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Roosevelt University – Chicago, IL (English Studies)
Purdue University (Indiana) (Master's)
I am a post-graduate paraprofessional learning specialist with seven years of tutoring experience in rhetoric, composition, communication, and language arts. I also have taught writing as an adjunct and graduate aide instructor and have mentored at both secondary and post-secondary levels. I am comfortable tutoring a middle school, high school or college student. I also have experience teaching public speaking and performance.
I believe the student's needs come first. It is my job to understand how she or he learns, what she or he needs, and how to meet those demands. I try my hardest to keep the lessons lively and relevant. I am a post-graduate paraprofessional learning specialist with seven years of tutoring experience in rhetoric, composition, communication, and language arts. I also have taught writing as an adjunct and graduate aide instructor and
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
I am certified to help students with the secondary and post-secondary levels of academic reading and writing. However, my qualifications extend beyond certification; I have professional experience teaching, tutoring, and coaching these competencies.
I do not just proofread and mark up the tutee's work; I also show the tutee how to check for mistakes and deficiencies in content within his or her own process, so that he or she can learn to polish his or her own work. I show writers how to be more confident in the finalization of their writing.
For struggling readers, I like to assess where their reading strengths and weaknesses are and create a cocktail of strategies that will help them take their literacy to the next level.
Read-arounds, read-alouds, word searches, reading guides, charts, and scanning might be several of the tools I use to teach learners, but I ultimately encourage readers to take texts at their own pace. There is never any rush to thoroughly comprehending a text.