As a certificated teacher in both Georgia and California, who also has a master's in learning handicaps and continuing education in reading and behavior modification, I have taught English over the years to primary, junior high, high school and adult students seeking to earn their high school diplomas. American English is somewhat different from the 'English" spoken and written in England or taught as a second language. For example, in England 'bowling' is referred to as 'billiards' and the "toilet" is sometimes referred to as the "john" here in America, whereas in England it is called, "the Water closet." One of the first things, I try to do is to enliven the tutoring session with humor. For example, I ask the students, "What is a ring?" and most reply, "It is a piece of jewelry worn around the finger." Agreeing with that definition, I then turn to the common phrase, "Give me a ring," which means, "Call me." Explaining the differences in the usage of the same word as both a noun and a verb is mystifying at first, but then we get on track, and it becomes fun. The next phase would be idioms, such as "Birds of a feather flock together," or "Don't put all your eggs in one basket. Once explained, the students will then recant some idioms in their own culture. Our second phase of learning English is understanding the regional dialects and use of phrases throughout the United States. For example, "you're a peach," does not mean you are a fruit, "but someone sweet and helpful." In this phase, we also discuss 'figures of speech,' -- an expression, as a metaphor or simile, that uses words that are not in their literal sense,but rather to produce a fanciful or vivid impression, such as "His eyes lit up as lights on a Christmas tree, when he saw her coming into the room." Our third step would be to discuss verb usage. Most languages put the pronouns at the end of the verb, so it is difficult for them to u
ESL/ESOL,

ESL/ESOL

Since students learning "English as a second language" are often from different cultural groups, it is important that the teacher take care not to exhibit prejudice or favoritism towards any specific cultural group. It is important to provide notebooks in which students can write their new vocabulary, comments and questions, which the teacher can read/review weekly. Another important technique is to make each subject lesson as multi modal in presentation as possible -- utilize visual, auditory, tactile, kinesthetic, and olfactory senses as much as possible in presenting material. An "ice breaker" activity during the first couple of days would be to have commonly asked questions, "Describe the school you attended before coming to Georgia," provide opportunities for speaking and making friends. Teaching English to younger children is often easier since they frequently engage in social conversation and learn the names of commonly used daily items. Teachers can integrate this knowledge and understanding more completely by presenting objects which students can touch and discuss; i.e., balls are round -- measure the circumference. Have a tape measure and ball out; Simple sentences cam integrate sheltered English techniques, along with this multi modal approach which utilizes prior knowledge, along with differentiating the instruction for all learners. It also allows for more complete language development and social interaction. Write some of the questions asked during the lesson, along with students' answers, on the board, for students to write in their notebooks. Here are some examples for specific subjects: In math, students seem to learn the numbers and basic numerical processes more easily. Perhaps this is due to the fact that they do not need a working knowledge of subject-verb agreement and pronoun usages. In planing a math lesson, teachers might integrate some common items, such as knives and forks, into word problems to be solved to increase working vocabulary and math skills. The more manipulative
Reading,

Reading

I am a certificated teacher in Georgia and have a master's degree in learning disabilities. Throughout my teaching career, I have worked with young children through adults, who were trying to earn their high school diplomas, with reading. As we know, one must first develop skill in reading the printed letter/characters that form the printed words. For many students, to insure accuracy when reading, they are taught to track, placing the pencil above the words in the line that they are reading to insure accuracy. For a beginning reader, vocabulary may be read and discussed before the literary selection is read. For the reader who has little confidence, in a small group setting, the student will read along with the teacher. If there is an unknown word, the teacher will read the word, so as not to stop the rhythm and insure that the student learns the correct pronunciation, etc. so there is no need to re=learn and incorrectly read word or phrase. Perhaps the student has a learning disability in reading, or has never learned to read fluently and identify the main idea or purpose of the writing. Tutoring offers the student the opportunity to discuss what he believes the purpose, main idea, significance, and point of view in the writing, while pointing to specific examples that support his answer. Teaching students to develop a sense of rhythm when reading involves not only developing an auditory flow, but learning to stop at periods and pause a second at commas. In other words, reviewing the purpose of punctuation in the target selection. It is also important that the student develop skill in previewing the material by reading the first paragraph, topic headlines and the last two paragraphs of the chapter or selection. After the student has read a paragraph, he is asked the main idea of the paragraph. Along with developing a sense of comprehension, the student is taught to infer the purpose for the writing and to increase vocabulary from the context in which vocabulary is used during the target selection. For ex
Spelling,

Spelling

Although spelling is not considered to be indicative of one's intelligence, misspellings often detract from one's written work, so I try to make a list of commonly used words for each student that he/she misspells. In addition, I teach the students to use the guide words in the dictionary to find words and also to use the spell check on the computer. However, simultaneously with teaching students to use the spell check, I teach them about learning to distinguish homonyms, such as "son" and "sun," inasmuch as the improper use of these words is not always correct on the spell check. However, sometimes the grammar check will correct these errors so I teach them how to use grammar checks. In addition, it is important to teach the common rules for spelling, such as when to capitalize: Beginning of sentences, specific names of people and places. I also try to teach how to change the "y" to "ies" when forming plurals and other common rules. Spelling is about learning how to use the rules, and these rules can be built in as the students become better writers. When teaching younger children homonymns, we often play a game of checkers...if the students spell the word correctly, he gets to move a checker; if he/she/they get it wrong, I have the opportunity to move a piece. Just a few ideas for making learning fun.
Writing

Writing

There are many genres in writing or literary productions, ranging from the simple love letter to poetry, short stories, essays, commentaries and literary compositions, theatrical plays, tales, novels, journals, and textbooks. Biographies and autobiographies can also be considered examples of writing. In academica, writing can be described as answering questions in the content areas of academic subjects, including writing word problems for math. Examples of persuasive writing can be described as the narrative found in advertising or political forums, or in outlines for debates. Persuasive writing is considered subjective, whereas writing scientific articles or factual reports on historial events or accidents can be considered examles of objective writing. Novels present opportunities for the reader to learn more about an historical period of time, other cultures and others' ways of thinking and observing different mores and cultural values. During the Middle Ages play were often the only means by which the general public could be given an understanding of differing points of view of a relevant topic. Even today, plays often deal with social and political ideologies and changing cultural values. Newspapers and magazins often contain examples of both subjective and objective writings, as do essays and political newsletters. Even phone books contain objecive examples of writing by narrating names, addresses and phone numbers, while presenting subjective narrative in the form of yellow page advertising. In each part of the country, there are acceptable forms of jargon used in subjective writing, whereas in objective writing standard rules of English are expected to be utilized in the narrative presentations.

Language

ESL/ESOL

ESL/ESOL

Since students learning "English as a second language" are often from different cultural groups, it is important that the teacher take care not to exhibit prejudice or favoritism towards any specific cultural group. It is important to provide notebooks in which students can write their new vocabulary, comments and questions, which the teacher can read/review weekly. Another important technique is to make each subject lesson as multi modal in presentation as possible -- utilize visual, auditory, tactile, kinesthetic, and olfactory senses as much as possible in presenting material. An "ice breaker" activity during the first couple of days would be to have commonly asked questions, "Describe the school you attended before coming to Georgia," provide opportunities for speaking and making friends. Teaching English to younger children is often easier since they frequently engage in social conversation and learn the names of commonly used daily items. Teachers can integrate this knowledge and understanding more completely by presenting objects which students can touch and discuss; i.e., balls are round -- measure the circumference. Have a tape measure and ball out; Simple sentences cam integrate sheltered English techniques, along with this multi modal approach which utilizes prior knowledge, along with differentiating the instruction for all learners. It also allows for more complete language development and social interaction. Write some of the questions asked during the lesson, along with students' answers, on the board, for students to write in their notebooks. Here are some examples for specific subjects: In math, students seem to learn the numbers and basic numerical processes more easily. Perhaps this is due to the fact that they do not need a working knowledge of subject-verb agreement and pronoun usages. In planing a math lesson, teachers might integrate some common items, such as knives and forks, into word problems to be solved to increase working vocabulary and math skills. The more manipulative

Most Popular

English,

English

English is the native language of the United States and has many Latin, French, Spanish and German roots. As a certificated teacher in both Georgia and California, who also has a master's in learning handicaps and continuing education in reading and behavior modification, I have taught English over the years to primary, junior high, high school and adult students seeking to earn their high school diplomas. American English is somewhat different from the 'English" spoken and written in England or taught as a second language. For example, in England 'bowling' is referred to as 'billiards' and the "toilet" is sometimes referred to as the "john" here in America, whereas in England it is called, "the Water closet." One of the first things, I try to do is to enliven the tutoring session with humor. For example, I ask the students, "What is a ring?" and most reply, "It is a piece of jewelry worn around the finger." Agreeing with that definition, I then turn to the common phrase, "Give me a ring," which means, "Call me." Explaining the differences in the usage of the same word as both a noun and a verb is mystifying at first, but then we get on track, and it becomes fun. The next phase would be idioms, such as "Birds of a feather flock together," or "Don't put all your eggs in one basket. Once explained, the students will then recant some idioms in their own culture. Our second phase of learning English is understanding the regional dialects and use of phrases throughout the United States. For example, "you're a peach," does not mean you are a fruit, "but someone sweet and helpful." In this phase, we also discuss 'figures of speech,' -- an expression, as a metaphor or simile, that uses words that are not in their literal sense,but rather to produce a fanciful or vivid impression, such as "His eyes lit up as lights on a Christmas tree, when he saw her coming into the room." Our third step would be to discuss verb usage. Most languages put the pronouns at the end of the verb, so it is difficult for them to u
ESL/ESOL,

ESL/ESOL

Since students learning "English as a second language" are often from different cultural groups, it is important that the teacher take care not to exhibit prejudice or favoritism towards any specific cultural group. It is important to provide notebooks in which students can write their new vocabulary, comments and questions, which the teacher can read/review weekly. Another important technique is to make each subject lesson as multi modal in presentation as possible -- utilize visual, auditory, tactile, kinesthetic, and olfactory senses as much as possible in presenting material. An "ice breaker" activity during the first couple of days would be to have commonly asked questions, "Describe the school you attended before coming to Georgia," provide opportunities for speaking and making friends. Teaching English to younger children is often easier since they frequently engage in social conversation and learn the names of commonly used daily items. Teachers can integrate this knowledge and understanding more completely by presenting objects which students can touch and discuss; i.e., balls are round -- measure the circumference. Have a tape measure and ball out; Simple sentences cam integrate sheltered English techniques, along with this multi modal approach which utilizes prior knowledge, along with differentiating the instruction for all learners. It also allows for more complete language development and social interaction. Write some of the questions asked during the lesson, along with students' answers, on the board, for students to write in their notebooks. Here are some examples for specific subjects: In math, students seem to learn the numbers and basic numerical processes more easily. Perhaps this is due to the fact that they do not need a working knowledge of subject-verb agreement and pronoun usages. In planing a math lesson, teachers might integrate some common items, such as knives and forks, into word problems to be solved to increase working vocabulary and math skills. The more manipulative
Reading,

Reading

I am a certificated teacher in Georgia and have a master's degree in learning disabilities. Throughout my teaching career, I have worked with young children through adults, who were trying to earn their high school diplomas, with reading. As we know, one must first develop skill in reading the printed letter/characters that form the printed words. For many students, to insure accuracy when reading, they are taught to track, placing the pencil above the words in the line that they are reading to insure accuracy. For a beginning reader, vocabulary may be read and discussed before the literary selection is read. For the reader who has little confidence, in a small group setting, the student will read along with the teacher. If there is an unknown word, the teacher will read the word, so as not to stop the rhythm and insure that the student learns the correct pronunciation, etc. so there is no need to re=learn and incorrectly read word or phrase. Perhaps the student has a learning disability in reading, or has never learned to read fluently and identify the main idea or purpose of the writing. Tutoring offers the student the opportunity to discuss what he believes the purpose, main idea, significance, and point of view in the writing, while pointing to specific examples that support his answer. Teaching students to develop a sense of rhythm when reading involves not only developing an auditory flow, but learning to stop at periods and pause a second at commas. In other words, reviewing the purpose of punctuation in the target selection. It is also important that the student develop skill in previewing the material by reading the first paragraph, topic headlines and the last two paragraphs of the chapter or selection. After the student has read a paragraph, he is asked the main idea of the paragraph. Along with developing a sense of comprehension, the student is taught to infer the purpose for the writing and to increase vocabulary from the context in which vocabulary is used during the target selection. For ex
Writing

Writing

There are many genres in writing or literary productions, ranging from the simple love letter to poetry, short stories, essays, commentaries and literary compositions, theatrical plays, tales, novels, journals, and textbooks. Biographies and autobiographies can also be considered examples of writing. In academica, writing can be described as answering questions in the content areas of academic subjects, including writing word problems for math. Examples of persuasive writing can be described as the narrative found in advertising or political forums, or in outlines for debates. Persuasive writing is considered subjective, whereas writing scientific articles or factual reports on historial events or accidents can be considered examles of objective writing. Novels present opportunities for the reader to learn more about an historical period of time, other cultures and others' ways of thinking and observing different mores and cultural values. During the Middle Ages play were often the only means by which the general public could be given an understanding of differing points of view of a relevant topic. Even today, plays often deal with social and political ideologies and changing cultural values. Newspapers and magazins often contain examples of both subjective and objective writings, as do essays and political newsletters. Even phone books contain objecive examples of writing by narrating names, addresses and phone numbers, while presenting subjective narrative in the form of yellow page advertising. In each part of the country, there are acceptable forms of jargon used in subjective writing, whereas in objective writing standard rules of English are expected to be utilized in the narrative presentations.

Other

ESL/ESOL

ESL/ESOL

Since students learning "English as a second language" are often from different cultural groups, it is important that the teacher take care not to exhibit prejudice or favoritism towards any specific cultural group. It is important to provide notebooks in which students can write their new vocabulary, comments and questions, which the teacher can read/review weekly. Another important technique is to make each subject lesson as multi modal in presentation as possible -- utilize visual, auditory, tactile, kinesthetic, and olfactory senses as much as possible in presenting material. An "ice breaker" activity during the first couple of days would be to have commonly asked questions, "Describe the school you attended before coming to Georgia," provide opportunities for speaking and making friends. Teaching English to younger children is often easier since they frequently engage in social conversation and learn the names of commonly used daily items. Teachers can integrate this knowledge and understanding more completely by presenting objects which students can touch and discuss; i.e., balls are round -- measure the circumference. Have a tape measure and ball out; Simple sentences cam integrate sheltered English techniques, along with this multi modal approach which utilizes prior knowledge, along with differentiating the instruction for all learners. It also allows for more complete language development and social interaction. Write some of the questions asked during the lesson, along with students' answers, on the board, for students to write in their notebooks. Here are some examples for specific subjects: In math, students seem to learn the numbers and basic numerical processes more easily. Perhaps this is due to the fact that they do not need a working knowledge of subject-verb agreement and pronoun usages. In planing a math lesson, teachers might integrate some common items, such as knives and forks, into word problems to be solved to increase working vocabulary and math skills. The more manipulative

Science

Psychology

Special Needs

ADHD,

ADHD

I am a certificated special education teacher, who has earned a Master's Degree in Learning Handicaps, and a familiar with this learning disability. Some learning theorists consider attention problems and hyperactivity as falling under the "other health impaired" category, while other educators consider lack of attention and hyperactivity as behavior problems. Underscoring the confusing in defining this learning disability is the realization that these students lack the ability to recognize and maintain on relevant classroom tasks, and then shift attention to new tasks. Students with attention problems cannot screen out extraneous stimuli; irrelevant stimuli attract them -- the sirens blaring in the background. Some attention deficit students are considered easily distracted -- someone walking to the wastebasket will cause the student to get off track. Other attention deficit students are characterized as hypersensitive to stimuli. In this instance, I had a boy, who was also diagnosed as having Aspergers, who would lose control for unidentifed reasons. One day there was a listening machine in the classsroom; he asked to be tested, and the speech teacher called his mother to see permission, which she gave. His hearing was so sensitive that he could not be tested. Another student would always pull his hood over his head when he was testing to block out auditory distractions. One of the ways in which I try to mediate short attention spans with my students is to set a timer -- anywhere from five to fifteen minutes. When the timer goes off, the student is allowed to take a two to three minute break. Another strategy that often works is to break up the silent work time so that the student can engage in verbal feedback. One strategy that is sometimes used, although in some districts, it is prohibited are the use of cubicles in which the student is placed to work. This practice appears to negatively identify the student so I would not encourage it. Another problem with attention deficits is that the students, the
Autism Spectrum Disorder (ASD),

Autism Spectrum Disorder (ASD)

Autism is a spectrum disorder. Students having autism, share many similar and dissimilar traits with both the regular and special needs' populations, and in teaching students with autism, I pay particular attention to the students' cognitive and learning styles, as well as those rewards that act as positive reinforcers in the classroom environment. When teaching students with autism, this acquired knowledge pertinent to their cognitive and emotional levels of development helps in planning accessible lessons that stiumulate their development of knowledge. Although I have found and believe there is no single method for delivering academic instruction to students with autism, the instruction should be modified and differentiated, and sometimes abridged, to enhance learning. When tutoring students with autism, a more positive learning environment can be attained by posting weekly schedules, in advance, and delineating the academic and social goals for the week. I have found that most students with autism benefit from having a specific schedule, which includes scheduling at the same time and on the same day, each week, along with a brief notation of material to be studied, objective for successful learning, classwork and homework to be discussed, studied and read, and the method for delivering instruction, such as directed reading, videos, current publications to reference and so forth. Using precise, concrete language and vocabulary when working with these students is extremely important inasmuch as they often experience difficulties in understanding figures of speech, idioms and jokes and terms, such as "write several examples." It is almost important that I review the instructions for the assignments to be accepted inasmuch as some students with autism do not process auditory information accurately. Checking and rechecking expectations are really important for insuring success for the students with autism. I teach students to use check sheets as they complete their different assignments so that they can self
Dyslexia,

Dyslexia

I have a master's degree in special education and have worked with elementary, junior high, high school and adult students in classroom and tutorial settings who had dyslexia. Dyslexia in considered to be a specific learning disability and is a term used for one who has difficulty making various visual stimuli meaningful. This learning disability is a disorder in s basic psychological process for visual learning. Often the student attends poorly to visual tasks, frequently exhibits reversals, inversions or omissions in writing, does not remember reading materials but remembers well material discussed in class. In a tutorial setting, if a student confuses commonly known words, instruct the student to track when reading, placing the pencil above the sentence being read. If consistent mistakes are being made, have the student write the word on an index card, place it in front of a tray filled with salt, and have the student write the word in the salt tray with the index finger of the hand normally printed or written with, spelling the word aloud as the word is printed or written. Another remediation would be to read along with the student while he is reading, so that the student develops a sense of rhythm in reading, and at the same time, correctly learns how to read unfamiliar words the first time, -- particularly helpful for the dsyphonetic. For the student who makes math errors as a result of inattention to signs, experiences spacing difficulties with columns and rows, and confuses similar numerals, have the student turn his 8-1/2 x 11 paper sideways. In each column of lines should go only one number. Number signs should be written in read. If the problem involves more than one digit of multiplication or division, the second number in the multiplier and the divisor should be written in a different color so that the student is aware of correctly completing the processes in each line. In general, the student who has visual processing deficits prefers auditory learning and quite frequently reads under his br
Phonics,

Phonics

I am a certified teacher in Georgia and California, who has worked with many students who have difficulty integrating phonic into reading unfamiliar words. I have earned a master's degree in learning handicaps and am familiar with many strategies to assist students learn speech sounds by their alphabetical production to correctly speak and read. Students will be given instruction in learning to decode the consonant letter sounds and secondary sounds of the letters in the alphabet, such as "g," "k," etc. and common blends, such as "ch," "ing," "pre," etc. Included in this instruction, students will review the vowel sounds, both long and short -- emphasizing that when two vowels appear in one syllable, the first vowel usually says its letter name, "pane," == long "a" while the second vowel is silent. Students will be taught about syllables, though putting their index fingers on their lips, to count how many times their lips move, which equals the number of syllables in the word; i.e., syl la bles (3). Students will be taught about dipthongs -- "a combination of two vowel sounds in one syllable; i.e., oil "oi = l." Students will be taught common spelling rules, such as "i" before "e," except as in "neighbor and weigh," along with other rules, such as when adding an ending to a word that ends in "y," drop the "y" and add "ies," or "ed," as in "ally/allies" or "ally/allied." Also, students will review exceptions to the rule of adding "s" to form a plural of noun, such as "child/ children," "man/men," "sheep/sheep," and so forth and will be given instruction on rules for the silent "h," as in "heir." Students will be taught to use the diction- ary so as to be able to correctly pronounce the word as it is used in the context of the narrative. In other words, they will learn to not confuse the pronounciation of the heteronyms, such as "record," meaning either "rek'ard" a written account or "ri'kord" -- make permanently reprodu- cibile as on tape or phonograph. Instruction will be given on homophones. "bare/b
Special Needs

Special Needs

I am a certificated teacher in Georgia, who has earned a master's degree in special education. "Special needs" is an all inclusive category covering any student or adult who has an emotional, physical or behavioral disorder, including those who have cognitive delays and learning disabilities, that significantly impacts one's ability to enjoy or participate in a lifestyle, he or she might have had, had the disability not occurred. I stress the fact that most students with learning disabilities and/or attention deficits have average or above average intelligence and introduce them to famous people who have had similar learning disabilities; i.e., Thomas Edison was very attention deficit/hyperactive. General Patton was never able to read others' handwriting, being that he suffered from dyslexia. Those who have emotional disabilities may suffer from bipolar disorder, post traumatic stress disorder, traumatic brain injuries, schizophrenia, etc. Schizophrenia is usually not diagnosed until mid teens; and I try to bring in articles about contemporary peoples' battles and successes in these areas. Essentially, students need to understand that they are not uncommonly different just because they have learning and/or emotional, behavioral disabilities, and I try to begin the list of strategies we will utilize to assist in learning. One idea that really worked for me when I was teaching teens was taking them to the public library; they were not allowed to use cell phones so that method of distraction was easily eliminated, and they had the opportunities to see people of varying ages and ethnicities asking the librarians for help finding books and in enrolling in classes. Many people with learning disabilities and behavioral disabilities have difficulties with organization. I require that they keep a daily agenda and a separate notebook for each subject, and also, that they write a daily goal and at the end of the lesson, they tell me what went well and something to which they should devote more time and attention.issue req

Summer

ESL/ESOL,

ESL/ESOL

Since students learning "English as a second language" are often from different cultural groups, it is important that the teacher take care not to exhibit prejudice or favoritism towards any specific cultural group. It is important to provide notebooks in which students can write their new vocabulary, comments and questions, which the teacher can read/review weekly. Another important technique is to make each subject lesson as multi modal in presentation as possible -- utilize visual, auditory, tactile, kinesthetic, and olfactory senses as much as possible in presenting material. An "ice breaker" activity during the first couple of days would be to have commonly asked questions, "Describe the school you attended before coming to Georgia," provide opportunities for speaking and making friends. Teaching English to younger children is often easier since they frequently engage in social conversation and learn the names of commonly used daily items. Teachers can integrate this knowledge and understanding more completely by presenting objects which students can touch and discuss; i.e., balls are round -- measure the circumference. Have a tape measure and ball out; Simple sentences cam integrate sheltered English techniques, along with this multi modal approach which utilizes prior knowledge, along with differentiating the instruction for all learners. It also allows for more complete language development and social interaction. Write some of the questions asked during the lesson, along with students' answers, on the board, for students to write in their notebooks. Here are some examples for specific subjects: In math, students seem to learn the numbers and basic numerical processes more easily. Perhaps this is due to the fact that they do not need a working knowledge of subject-verb agreement and pronoun usages. In planing a math lesson, teachers might integrate some common items, such as knives and forks, into word problems to be solved to increase working vocabulary and math skills. The more manipulative
Reading,

Reading

I am a certificated teacher in Georgia and have a master's degree in learning disabilities. Throughout my teaching career, I have worked with young children through adults, who were trying to earn their high school diplomas, with reading. As we know, one must first develop skill in reading the printed letter/characters that form the printed words. For many students, to insure accuracy when reading, they are taught to track, placing the pencil above the words in the line that they are reading to insure accuracy. For a beginning reader, vocabulary may be read and discussed before the literary selection is read. For the reader who has little confidence, in a small group setting, the student will read along with the teacher. If there is an unknown word, the teacher will read the word, so as not to stop the rhythm and insure that the student learns the correct pronunciation, etc. so there is no need to re=learn and incorrectly read word or phrase. Perhaps the student has a learning disability in reading, or has never learned to read fluently and identify the main idea or purpose of the writing. Tutoring offers the student the opportunity to discuss what he believes the purpose, main idea, significance, and point of view in the writing, while pointing to specific examples that support his answer. Teaching students to develop a sense of rhythm when reading involves not only developing an auditory flow, but learning to stop at periods and pause a second at commas. In other words, reviewing the purpose of punctuation in the target selection. It is also important that the student develop skill in previewing the material by reading the first paragraph, topic headlines and the last two paragraphs of the chapter or selection. After the student has read a paragraph, he is asked the main idea of the paragraph. Along with developing a sense of comprehension, the student is taught to infer the purpose for the writing and to increase vocabulary from the context in which vocabulary is used during the target selection. For ex
Writing

Writing

There are many genres in writing or literary productions, ranging from the simple love letter to poetry, short stories, essays, commentaries and literary compositions, theatrical plays, tales, novels, journals, and textbooks. Biographies and autobiographies can also be considered examples of writing. In academica, writing can be described as answering questions in the content areas of academic subjects, including writing word problems for math. Examples of persuasive writing can be described as the narrative found in advertising or political forums, or in outlines for debates. Persuasive writing is considered subjective, whereas writing scientific articles or factual reports on historial events or accidents can be considered examles of objective writing. Novels present opportunities for the reader to learn more about an historical period of time, other cultures and others' ways of thinking and observing different mores and cultural values. During the Middle Ages play were often the only means by which the general public could be given an understanding of differing points of view of a relevant topic. Even today, plays often deal with social and political ideologies and changing cultural values. Newspapers and magazins often contain examples of both subjective and objective writings, as do essays and political newsletters. Even phone books contain objecive examples of writing by narrating names, addresses and phone numbers, while presenting subjective narrative in the form of yellow page advertising. In each part of the country, there are acceptable forms of jargon used in subjective writing, whereas in objective writing standard rules of English are expected to be utilized in the narrative presentations.

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Reviews


Great tutor. Very patient.

Kathy has been an amazing help for my son. My son is autistic and sometimes he can be very trying on your patience. Kathy has done wonderful things to help my son learn. He is very quickly catching up in his curriculum. I cannot thank Kathy enough for every thing she has done.

Amanda, 7 lessons with Kathy

Kathy is wonderful.

My son and daughter are slowly gaining the confidence to read out loud. I am going to continue using her because I do believe she is what we need.

Miriolle, 8 lessons with Kathy
Tutor responded:

Hi Miriolle, Thank you for your kind feedback. I so enjoy working with your son and daughter, and talking to you, afterwards. Take care, and see you on Wednesday. Best, Kathy

Great tutor

Kathy is a very pleasant and easy to work with tutor. We have had her over for 4 sessions. She spends extra time with the student when needed and the kids love her. We look forward to working with her further.

Sadia, 11 lessons with Kathy
Tutor responded:

Thank you very much for your kind feedback on WyzAnt. It is so nice working with your children, they are so much fun.

More than a Great Tutor!

Ms. Kathy M. has been more than a tutor for my son, she has also been a coach and advocate. She has provided thorough assessments, identifying gaps in his learning/education that I was not even aware he had. I am so grateful to have Kathy M as a part of our team! She goes the extra mile!

Sheila, 13 lessons with Kathy

Very Patient

Mrs. Kathy has been so patient with my son. My son has Audioprocessing disorder and dyslexia. So it is really hard for him to focus and learn. Mrs. Kathy has helped Hunter improve. Her experience with children is a real benefit.

Mary Anne, 53 lessons with Kathy

$30/hour

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Kathy M.

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