Norwich University, Northfield, Vermont 05663 (Psychology)
Norwich University, Northfield, Vermont 05663 (Master's)
University of Maine, Augusta - Education (Other)
For years I have been teaching in one capacity or another. As parent, I have raised foster, adoptive, and biological children with learning challenges. I have taught preschool through the more mature (70+). I love learning, teaching and facilitating such. Not only do I have a Master's in Counseling, I have completed course work and testing for several teacher certifications in Maine, (just need student teaching or 1 yr. of teaching to complete). They are Special Ed. K-12, Regular Ed. K-8, and Secondary English. In addition, I am an adjunct faculty member at a nearby Community College. It would be my pleasure to assist you in your educational pursuits.
The way I see it, I was born to teach. It is my passion.
Weekdays & some weekends available to tutor within a 35 mile radius of Berlin, VT. Some weekends available within a 35 mile radius of Bethel, ME. For years I have been teaching in one capacity or another. As parent, I have raised foster, adoptive, and biological children with learning challenges. I have taught preschool through the more mature (70+). I love learning, teaching and facilitating such. Not only do I have a Master's in Counseling, I have completed course work and testing for
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.
As a biological and adoptive parent, I have raised 6 of 11 children whom were dealing with ADD or ADHD affecting their school work. Over the years I have read books and articles regarding this issue and participated in workshops specific to this topic. I am very aware of the difficulties students may face as they pursue their education. There are MANY more strategies that can be employed. It is a matter of meeting the student where they are at and working from there.
Many students with ADD or ADHD have difficulty with organization, focus, impassivity. Students are helped when provided structure and consistence, minimal rules and choices, and clearly defined expectations as well defined consequences regarding non-adherence to expectations. Additionally, students may benefit from receiving discreet cues to stay on task and advance warning regarding change. One to one or small groups work better than large groups.
Providing students with audio-visual materials and manipulates often helps students retain information at a higher level. It is important to watch for signs of lack of comprehension, such as daydreaming or visual or verbal indications of frustration. This can be done through brief check-ins. Students can be with extra explanations, or connected to a more advanced student to participate in cooperative learning. Directions should be provided orally and in writing. Breaking assignments down into smaller pieces can help the student feel less overwhelmed. Another tool is giving the student a photocopy of the material and helping them to learn how to highlight what is important. Students should be allowed frequent breaks. Stretching and other brief movements can help the student re-focus.
Over the years I have learned to be flexible and creative when dealing with students coping with ADD/ADHD. Often they may be seen as poor students or “lazy”. This is not the case. Their learning needs are their own and they benefit from assistance developing skills to better cope with their learning style.
In addition to my experiences, I am eligible for Special Education Certification for K-12 and Elementary K-8 in the state of Maine.
It is important to create clear expectations, structure, and routines, all students benefit. This can be done by establishing greetings, a special beginning activity, transition cues and closure
routines. Expectations and directions need to be clear and concise. During transitions from one
activity to another, it is important to give students verbal cues to prepare them for the transition.
If routine must change, advance-notice whenever possible is key. Choices given should be kept
to a minimum so the student will not be as likely to become overwhelmed. Two simple choices
presented still allows the student a choice without the overwhelming clutter. It is also important
that I be aware of aversions the student might have and work with it. In order to function in the
world, at large, students will need to learn coping strategies to deal with these aversions. It is
important I be aware of these aversions and not necessarily take them away completely, but
instead introduce aversions (i.e. noise) in a controlled manner. Done in a safe environment can
help students prepare for life beyond education. Something valuable I learned from my sister
(she has a son diagnosed with Autism), it is important to treat a child dealing with autism as you
would any other child. With any child I would take their needs, abilities, style of learning, and
them as a whole into account when teaching. I have also learned, through experience, to be
aware of what may seem like the smallest victory to others. For this individual it may have been
a mountain they have overcome. It is all in the eyes of the beholder.
Over the years I have worked with clients and students on Career Development. This has included, but not been limited to, career exploration; testing; evaluation of interests & values; goal setting; coaching; mentoring; and even cheerleading when needed. I have assisted individuals with connecting to resources to help them pursue their goals. I have had jobs where it was my job to help develop leads for individuals with criminal records so they could follow up and secure employment.
For more than 20 years, I have helped individuals find a college appropriate to meet educational goals; apply for financial aid; and connect with the appropriate college resources if assistance is needed due to a preexisting disability. Currently,I am also an Adjunct Faculty member at a local Community College. As a Counselor I have used on-line programs to assess clients interests and aptitudes. In addition, I have assisted clients to develop a working plan of their goals and the steps they will take to successfully complete their plan.
I am certified in ME to teach Special Education K- 12 grade. I am also eligible for conditional certification in Elementary Education- K-8 grade, I need one year of teaching to complete it. I have had years of working with students of all ages to complete core education requirements and I am good at finding approaches that meet students where they are and taking them from there.
For this endorsement, I have completed my bachelor’s and master’s degrees from an accredited college, in accordance to Maine’s regulations. I have also completed the requirement of obtaining a minimum of six semester hours in each of the following: English, mathematics, science, and liberal arts social studies. In addition, I have completed 3 semester hours in elementary reading methods; children’s literature; mathematics methods; elementary science methods; elementary social studies methods; and “Teaching Exceptional Students in the Regular Classroom”.
I have passed the Praxis I skills test in reading, writing, and math. Presently I am preparing to take the Praxis II exam Elementary Education: Core Knowledge. Once I complete this and one year of teaching, I will be eligible for full certification. My experience with students in this group is both that of substitute teaching all grade levels, and acting as a coordinator for a before and after school program (as well as the summer program) for which the focus was enrichment. I feel quite confident in my abilities to work with students in this realm.
I am eligible for Certification in Special Education K-12 and Elementary Education. I have worked with students, while at Poland Springs Academy and in other settings on handwriting. I am also aware of various reasons why students may have difficulty with writing and given that several of my sons have experienced this, I am aware of strategies that may help.
In the past I have worked with students and my own children on phonics assignments. At Poland Springs Academy I used the program Hooked on Phonics to assist children having difficulty reading. This program is in my possession and is just one of the tools I have to assist students.
Presently I am an adjunct faculty member at a community college, teaching social science courses. Through the courses I teach, students learn about development throughout the life span and the impacts family, environment and others can have on individual development. We look at social causes and consequences of human behavior; group dynamics; the effects of substance abuse on the individual, family and society; abuse, trauma, and recovery; values and beliefs and how they impact on the individual, family and society; social tolerance and cultural awareness.
In the state of Maine, I am currently eligible for conditional licensing in Special Education K-12 and for Regular K-8. To get full certification I need to complete one year of teaching. My work with students with special needs is what lead to my desire to teach. It was a spark ignited when I was just 5 years old and grew from there. Over the years I have raised biological and adoptive children and taught children with a variety of special needs.
These needs have fallen into the realms of learning disabilities, behavioral issues, and mental health issues. My experiences and education have helped me greatly. I have worked with students of all ages, and often recognize needs of my college students and adjust my teaching strategies to meet their needs. I will continue to study and learn so I can assist more individuals crossing my path. This has been my niche in teaching.
Good Study Habits are essential to learning. Often children with learning challenges
struggle with these skills and need extra help incorporating them into their routines.
There are strategies they can be taught to make their work more manageable, help
with focus, and increase their opportunities for success. Some of these are as
*Teach the student to create a workspace free of distractions, with adequate work
space and all the necessary materials set up in advance. This may include pencils,
pens, notebooks, paper, laptop, needed books, etc. Having a snack available is also
helpful. It is hard to concentrate if one is hungry.
*Lighting, temperature, and comfort are necessary considerations as well.
* Taking time to organize and outline is never wasted time. It can be a great time
saver. Setting up a schedule with the student as to what will be studied when and for
how long can help the student prepare in advance for what to expect and transitions.
*Frequent breaks can help the student refresh and increase the ability to focus.
*Tasks can be broken down into smaller parts and deadlines set to keep student and
teacher on task.
*Completing difficult tasks first will get them out of the way. As a tutor it will be my
job to help find interesting ways to present the material to the student I am working
*If the student gets bored or tired, switching tasks, taking a break, or moving can help.
If they are no longer being productive, it is better to have them stop. This avoids
increasing frustration and the desire to give up.
*Rote memory tasks can be done in song, (i.e.: learning the 50 states) and reviews
done just before bed can help the child retain the information at greater levels.
*Often students struggle with skills like note taking. Teaching them how to use an
outline (or Agenda) of what is to be covered can be helpful. This will make note
taking easier, as they will have clues as to what is important. Teaching students how
to highlight is also another important study skill. They may not know how to identify
key points. Practice will help them learn to discriminate. Learning to read for key
information. This will improve performance.
*Practicing test-taking strategies can help with test anxiety.
*Learning to use a study group can be valuable and can be carried over into college
*Finally, it is important to teach students the importance of getting an appropriate
amount of sleep. It increases your ability to concentrate and remember.
Helping the student to practice these skills would be my job as a tutor.
I have taught these skills to students in elementary school up to college level.