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University of Fl. (Elementary Education)
University of Florida (Master's)
I'm a Learning Specialist for primary aged students with extensive skills in teaching students who learn differently. I have Level 5 certification in Learning Disabilities, Early Childhood Education, Special Education, P-5. and am skilled in using many multi-sensory approaches to meet individual children's needs. I have a proven track record of success with struggling students in reading, organization, math, and language arts.
My rates vary according to the needs of the students and may range from $60-$100. I look forward to working with your child! I can make a difference! I'm a Learning Specialist for primary aged students with extensive skills in teaching students who learn differently. I have Level 5 certification in Learning Disabilities, Early Childhood Education, Special Education, P-5. and am skilled in using many multi-sensory approaches to meet individual children's needs. I have a proven track record of
My initial rate is $70, but will change depending on the complexity of the student's needs and how often per week he/she is tutored.
Patricia brings a tremendous wealth of knowledge to her work. She has training and experience in multiple methods for helping dyslexic students, so she is able to identify the best methods to help each student. She also has a wonderful, caring manner that puts kids at ease.
Thank you for your positive response. I enjoy working with struggling students and watch them grow in their confidence and skills. I especially look forward to the bond we form because through that bond real progress can be made.
Patricia is very knowledgeable person about what student needs to improve on and what to focus on.... Our child has impoved significantly since our tutor lessons with Patricia! We are very excited about all his progress and recommend her to everyone.
Just wanted you to know that I've definitely noticed a marked improvement in my daughter's math ability. After finishing this first week of her new school, it's apparent how much you've helped her. We worked mostly on comparing fractions, and she's getting it. Things are moving a lot faster than last year. I'm so happy for her and so grateful that we found you! We still have a way to go, but we're definitely on the right track. Thank you so much!!!
Thank you so much. Your feedback means so much, but your daughter is partially responsible for her progress. The positive attitude, always trying to do her best, and length of time in tutoring are all reasons she has made such improvement. I am so proud of her. Thank you.
Pat is very patient and knowledgeable. She has a lot of experience with special needs children and it shows! She has been great for my son!
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
It is important to use multisensory approaches when tutoring/teaching students with ADD/ADHD. Using frequent breaks allows the student to move around and then re-focus. The tutor needs to be sure to have the student's attention before beginning instruction by making sure there is eye contact and using a multi-sensory approach when teaching so that all the channels for learning are tapped. Many times it is necessary to change activities frequently.
I am certified by Ga. Professional Standards to teach students with learning disabilities which includes ADHD/ADD through 2019.
I taught ADD/ADHD students at a Speech School for 8 years and Cobb County for 2 years as well as a Hebrew Academy for 5 years.
I worked successfully with Aspergers students during the 8 years I taught in a clinical setting for language based learning disabilities. During this time I was successful due to my focusing on the following principles: the importance of being consistent and organized so that the child knows what to expect, the inclusion of social skills training and the teaching of real life skills, encouraging special interests and teaching through the child's strengths. I found it necessary to stress eye contact and if necessary have them repeat the directions in their own words so that the tutor knows if they have been listening and that they understand the task. In summary, goals need to include improving communication, social skills, and using behavior management techniques to reward positive behaviors.
Aspergers Syndrome can be accompanied by coexisting conditions such as ADHD, OCD, Non Verbal Learning Disabilities, etc. which require additional teaching strategies that I used when teaching in a clinical setting.
Throughout my teaching career, I have taught many students on the autism spectrum including my own son. I have given lectures regarding teaching methods to parents and educators on a mission to Moldova.
When working with children on the severe end of the autism spectrum, teaching them independent living skills and a way to communicate is important. This may be accomplished through pecs and visual charts for routines.
When teaching students on the mild end of the autism spectrum, teaching social skills is vital. This can be accomplished by direct instruction and modeling behavior.
There are many other components when working with this population. One must remember,as with all children, each one is an individual and has individual learning styles which need to be addressed as well as strengths and weaknesses.
When teaching dyslexic students, it is important to use multi-sensory approaches to teach phonics such as Orton Gollingham, S.P.I.R.E., and Wilson so that students have all available learning channels stimulated. It is equally important to review and practice rules for decoding so that they are learned and not forgotten. Dyslexic students need to use fluency programs such as Great Leaps. It is also important to use direct instruction to teach vocabulary in context. Comprehension strategies need to be reinforced through using visual cues such as Story Grammar Marker. Phonological Skills also need to be strengthened using S.P.I.R.E or other phonological programs.
I am certified by Ga. Professional Standards through 2019 to teach Learning Disabled students which includes students with Dyslexia. In addition, my past teaching experience includes teaching dyslexic students at the Atlanta Speech School for 8 years as well as the Greenfield Hebrew Academy for 5 years.
When teaching Reading/Language Arts, it is important to improve fluency, comprehension, and decoding skills by using multisensory approaches, traditional approaches, or remedial approaches depending on student's needs and profile. It is necessary to review and practice all other subject skills in the curriculum. I am certified by Georgia Professional Standards through 2019 to teach students PreK-5.
When teaching English, it is necessary to take your cues from the student's writing to determine needs, prioritize them, and then begin instruction to help them gain the skills needed to be good writers. When writing, the students should not be concerned with grammar, punctuation, or spelling. The time for this is during the editing phase. Otherwise, their ideas for writing will not flow. Many times this is difficult for them because they want their writing to be perfect the first time. Telling them that you are not concerned right now with grammar, punctuation, and spelling and that this will come later, usually helps them to let their ideas flow.
I am a certified teacher through 2019 and have taught all levels of students for over 30 years. I believe that grammar instruction should be part of writing. For example, not every student needs instruction about the rules of capitalization so to determine what is necessary to teach, one needs to analyze their writing and proceed from there to provide instruction.
When teaching phonics, it is important to use a scientifically research based approach such as Orton Gillingham, S.P.I.R.E., or Wilson.
It is also necessary to review often and provide repetition of skills. Students need to use the phonics skills taught when reading a passage.
I am certified by Ga. Professional Standards through 2019 to teach reading which includes phonics.
I have taught phonics for over 30 years.
When teaching reading, it is critical to use a multi- sensory approach so that all the avenues for learning are utilized. Some of these approaches are S.P.I.R.E and LindaMood Bell which both have a decoding component as well as comprehension. It is also important in any reading instruction to include activities which focus on fluency and phonemic awareness. These activities will help the learner be a more fluid reader and the phonemic awareness activities will improve the learner's awareness of the individual phonemes or sounds in words.
In my blog I cover the teaching of reading in more detail.
It is necessary to teach special needs students using multi-sensory approaches in reading, spelling, and language arts as well as math. Focus can be improved through re-direction, visual cues, auditory cues. Organization/study skills are strengthened through using visual reminders, binders, outlining. I am certified by Ga. Profession Standards to teach Special Education through 2019.
I am certified by Georgia Professional Standards through 2019 to teach P-5, Special Education, Learning Disabilities, and Middle School which includes study skills. I have taught children with language based learning disabilities for 8 years at a Speech School, in Cobb County for 2 years, and at a Hebrew Academy for 5 years. Before that I taught special education in Dade County schools for 15 years. During my extensive teaching career, I have worked with most kinds of special needs students at all levels and found that each child responds to different approaches to learn which is why using a multi-sensory approach is so important. Getting to understand the individual needs of children is vital to develop a learning plan tailored to that individual student. When working with students with special needs, it is always necessary to establish eye contact before speaking. Using check-ins can work well to be sure information is received. It is also important to use a multi-sensory approach so that all channels of learning are tapped. Outlining can be helpful for organization as well as using visual charts with reminders. Prioritizing the important things to do first assists with organization. Managing behavior may be accomplished through re-direction, behavior charts, points etc. Each child responds to different methods, so getting to understand the individual's needs is so vital.
More information regarding reading is on my blog. Check it out.
Vocabulary is very important for students so that they are able to use a varied vocabulary in their speaking and writing. Depending on the ability of the student, I like to use Wordly Wise or Vocabulary Workshop. Both of these textbooks provide many different activities to help solidify the words. Some of these include using meanings, applying meanings, and reading the vocabulary in a story. There is also a fun activity at the end of each unit.
I have taught vocabulary to students at many levels in the public and private sector. My certification goes through 2019.