Send Marsha a message explaining your needs and you will receive a response shortly. Have you already emailed Marsha or another tutor? If so, you have an account! Sign in now
If you select this option, Wyzant will ask interested tutors to contact you by email if they are able to help. A maximum of five different tutors will email you and none of your personal information, including your email address, will be released.
Gordon College (psychology)
Temple University (MEd)
University of Hawaii at Manoa (Graduate Coursework)
I am a recently retired teacher from Hawaii Department of Education, after 35 years of teaching in both public and private schools. I have a master's degree in special education at the elementary school level. I love working with children and believe all children can learn and want to learn. I am dedicated to helping them find their best
method of learning and to use that to help them experience success. Once a child has felt success and feels good about him or herself, there is no stopping them! I will work with your child until they are confident in the area(s) they need help in. I believe in having an open relationship with the parents so that you feel comfortable talking to me whenever you have concerns about your child.
I have worked with all types of children and all types of disabilities, including children with visual impairments, ADHD, Autism, Learning Disabilities, and physical disabilities. I am trained and experienced with teaching reading, vocabulary, spelling, grammar, creative writing, elementary math, science, social studies, and study skills. I have also been trained in the Orton Gillingham reading method. I hope you will allow me the opportunity to work with your child and help them to develop a love for learning. I especially believe that if a child is good at reading, it will make success in all other subjects possible and will allow them to experience life as an exciting adventure! I am a recently retired teacher from Hawaii Department of Education, after 35 years of teaching in both public and private schools. I have a master's degree in special education at the elementary school level. I love working with children and believe all children can learn and want to learn. I am dedicated to helping them find their best
… Read more
Marsha is one of those tutors that you hope you always get! She's understanding with my child and listens to what she has to say, and is also very patient with us as the parents! I couldn't have gotten a better tutor and person!!!
Marsha has a been a great tutor! She has been helping my son advance in his reading comprehension and vocabulary skills. He enjoys his sessions and has learned quite a bit while working with her!
My Son (10 years old) really likes her. He said "I like the way she explains the material to me, she is also very Nice."
Marsha is helping my daughter to practice and advance her reading skills over the summer. My daughter enjoys her tutoring sessions and can't wait for the next session.
Marcia is patient and works well with my daughter. She looks forward to working with Marcia twice a week!
Marsha replied quickly and we were able to start tutoring right away. She always accommodates our busy schedule and my son enjoys the one on one tutoring she provides him. I highly recommend her tutoring services.
My daughter is struggling with reading, and I was a little nervous that she would not be open to tutoring. Marsha conducted a one hour session with my 6 year old in the library with nary a problem, but in fact a desire to continue the lesson immediately at home. Thank you, Marsha! We look forward to future sessions!!
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.
I have a masters degree in special education and have worked with students who have AD/ADHD for 35 years in special education classrooms in both private and public schools
I have taught students with autism throughout my 34 years of teaching special education. With my master's degree in special ed, I have taken several courses designed to customize learning for those within the Autistic spectrum. When I worked in a special ed. preschool for 6 years, each year at least half of my students had autism. I can work with Behavioral support plans and completed all required data sheets for autistic students as well as assess their skill levels and evaluate their progress.
I have a master's degree in special education. I have taught a variety of reading methods to special needs students depending on their best channel of learning. I have worked with special education students in reading for 25 years. I know many different strategies that might help these students. I have tutored Dyslexic students how to read using the Orton Gillingham method, phonics methods and whole language. I determine which channel of learning the child learns best through and try to accommodate the special needs of each child when tutoring. We would start with reading at a level the student feels success at, then we begin to build on that, using the child's pride in their success to motivate them to learn more and read more.
I have taught at the elementary school level for 35 years in both public and private schools, teaching and tutoring in all academic subjects. I have also tutored privately since 1985, working with elementary school children.I have a masters degree in special education.
I have taught elementary school students for 35 years in public and private schools. My resource room has included math instruction at all elementary levels. Students with both dyscalcula and dysgraphia have been in my classes.
As a special education teacher of elementary school students for 35 years, I taught grammar as part of the Language Arts instruction. Students learned syntax, rules, semantics, etc. as appropriate to their grade level. They wrote creative writing work every day.
I have been trained in Orton Gillingham reading method which has a specific technique for helping students with handwriting, consequently helping them with spelling also. Part of the Language Arts teaching I have done in special education has also included tutoring in handwriting. I have a masters degree in special education. I have taught at the elementary school level for 35 years.
As part of being a reading teacher in my classrooms for 35 years, I have taught phonics as part of the reading technique. I also use Orton Gillingham phonics method as appropriate. Phonics is very important to understand in order to sound out words you are not familiar with.
Reading was taught every day for 35 years to my sped students. I read to the students and they read to me. Students as young as kindergarten were learning phonics and whole language in order to be able to access the content of books on their own.
I have a masters degree in special education and have taught in this field for 35 years in both public and private schools. My students have all had special needs, encompassing all the disabilities. I have learned how to individualize the teaching to best present lessons by accommodating the material for each student and his/her disability.
Spelling was taught every week for 35 years in my sped classroom. Spelling rules were part of the curriculum and children became comfortable enough with spelling to do a lot of creative writing on a regular basis.
Many of the students I have taught have difficulty with organization, study habits, attention to detail and planning. Study skills is part of what I have had to teach in order to help each child learn how to attack the various assignments they are given. Study skills are not taught much any more in the school system, so I find it an essential part of tutoring. I have a masters degree in special education. I have taught at the elementary school level for 35 years.
We had a word wall in my sped classroom for 35 years, and new vocabulary was put on the wall weekly. Each student also had their own vocabulary books where they wrote new words they encountered in their reading. It was exciting when they started to use these new words in their speech and in their writing.