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Heidi L.

Creative Tutor for All Students and Learning Styles

Creative Tutor for All Students and Learning Styles

$62/hour

  • 971 hours tutoring

  • Summit-University Saint Paul, MN 55102

About Heidi


Bio

I have been tutoring students aged 2 to 70 for the past eighteen years. I specialize in working with students who have a diagnosis of ADHD, Autism Spectrum Disorder, Bipolar Disorder and Depression. As both a tutor and a classroom teacher, I developed an understanding of individual learning styles and all sessions are geared to the student's immediate and long term needs.

I have prepared students for the ACT, SAT, GRE, TOEFL, SSAT, ASVAB, TEAS, and national AP exams. During the 2016-2017...

I have been tutoring students aged 2 to 70 for the past eighteen years. I specialize in working with students who have a diagnosis of ADHD, Autism Spectrum Disorder, Bipolar Disorder and Depression. As both a tutor and a classroom teacher, I developed an understanding of individual learning styles and all sessions are geared to the student's immediate and long term needs.

I have prepared students for the ACT, SAT, GRE, TOEFL, SSAT, ASVAB, TEAS, and national AP exams. During the 2016-2017 school year, those of my students who retook the ACT after tutoring raised their composite scores by the following percentages:

19 percent gained 5 points on the ACT
77 percent gained 2-4 points on the ACT
4 percent gained 1 point on the ACT

I am very results-driven and am committed to working with students until they meet their highest goals.

Your student is the most important person in my life during our session, and I encourage you to give feedback regarding your opinion of our progress. Every person can learn. We simply must discover the best way for each individual to learn while we maintain a patient and positive approach.

I hold a BA in Music and two degrees in English -- one in writing and one in literature -- with minors in biology and Latin. In addition, I have an MA in theology. This past summer I completed an intensive course in biology, chemistry and higher mathematics, and I am anxious to use new skills to improve my teaching methods in those areas. If English is not your first language, we might speak in Spanish, German or Somali. I have recently completed all the requirements for a degree in psychology, and after taking one more class I shall have completed all requirements for a degree in public health science. I am currently working on an AA in criminal justice with the intent of earning a Psy. D. with an emphasis on cognitive and cross-cultural therapy. As of May 19, 2018, I completed a double BA in Psychology and Public Health Sciences.

I am currently certified in a wide variety of subjects and would be happy to consider certification in additional subjects if your student requires a tutor in the area. I have a flexible schedule and am happy to work with the scheduling requirements of your family. Please allow extra time for the first session. I like to spend time getting to know the student, to understand his or her personality and learning goals in order to create a unique learning experience. I also encourage at least one parent or guardian to attend the first session. Your input is vital to the process!

Adult students are most welcome in my studio, as well. I taught business and marketing through community education for several years and am currently working with adult language and science students. I also teach a course that prepares prospective nursing students for the TEAS test. Adult students especially offer a chance for student and tutor to share both academic subjects and life lessons. Never be afraid to try something new. I am happy to start from the beginning with any subject in which I am certified.

STUDENTS AND I MEET AT MY HOME STUDIO ON SUMMIT AVENUE IN SAINT PAUL, MN. I do not travel to students' homes. Also, I am Jewish, and I am unable to teach between sundown Friday and sundown Saturday. I do teach all day Sunday, however, if you are seeking weekend times. Sessions generally last between one and three hours, and students' attention challenges are always accommodated within reason.

Please feel free to contact me at any time. I welcome your ideas, input, and the chance to continue serving learners as a professional tutor.


Education

Saint Mary's University of Minnesota
undergrad
United Theological Seminary
Masters
Hamline University
Masters

Policies

  • Hourly Rate: $62
  • Rate details: If two or more students from the same family come for tutoring, I shall offer a family discount. Also, if a student has to drive a considerable distance to meet with me, I shall offer a discount.
  • Lesson cancellation: 1 hours notice required
  • Background check passed on 6/3/2017

  • Your first lesson is backed by our Good Fit Guarantee

Schedule

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Subjects

Art

Art History,

Art History

I have been studying art history for most of my life. My father is an artist and he began teaching me to identify the names, style and works of the great masters. Since that time, I have continued to study art history independently and via continuing education classes. I am able to identify works from ancient civilizations as well as the Roman and Byzantine civilizations. I know specific works and artists from the Renaissance and Baroque periods, as well. My favorite periods of art and consequently those about which I have the most knowledge, are Romanticism, Art Deco and Impressionism. I have extensively studied the works of Monet and Manet and am particularly drawn to the works of John William Waterhouse. I also enjoy the art of the Harlem Renaissance and Surrealism, particularly the works of Salvador Dali. I have visited the Louvre, the National Gallery of Art, and the Chicago Art Institute among other outstanding galleries in the United States and throughout the world. I have completed courses in the works of Salvador Dali, Rembrandt, Degas and Abstract Expressionism. I have participated in performance art and appreciate pop art and computer art, as well. My daughter is a graffiti artist and draws and paints realistic works as well as paintings in the style of Cubism. I have read extensively on both the lives and works of Picasso, Georgia O'Keefe and Art Deco artists. Art courses have also covered the various media and I am particularly drawn to oil paintings, acrylics paintings and metal sculputre. I have assisted in the creation of Native American bead work, pipes and war clubs and have learned the traditions of of Lakota and Apache artistic creations. I enjoy body art, particularly mendi and highly artistic tattoo creations. My personal media include calligraphy, mosaics, pencil drawings, weaving, quilting and other Arts and Crafts pieces.
Composition (Music),

Composition (Music)

I hold a degree in Music with an emphasis in Piano from Saint Mary's University of Minnesota, Winona. I have completed the rigorous and complex study of composition delineated in the book "Harmony" by Dr. Walter Piston, late Professor Emeritus in Music Theory of Harvard University. In addition to that study, I took courses in Jazz and Gospel composition and am currently engaged in simultaneous studies of the music of Ethiopia and Israel. While a Director of Music Ministry for several Episcopal churches in the Diocese of Minnesota, I frequently arranged vocal music to meet the needs of the choir. In addition, I composed several pointed psalm chants and original religious music and original compositions for bell choirs. I have taught composition to beginning and intermediate students for two years, and I continue to compose, mostly popular music, on a regular basis.
Needlework,

Needlework

I have been working with embroidery and counted cross stitch for over twenty years. In that time I have completed several large counted cross stitch projects of both my own and others' designs. I continue to produce projects in both cross stitch and embroidery that are suitable for framing. I am also able to complete simple sewing projects such as skirts, bibs, simple dresses and basic shirts and tank tops, placemats, table cloths and cloth napkins. I possess excellent mending skills -- repairing dropped hems, replacing buttons, darning socks and mending holes and tears. I am able to knit, tat and crochet simple projects as well. I would like to be certified to work with students in these areas, but to want to be absolutely clear that I am in no way a seamstress and that those who wish to sew complex garments on a machine should seek another tutor. However, I am happy to work with beginners in sewing, tatting, knitting and crocheting and with intermediate and advanced students of embroidery and counted cross stitch.
Theater,

Theater

I have been performing on stage as both an actor and a musician since the age of four. My acting credits include "Twelve Angry Jurors," "The Boor," "The Glass Menagerie" and "The Effect of Gamma Rays on Man in the Moon Marigolds." My musical theater experience includes "The Sound of Music," "Finian's Rainbow," "Guys and Dolls," and "Anything Goes." In addition to acting and singing in the above and other productions, I served as Music Director for performances of "Anything Goes" at the Minnesota History Theater. As a certified makeup artist, I have also served on the crew of several productions, assisting in designing and applying makeup schemes for actors and performers. I have directed several children's plays including "Mrs.Piggle Wiggle," "The Nativity Story," and "The World of Christmas." As a singer, I have studied vocal projection and operatic technique. I have performed operatic arias in various productions, concluding that portion of my performing career with a performance of "O Mio Babbino Caro," a difficult coloratura aria from the opera "Gianni Schicchi" by Giacomo Puccini.
Art Theory

Business

Business,

Business

I have owned and operated a small business that provides unique learning experiences for twice-exceptional students for the past seven years. As a small business owner I am required to do my own marketing, meet with current and potential clients, manage the financial aspects of the business and hire additional personnel. Prior to owning my own business, I served as general manager for a number of retail shops. In this capacity I was responsible for hiring, training, the explanation and presentation of benefits packages, scheduling, team-building, visual displays, ordering of new inventory and filing daily, weekly, monthly and quarterly reports to our corporate headquarters. I have completed business courses in the following areas: 1. Team-building 2. Maketing 3. Multimedia Marketing 4. Crisis Intervention in the Workplace 5. Business Management 6. Sales Management 7. Motivational Management I am familiar with a vareity of POS software as well as QuickBooks and all Microsoft office programs. While working in advertising, I handled all accounts payable and accounts receivable for the advertising department of a local newspaper. I am aware of current trends in business and business management, and was one of the first business people in Minnesota to begin designing marketing for social media.
Criminal Justice,

Criminal Justice

I am three courses away from earning an AA in criminal justice. I have completed courses in conflict management, juvenile delinquency, introduction to social justice, and the criminal mind. In addition, I have completed all of the coursework for a degree in psychology, including the psychology of deviance.
Marketing,

Marketing

I worked in Marketing for three years at Thomson West, the leading publisher of legal materials in the United States. Our marketing clients were law firms comprised of one to thousands of international and domestic attorneys. My responsibilities included meeting with clients to determine their marketing needs, conveying those needs to design teams, planning project budgets and timelines and producing marketing materials in all forms on or before set deadlines. I oversaw six design teams who produced web sites for my clients, and I created marketing materials in the form of radio advertising, internet advertising, posters, banners, postcards, direct mailers and social media advertisements. I was among the first marketers in Minnesota to begin designing for social media. As the current owner of a small business, I have designed and implemented all of my own marketing materials including a web site, posters, videos, post cards, direct mailers, surveys and social media advertisements. I am currently working with a local software company to organize fundraisers including a silent auction and several formal banquets. I have taken courses in Marketing, Multi-media Marketing, Marketing for the Internet and Website Design.
Microsoft PowerPoint,

Microsoft PowerPoint

I have been creating Power Point presentations since the product was first launched. Currently, I create approximately two presentations per week. I am adept at embedding sound bites and video into presentations. I have taught Power Point to more than ten students in the past three years, and I enjoy teaching this software because it is fun to use as well as effective.
Microsoft Publisher,

Microsoft Publisher

While working as a graphic designer/desktop publisher for a local company, I used Microsoft Publisher as my primary software package. I created print collateral, such as flyers, banners, posters and brochures for clients in the publishing, aeronautics, agriculture and meteorology fields. In addition, I used the software to create online white papers, education materials, banner advertisements, surveys, annual reports and other marketing tools for the industries listed above. Publisher is outstanding software for creating multimedia presentations and incorporating both text and graphics simply and effectively. I currently own the latest version of Microsoft Publisher, MP 2010 and I continue to use the software to create all advertising for a local small business. I would be happy to show students how to create presentations, reports, publications and any other materials for classes, small businesses or other desktop publishing projects.
Microsoft Word,

Microsoft Word

I have been tutoring students for the Microsoft Word course in the TRIO office at our local community college for the past five years. Prior to that, I wrote in-house users' manuals for both Word and Access that were distributed among members of a law firm. I currently use Word on a daily basis, and I have worked with each new version to ensure that my skills are current.
Public Speaking,

Public Speaking

I have been speaking and performing in public for over thirty years. Most recently, I was a member of the Extroverted Engineers Toastmasters Club. I have completed college-level courses in Speech and have taught community education classes in public speaking. While working for Thomson West, the leading producer of legal publications in the United States, I regularly gave presentations to groups of highly educated and very busy men and women. These presentations were almost universally well-received and surveys showed that the attendees retained a great deal of the information presented to them. I have been performing on stage as both an actor and a musician since the age of four. Most recently, I played Juror Number Ten in a production of "Twelve Angry Jurors." I have performed parts in dialect as well as my natural speaking voice. Both my singing and theater training have taught me proper projection and how to adapt to various sizes of audiences as well as the varying acoustics in theaters and meeting rooms. In high school, I was captain and assistant coach of our school forensics team, in which I competed in the areas of solo acting and extemporaneous speaking. As a classroom teacher, I spoke to groups of students every day. I am extremely comfortable as a public speaker and welcome any opportunity to give meaningful speeches. My students nearly always say that they are more comfortable speaking in public after I have worked with them, and I hope to be able to assist others in overcoming their anxiety regarding public speaking.
QuickBooks,

QuickBooks

I have been using QuickBooks for the accounting needs of my small business for the past seven years. In addition to using the program for invoicing clients, I use it to track my small business expenses and to keep track of payroll when I occasionally have consultants working with me. QuickBooks is also an excellent way to keep track of current and potential contacts in order to maintain existing clients and target potential business opportunities. I also use QuickBooks to generate reports pertaining to gross and net profits, monthly quarterly and yearly bottom lines and information for tax purposes. I am currently using QuickBooks Pro 2012, the most up-to-date version of the software. I am adept at handling all QuickBooks functions and would be happy to work with small business owners and/or accounting students to help them master this online accounting tool.
Finance, GMAT, GRE, Law, Macroeconomics, Microeconomics, Microsoft Excel

Computer

Desktop Publishing,

Desktop Publishing

I worked as a graphic artist/web designer for two local companies over a duration of four years. In this time, used Microsoft Publisher remained my software of choice, but I did spend some time on Adobe InDesign and learned that package in detail, as well. My responsibilities in desktop publishing included the preparation of online marketing materials, white pages, online surveys, webinars and other online sources of information pertaining to the publishing, agricultural, aerospace and meteorologic fields. In addition to the above, I designed for print collateral including brochures, flyers, postcards, banners and annual reports among other items for the industries named above. For these assignments I planned an implemented layouts, chose color schemes, fonts and font sizes, wrote HTML code, wrote, edited and proofread copy, and tested finished projects to ensure that they would appeal to clients and be easy for them to use. I consistently received excellent reviews on the quality of my work and on my ability to complete assignments on or before deadline. I have completed courses in Microsoft Publisher and InDesign, as well as in Dreamweaver, Photoshop, HTML and Microsoft Project. I currently create all online and print marketing for a small business in the Twin Cities, and have remained current regarding new developments in the software packages named above. Students with an interest in desktop publishing are very welcome to contact me at any time!
Microsoft Access,

Microsoft Access

I have been creating databases in Microsoft Access for fifteen years. Thirteen years ago I wrote an Access Manual for in-house use in the publishing business. Since that time, I have kept current with new developments in, and aspects of, Access. Access is generally used for small and mid-sized databases for the use of individuals, businesses and non-profit organizations. The newest version of Access, Access 2010 continues to allow the user to create and control databases containing charts, tables, forms and reports and allows users to control information and create lists based upon field designations. It also allows users to create macros (shortcuts to accessing data) that the user will easily remember, allowing the operation of each database to be unique in itself. Access allows for calculation (sparing the user from entering the more complicated Excel program) and can organize information based upon data relationships (produce reports using only selected categories of data rather than the data in every category of a particular database). I continue to use Access on a daily basis to maintain a database for a small business and a non-profit organization, and I have completed two courses, Access I and Access II, in order to learn the intricate details of the program.
Microsoft Outlook,

Microsoft Outlook

I have been using Microsoft Outlook for internal and external business communication since 1998. At that time we used it primarily for internal emails and emails going to and coming from our clients. However, as the product grew we expanded our use to include group and individual calendars to share both among ourselves and with clients. At that time, Outlook was the company's best available software for providing project timelines to team members and clients. I have completed beginning and advanced courses in the use of Outlook, and while employed for a local publishing company, wrote an Outlook user's manual for internal use in the company. I continue to use Outlook to communicate with clients of my small business, and I have kept current with software updates and am an adept user of Outlook 2010.
Microsoft PowerPoint,

Microsoft PowerPoint

I have been creating Power Point presentations since the product was first launched. Currently, I create approximately two presentations per week. I am adept at embedding sound bites and video into presentations. I have taught Power Point to more than ten students in the past three years, and I enjoy teaching this software because it is fun to use as well as effective.
Microsoft Project,

Microsoft Project

At one point in my career, I specialized in creating and implementing marketing plans for law firms throughout the United States. In this capacity, I found Microsoft Project to be an ideal tool for all aspects of project management, from scheduling client meetings to assigning tasks to various team members. Project is an excellent resource for strategizing timelines and work loads as well as for providing clients with details specific to their projects and timelines. In using this software, I have never failed to complete a project on or before deadline since it allows for every person involved to understand his or her role in bringing the project to completion. Project also provides the project manager with a big picture overview of the project so that he or she may take note of areas that may fall behind schedule and add resources to those areas. I currently use Project 2010 to organize services for my small business clients, although I am quite familiar with older versions and happy to work with whatever version a potential client might have installed on a laptop or PC.
Microsoft Publisher,

Microsoft Publisher

While working as a graphic designer/desktop publisher for a local company, I used Microsoft Publisher as my primary software package. I created print collateral, such as flyers, banners, posters and brochures for clients in the publishing, aeronautics, agriculture and meteorology fields. In addition, I used the software to create online white papers, education materials, banner advertisements, surveys, annual reports and other marketing tools for the industries listed above. Publisher is outstanding software for creating multimedia presentations and incorporating both text and graphics simply and effectively. I currently own the latest version of Microsoft Publisher, MP 2010 and I continue to use the software to create all advertising for a local small business. I would be happy to show students how to create presentations, reports, publications and any other materials for classes, small businesses or other desktop publishing projects.
Microsoft Windows,

Microsoft Windows

I have been working with the various Windows operating systems since the release of Windows 3.11. I am able to operate past and current Windows systems on both Mac and PC, and have worked with both Mac and PC students. I am readily able to work with students who have both older editions and completely up-to-date editions of Windows. Over the years I worked extensively with Windows 3.11, Windows 95, Windows 4.0, Windows 98, Windows 2000, Windows XP and Windows Vista. I currently use Windows 7 and prefer it to any previous Windows operating systems. I am able to deftly navigate through all of these different editions and can trouble-shoot, improvise and suggest shortcuts for Windows users. While studying computers at Thomson University I completed two courses in Windows and have since applied those skills to updated versions for both Mac and PC.
Microsoft Word,

Microsoft Word

I have been tutoring students for the Microsoft Word course in the TRIO office at our local community college for the past five years. Prior to that, I wrote in-house users' manuals for both Word and Access that were distributed among members of a law firm. I currently use Word on a daily basis, and I have worked with each new version to ensure that my skills are current.
QuickBooks,

QuickBooks

I have been using QuickBooks for the accounting needs of my small business for the past seven years. In addition to using the program for invoicing clients, I use it to track my small business expenses and to keep track of payroll when I occasionally have consultants working with me. QuickBooks is also an excellent way to keep track of current and potential contacts in order to maintain existing clients and target potential business opportunities. I also use QuickBooks to generate reports pertaining to gross and net profits, monthly quarterly and yearly bottom lines and information for tax purposes. I am currently using QuickBooks Pro 2012, the most up-to-date version of the software. I am adept at handling all QuickBooks functions and would be happy to work with small business owners and/or accounting students to help them master this online accounting tool.
Web Design,

Web Design

I am a certified tutor in HTML and have been designing web sites since 1998. My first clients included law firms with US and international offices. Since that time I have designed sites for personal trainers, flower shops, educational facilities and engineering offices. I used and continue to use design software such as HTML Editor,DreamWeaver,Adobe Creative Suite, XML and ColdFusion. I have taken courses in Web Site Design, Writing for the Web and Web Based Marketing. In addition, I have supervised teams of Web designers, proofreaders, editors and coders. Every one of my Web design projects has been delivered on or before deadline to extreme client satisfaction.
Microsoft Excel

Corporate Training

Business,

Business

I have owned and operated a small business that provides unique learning experiences for twice-exceptional students for the past seven years. As a small business owner I am required to do my own marketing, meet with current and potential clients, manage the financial aspects of the business and hire additional personnel. Prior to owning my own business, I served as general manager for a number of retail shops. In this capacity I was responsible for hiring, training, the explanation and presentation of benefits packages, scheduling, team-building, visual displays, ordering of new inventory and filing daily, weekly, monthly and quarterly reports to our corporate headquarters. I have completed business courses in the following areas: 1. Team-building 2. Maketing 3. Multimedia Marketing 4. Crisis Intervention in the Workplace 5. Business Management 6. Sales Management 7. Motivational Management I am familiar with a vareity of POS software as well as QuickBooks and all Microsoft office programs. While working in advertising, I handled all accounts payable and accounts receivable for the advertising department of a local newspaper. I am aware of current trends in business and business management, and was one of the first business people in Minnesota to begin designing marketing for social media.
ESL/ESOL,

ESL/ESOL

My experience with ESL students took place both inside the classroom and in private tutoring sessions. As a classroom teacher, I worked with students from Columbia, Venezuela and Chile as well as students from Russia and the Ukraine, and a student from Israel who spoke English but wanted to improve her pronunciation. One-to-one and in groups we worked on English grammar and syntax as well as vocabulary and pronunciation. In addition to engaging in one-to-one English conversation with me, the students conversed with one another in English. Students used visual cues such as flashcards to identify nouns and verbs in English. We also used audio CDs from Rosetta Stone to work on diction and syntax. Students prepared short speeches in English in order to hone public-speaking as well as English speaking skills. As a private tutor, I spent time with several students who had Somali as their first language and a student from Ethiopia who spoke Amharic. We followed many of the same patterns as were used in the classroom, but, having much more one-to-one interaction, were able to carry on more individual conversations in English. Some of these students were preparing for the TOEFL and we used sample tests as part of our lessons. I am currently teaching English to a middle-school aged student in Timor Leste. This is happening via snail mail as there is no electricity in her village and she is unable to access a computer. The process is slow but definitely worth the effort!
Grammar,

Grammar

I hold two degrees in English, one in writing, and one in literature. I am what is often referred to as a grammar geek. I am meticulous and enthusiastic while teacher students grammar. Also, as students advance, I provide them with opportunities to proofread their own papers before I look at them. This teaches them a valuable skill that they will use throughout their lifespans.
Latin,

Latin

I am a former classroom teacher who has taught Latin both in the classroom and as a private tutor. I hold a minor in Latin from a Catholic University, and I have taught Latin to students from the age of nine to the age of seventy-two. I am able to teach Latin up to Latin IV in high school, or to Latin II at the university level. I have worked with students who took online courses as well as those who worked with textbooks. I am familiar with seven different Latin curricula, and I regularly work on my own translations in order to keep my skills honed.
Microsoft PowerPoint,

Microsoft PowerPoint

I have been creating Power Point presentations since the product was first launched. Currently, I create approximately two presentations per week. I am adept at embedding sound bites and video into presentations. I have taught Power Point to more than ten students in the past three years, and I enjoy teaching this software because it is fun to use as well as effective.
Microsoft Project,

Microsoft Project

At one point in my career, I specialized in creating and implementing marketing plans for law firms throughout the United States. In this capacity, I found Microsoft Project to be an ideal tool for all aspects of project management, from scheduling client meetings to assigning tasks to various team members. Project is an excellent resource for strategizing timelines and work loads as well as for providing clients with details specific to their projects and timelines. In using this software, I have never failed to complete a project on or before deadline since it allows for every person involved to understand his or her role in bringing the project to completion. Project also provides the project manager with a big picture overview of the project so that he or she may take note of areas that may fall behind schedule and add resources to those areas. I currently use Project 2010 to organize services for my small business clients, although I am quite familiar with older versions and happy to work with whatever version a potential client might have installed on a laptop or PC.
Microsoft Publisher,

Microsoft Publisher

While working as a graphic designer/desktop publisher for a local company, I used Microsoft Publisher as my primary software package. I created print collateral, such as flyers, banners, posters and brochures for clients in the publishing, aeronautics, agriculture and meteorology fields. In addition, I used the software to create online white papers, education materials, banner advertisements, surveys, annual reports and other marketing tools for the industries listed above. Publisher is outstanding software for creating multimedia presentations and incorporating both text and graphics simply and effectively. I currently own the latest version of Microsoft Publisher, MP 2010 and I continue to use the software to create all advertising for a local small business. I would be happy to show students how to create presentations, reports, publications and any other materials for classes, small businesses or other desktop publishing projects.
Microsoft Word,

Microsoft Word

I have been tutoring students for the Microsoft Word course in the TRIO office at our local community college for the past five years. Prior to that, I wrote in-house users' manuals for both Word and Access that were distributed among members of a law firm. I currently use Word on a daily basis, and I have worked with each new version to ensure that my skills are current.
Proofreading,

Proofreading

I hold two degrees in English, one in writing and one in literature. I have taught proofreading workshops at a local community college. In addition, I served as proofreader for a local magazine published by the city newspaper. I proofread my own writing before submitting proofs to readers, and my readers very rarely find an error.
Public Speaking,

Public Speaking

I have been speaking and performing in public for over thirty years. Most recently, I was a member of the Extroverted Engineers Toastmasters Club. I have completed college-level courses in Speech and have taught community education classes in public speaking. While working for Thomson West, the leading producer of legal publications in the United States, I regularly gave presentations to groups of highly educated and very busy men and women. These presentations were almost universally well-received and surveys showed that the attendees retained a great deal of the information presented to them. I have been performing on stage as both an actor and a musician since the age of four. Most recently, I played Juror Number Ten in a production of "Twelve Angry Jurors." I have performed parts in dialect as well as my natural speaking voice. Both my singing and theater training have taught me proper projection and how to adapt to various sizes of audiences as well as the varying acoustics in theaters and meeting rooms. In high school, I was captain and assistant coach of our school forensics team, in which I competed in the areas of solo acting and extemporaneous speaking. As a classroom teacher, I spoke to groups of students every day. I am extremely comfortable as a public speaker and welcome any opportunity to give meaningful speeches. My students nearly always say that they are more comfortable speaking in public after I have worked with them, and I hope to be able to assist others in overcoming their anxiety regarding public speaking.
Spanish,

Spanish

I am a former K-8 classroom Spanish teacher. I have studied the language for the past thirty-two years, and I enjoy using materials that are fun and interesting to help students of all ages excel in learning this exciting language. Each week, I speak with native Spanish speakers to ensure that my speaking ability and my accent are well-maintained. I recently took two college-level Spanish classes to review my grammar and syntax skills. I love languages and truly enjoy teaching this beautiful language to my students.
Statistics,

Statistics

I am a graduate student in Psychology, a program that requires one to take three statistics courses. I have received As in both of my statistics courses up to this point. In addition, I am soon to publish a peer-reviewed journal article, for which I compiled and checked my own statistics before sending the article to readers. I have assisted university students with statistics courses. I recently audited Stats I again to prepare for the statistics that I completed for my article. I am therefore fresh from a class and ready to teach.
Web Design,

Web Design

I am a certified tutor in HTML and have been designing web sites since 1998. My first clients included law firms with US and international offices. Since that time I have designed sites for personal trainers, flower shops, educational facilities and engineering offices. I used and continue to use design software such as HTML Editor,DreamWeaver,Adobe Creative Suite, XML and ColdFusion. I have taken courses in Web Site Design, Writing for the Web and Web Based Marketing. In addition, I have supervised teams of Web designers, proofreaders, editors and coders. Every one of my Web design projects has been delivered on or before deadline to extreme client satisfaction.
Finance, GMAT, Law, Macroeconomics, Microeconomics, Microsoft Excel

Elementary Education

Elementary (K-6th),

Elementary (K-6th)

I worked for two years as a resource, music and physical education teacher in a small private school in rural Minnesota. The majority of my students there were in grades K-6. Each day I met with a group of six students who had progressed beyond their peers in reading, spelling and mathematics. I taught them Saxon Math, designed my own spelling curriculum and chose reading books with advanced vocabulary and literary devices that still dealt with subject matter appropriate to the ages of my students. In addition, I worked with students who had learning disabilities or who had fallen behind in the same subjects. We used the Orton-Gillingham method for basic reading skills, and I again designed a spelling curriculum. Most of my students were deemed high performing or high potential, although many of them required unconventional teaching methods in order to reach that potential. I therefore learned how to teach to a variety of learning styles and to adapt to the needs of students with ADD, ADHD, Asberger's, Autism, Post Traumatic Stress Syndrome and Depression. I also learned to identify the various emotional, physical and social stages of elementary aged children. I completed courses in "Teaching Diversity," The Multisensory Classroom," "Curriculum Design (K-6)," and "Non-violent Crisis Intervention." I studied classroom management under Sister Mary Gwendolin, the first principal under whom I worked. Sister Gwendolin had been teaching for over fifty years at that time and her methods for maintaining control of a classroom have been invaluable to me any time I have worked with elementary students. I also taught Spanish to grades K-2 for one year in a suburban private school in Minnesota. Again, I provided a multisensory experience for children and allowed them to move about the classroom after the formal part of the lesson. They had the options of reading simple books in Spanish, identifying animals or parts of the home and classroom in Spanish, listening to Spanish music and dialogues or writing their own stories in the Spanish language. This experience taught me a great deal about how much teacher intervention is required at the various grade levels and I learned to adapt my presence in these activities depending upon which grade level happened to be in the classroom at any given time. I would very much like to be certified to tutor elementary education students, and I do have a preference of grades 3-6 over K-2, although I shall certainly consider younger students on a case by case basis. (Note: I prefer to teach "natural" reading and am not an advocate of phonics as I have noticed that children who learned to read phonetically tend to be very poor spellers. I believe that those students who are required to learn reading through phonics would be better served by another tutor. Again, this can be examined on a case by case basis.)
Elementary Math,

Elementary Math

I am a former classroom resource teacher who worked with elementary math students of all abilities -- from those who found math highly challenging to those who were working two to three grade levels ahead in mathematics. I am trained in the Saxon mathematics method, and I easily adapt to whatever method a student is using. Having overcome dyscalculia, a learning difference in mathematics, I am uniquely suited to knowing when to change teaching styles if a particular style is not working for a student. I have assisted many young people who "hate math," with improving both their outlooks on the subject and their classroom grades.
Elementary Science,

Elementary Science

I taught elementary and middle school science while working as a classroom teacher in a private school. I am currently teaching earth science to an eight-year-old student whom I tutor. In addition, I am teaching ninth grade science to a high school student. I am three courses away from a degree in biology, and I find that teaching science is both energizing and rewarding.
Grammar,

Grammar

I hold two degrees in English, one in writing, and one in literature. I am what is often referred to as a grammar geek. I am meticulous and enthusiastic while teacher students grammar. Also, as students advance, I provide them with opportunities to proofread their own papers before I look at them. This teaches them a valuable skill that they will use throughout their lifespans.
MTLE,

MTLE

I have been tutoring MTLE students one-on-one and in a university tutoring center for the past ten years. Having taken the exam myself, I am intimately familiar with the subjects therein, and with the common challenges that future teachers experience when taking the exam. I am currently working with two MTLE students, one who is retaking the writing portion, and one who is retaking a quantitative section.
Reading,

Reading

I am a former reading resource classroom teacher who now tutors students of all ages in English reading. I am trained in the Orton-Gillingham method, which I supplement with spelling tutoring so that even phonics-taught readers develop excellent spelling skills. I have worked with students with all forms of dyslexia, and with students who have visual disorders, as well. I am currently working with two young people who hated reading when we began our lessons. One of them is now reading three series of books in rotation because she cannot get enough of her new reading skills.
Spelling,

Spelling

I hold two degrees in English, one in writing, and one in literature. I have been an excellent speller all my life, and in elementary school and high school, I won regional spelling bees. I am especially dedicated to ensuring that students who struggle with reading become excellent spellers. As a reading resource classroom teacher, I assisted students at all spelling levels with increasing their knowledge of both spelling and vocabulary. Our language is a difficult one, and if students do not work on spelling, they cannot succeed. However, I find ways to make spelling enjoyable, so that students are not just memorizing a list of words. When I work with students who study reading with the Orton-Gillingham method, I always include supplemental spelling exercises to ensure that students who learn reading by using phonics are still good spellers.
Study Skills,

Study Skills

For the past five years I have included academic coaching among the services that I offer to tutoring students. Often this academic coaching begins with assisting students in time management, organization and study skills. Having completed the Franklin Covey course in time management, I have an excellent method with which to assist students in learning to plan and prioritize their study time. We review the subjects the student is taking that semester and prioritize those assignments/projects that must be completed daily and weekly, such as daily math homework or the history reading assignment, as well as those assignments that require steady attention over longer periods of time, such as History Day projects or long papers. Many students also require assistance with simply getting their study materials organized. We sit down with textbooks, notebooks, folder and backpacks and go through materials piece by piece. Those pieces which must be saved are kept in folders -- one folder for each subject. Extraneous pieces of paper are thrown away. One notebook (preferably matching the corresponding folder) is delegated for each subject, as well. I prefer to have student color-code their materials as this saves them time when hastily grabbing a notebook or folder on the way to class. Once students have organized materials and are learning to organize time, we begin developing specific study skills. Study skills include proper note-taking methods, learning proper outline form, developing mnemonics to assist the student in remembering a significant amount of material simultaneously and preparing and using flashcards. I teach students to pick out the main ideas in texts and to skim with extreme accuracy. They learn to identify key words that are likely to be on an exam or lead to information necessary to answer homework questions. For students who are aural learners, I often compose rhymes or chants that assist them with remembering material. We also discuss and plan the study environment. Some students study well in absolute silence. Some study better to music. Others prefer to work in certain types of rooms, such as rooms with more light or rooms in which they are especially comfortable. If the student is unsure as to what kind of environment might be most helpful to him or her we experiment with environments until we find one that enhances the study experiments. Finally, we discuss rest and nutrition. A student who has slept very little or who has not eaten all day must first address his or her bodily needs before sitting down to study. Exhausted and hungry students are more likely to have shorter attention spans and less likely to retain information as they study.
Vocabulary

Vocabulary

I hold two degrees in English, one in Literature and one in Writing. In addition, I have been preparing students for the ACT and SAT vocabulary for the past eighteen years. I do the New York Times Crossword puzzle in ink, and I have trained for the puzzle tournament. I know interesting and fun ways to learn vocabulary that involve activities other than just memorizing lists of words.

English

ACT English,

ACT English

I am a tutor with two degrees in English -- one in writing and one in literature. In addition, I have been assisting students with preparing for all sections of the ACT for the past eighteen years. I am aware of the challenges that the English and reading sections present to students, and we work on ways to build vocabulary (without memorizing horribly long lists of words and their definitions) and to develop an ability to recognize and respond to literary symbolism. I also teach students how to complete the sections within the given time frame and how to recognize when the test is trying to trick them into providing and incorrect answer.
ACT Reading,

ACT Reading

I have been a teacher for sixteen years and have been preparing students for standardized tests for over a decade. As both a teacher and the mother of a high school senior, I recognize the extent of the emphasis that college admissions boards place on ACT scores During the 2011-2012 school year, I worked with twelve young people who were about to take the ACT for the first time, or who were planning to retake the exam for a higher score. Among the nine students who retested for a higher score, one raised the score by five points, seven raised scores by 2-4 points, and another raised the score by 1 point. I have worked with students on every aspect of the ACT, and am qualified to serve as a reading tutor for the following reasons: 1. I hold two degrees in English, one in writing and one in literature. 2. While teaching at a small private school I served as a reading resource teacher to both elementary and high school students. A fair number of the high school students had learning differences in reading. A fair number had high potential in reading. While preparing to become a multi-subject resource teacher, I interned with a woman who held an MS in reading education and became certified in a number of reading pedagogies. In addition to covering the reading portions of the test, the ACT students and I work on vocabulary enhancement and on ways to quickly eliminate one or several of the possible answers to each question. We also discuss ways to reduce the amount of time it takes students to complete the exam, thus giving them confidence regarding finishing on time while also finishing accurately. I specialize in teaching teens and adults who have learning differences, i.e. dyslexia, and other challenges such as Autism, Asperger's, ADD, ADHD, Bipolar, Unipolar and clinical depression. In particular, I have had great success teaching reading to students with ADD, ADHD and dyslexia.
English,

English

I hold two BAs in English -- one in writing and one in literature. I have taught English in the classroom and at the adult level in community education. I currently work at a community college where I work with students of writing and literature as a professional tutor.
ESL/ESOL,

ESL/ESOL

My experience with ESL students took place both inside the classroom and in private tutoring sessions. As a classroom teacher, I worked with students from Columbia, Venezuela and Chile as well as students from Russia and the Ukraine, and a student from Israel who spoke English but wanted to improve her pronunciation. One-to-one and in groups we worked on English grammar and syntax as well as vocabulary and pronunciation. In addition to engaging in one-to-one English conversation with me, the students conversed with one another in English. Students used visual cues such as flashcards to identify nouns and verbs in English. We also used audio CDs from Rosetta Stone to work on diction and syntax. Students prepared short speeches in English in order to hone public-speaking as well as English speaking skills. As a private tutor, I spent time with several students who had Somali as their first language and a student from Ethiopia who spoke Amharic. We followed many of the same patterns as were used in the classroom, but, having much more one-to-one interaction, were able to carry on more individual conversations in English. Some of these students were preparing for the TOEFL and we used sample tests as part of our lessons. I am currently teaching English to a middle-school aged student in Timor Leste. This is happening via snail mail as there is no electricity in her village and she is unable to access a computer. The process is slow but definitely worth the effort!
Grammar,

Grammar

I hold two degrees in English, one in writing, and one in literature. I am what is often referred to as a grammar geek. I am meticulous and enthusiastic while teacher students grammar. Also, as students advance, I provide them with opportunities to proofread their own papers before I look at them. This teaches them a valuable skill that they will use throughout their lifespans.
Linguistics,

Linguistics

When I was first an undergraduate, I was taking a linguistics class to complete my English major. During the semester, my professor's mother passed away. The professor came to see me, handed me the material for the remainder of the semester, and said, "Here, please teach it until I come back." I ended up teaching my own class. Years later, I repeated the first linguistics class and continued on to take several more courses in the subject. I am currently working on the Semitic languages. I am reviewing Hebrew and about to begin learning Aramaic. I have also taught basic linguistics as part of teaching reading students with learning differences. I truly enjoy teaching this subject and sharing the elements of language with students of all ages.
Literature,

Literature

I hold two degrees in English, one in writing, and one in literature. I have been teaching and tutoring literature for the past twenty years, and I have stayed aware of recently published books that are finding their way into high school and college curricula. I am happy to work with whatever a student's classroom teacher assigns, or to choose supplemental readings for students during the summer. My specialty is pre-Depression twentieth century American Literature, but I am comfortable teaching literature from many world countries, African-American literature, the literature of the Indigenous Peoples of North America, and the literature of women.
Proofreading,

Proofreading

I hold two degrees in English, one in writing and one in literature. I have taught proofreading workshops at a local community college. In addition, I served as proofreader for a local magazine published by the city newspaper. I proofread my own writing before submitting proofs to readers, and my readers very rarely find an error.
Public Speaking,

Public Speaking

I have been speaking and performing in public for over thirty years. Most recently, I was a member of the Extroverted Engineers Toastmasters Club. I have completed college-level courses in Speech and have taught community education classes in public speaking. While working for Thomson West, the leading producer of legal publications in the United States, I regularly gave presentations to groups of highly educated and very busy men and women. These presentations were almost universally well-received and surveys showed that the attendees retained a great deal of the information presented to them. I have been performing on stage as both an actor and a musician since the age of four. Most recently, I played Juror Number Ten in a production of "Twelve Angry Jurors." I have performed parts in dialect as well as my natural speaking voice. Both my singing and theater training have taught me proper projection and how to adapt to various sizes of audiences as well as the varying acoustics in theaters and meeting rooms. In high school, I was captain and assistant coach of our school forensics team, in which I competed in the areas of solo acting and extemporaneous speaking. As a classroom teacher, I spoke to groups of students every day. I am extremely comfortable as a public speaker and welcome any opportunity to give meaningful speeches. My students nearly always say that they are more comfortable speaking in public after I have worked with them, and I hope to be able to assist others in overcoming their anxiety regarding public speaking.
Reading,

Reading

I am a former reading resource classroom teacher who now tutors students of all ages in English reading. I am trained in the Orton-Gillingham method, which I supplement with spelling tutoring so that even phonics-taught readers develop excellent spelling skills. I have worked with students with all forms of dyslexia, and with students who have visual disorders, as well. I am currently working with two young people who hated reading when we began our lessons. One of them is now reading three series of books in rotation because she cannot get enough of her new reading skills.
Spelling,

Spelling

I hold two degrees in English, one in writing, and one in literature. I have been an excellent speller all my life, and in elementary school and high school, I won regional spelling bees. I am especially dedicated to ensuring that students who struggle with reading become excellent spellers. As a reading resource classroom teacher, I assisted students at all spelling levels with increasing their knowledge of both spelling and vocabulary. Our language is a difficult one, and if students do not work on spelling, they cannot succeed. However, I find ways to make spelling enjoyable, so that students are not just memorizing a list of words. When I work with students who study reading with the Orton-Gillingham method, I always include supplemental spelling exercises to ensure that students who learn reading by using phonics are still good spellers.
Vocabulary,

Vocabulary

I hold two degrees in English, one in Literature and one in Writing. In addition, I have been preparing students for the ACT and SAT vocabulary for the past eighteen years. I do the New York Times Crossword puzzle in ink, and I have trained for the puzzle tournament. I know interesting and fun ways to learn vocabulary that involve activities other than just memorizing lists of words.
Writing,

Writing

I hold a BA in writing and a BA in literature, and I have been teaching and tutoring writing for the twenty years. Until recently, I taught writing at a community college. I have won prizes for short stories and poems, and I am completing a novel. At this point you might be asking, "Yes, but can you teach it?" Absolutely! I have worked with students on paragraphs, essays, long term papers, college admissions essays, grammar, punctuation, and formatting. I truly enjoy sharing my love of writing with students of all ages.
SAT Writing, TOEFL

History

American History,

American History

I am a swim instructor with twenty years' experience and am qualified as a WSI. I have taught Red Cross Swimming Lessons from Aqua Babies/Aqua Tots to Porpoise Club, the highest level of lessons that our YMCA offered. I am certified in Silver Splash water exercise and have taught water exercise classes that concentrate on toning and core development. In addition to teaching lessons, I served as assistant deck supervisor and teacher trainer for two years.
Art History,

Art History

I have been studying art history for most of my life. My father is an artist and he began teaching me to identify the names, style and works of the great masters. Since that time, I have continued to study art history independently and via continuing education classes. I am able to identify works from ancient civilizations as well as the Roman and Byzantine civilizations. I know specific works and artists from the Renaissance and Baroque periods, as well. My favorite periods of art and consequently those about which I have the most knowledge, are Romanticism, Art Deco and Impressionism. I have extensively studied the works of Monet and Manet and am particularly drawn to the works of John William Waterhouse. I also enjoy the art of the Harlem Renaissance and Surrealism, particularly the works of Salvador Dali. I have visited the Louvre, the National Gallery of Art, and the Chicago Art Institute among other outstanding galleries in the United States and throughout the world. I have completed courses in the works of Salvador Dali, Rembrandt, Degas and Abstract Expressionism. I have participated in performance art and appreciate pop art and computer art, as well. My daughter is a graffiti artist and draws and paints realistic works as well as paintings in the style of Cubism. I have read extensively on both the lives and works of Picasso, Georgia O'Keefe and Art Deco artists. Art courses have also covered the various media and I am particularly drawn to oil paintings, acrylics paintings and metal sculputre. I have assisted in the creation of Native American bead work, pipes and war clubs and have learned the traditions of of Lakota and Apache artistic creations. I enjoy body art, particularly mendi and highly artistic tattoo creations. My personal media include calligraphy, mosaics, pencil drawings, weaving, quilting and other Arts and Crafts pieces.
Bible Studies,

Bible Studies

I hold an MA in Religion and Theology from a qualified seminary. I have read all or some of the Bible in Latin, German and Hebrew as well as English, and have recently completed two papers in response to works of Pastor Mark F. Bartling. "Response to 'The History of English Bibles'" attempts to negate the partial efficacy of certain English Bible translations based upon the Latin Vulgate. "Response to 'The Influence of Lutheranism on the Reformation of England'" attempts to link any connection between King Henry VIII and the Lutheran princes as purely political rather than theological. It also shows the tepid approach of Anne Boleyn to Protestantism. I have completed courses in Old Testament and New Testament as well as Hebraic study of the Torah. In addition, I have read the apocrypha and spent time with the Biblical historian Elaine Pagels discussing her books "The Synoptic Gospels" and "The Origins of Satan." Additional completed courses include those in Calvinism, Preaching the Bible, Bible as Literature, The Epistles, The Major and Minor prophets, Introduction to Judaism and Systematic Theology. I have seen and studied the Dead Sea Scrolls and written papers concerning their potential place in the codification of scripture. I have been teaching Bible and Torah, first as a Christian, then as a converted Jew, at the elementary and high school levels for seven years and have taught Bible to adults for over three years.
Classics,

Classics

The call to study the classics is a call to be among the the highest class of citizens. In this age of abundant Neo-Classicism, I am pleased to be able to offer myself as a tutor in the Classics. I have a degree in Literature with a minor in Latin, am able to read Hebrew and have studied Hellenstic philosophy, ideology, religion, art, archaeology, civilization and literature. The Classical principle of maintaining a disciplined continuity in the preservation the original excellence, virtue and goodness of works such as Plato's "Republic" and the plays of Sophocles is exremely important to me both as a teacher and as a person. I use both ancient and modern techniques in teaching the Classics (for instance, my Latin students begin with "Latin for Americans" or "Minimus," a children's beginning Latin curriculum, but they move quickly to Wheelock's Latin, the quintessential text presenting Latin in a Classical context). I have attended and critiqued productions of plays by Athens' three tragic poets, Euripides, Sophocles and Aeschylus and have completed a course that dealt with the psychology of the works of Greek tragic playwrights. In addition, I have completed courses in Rhetoric, Ancient History and the exegesis of ancient canonized religious texts. I have read the works of Caesar and Cicero in both Latin and English, and I hold an MA in Theology and have read translations of the Nag Hammadi scrolls, ancient canonized and uncanonized Biblical texts and portions of the Dead Sea Scrolls in Hebrew. I consider that one who studies the Classics must hold to high ideals of academic and personal integrity, and encourage students to live up to the ancient tenets, as well.
European History,

European History

I am currently teaching European History to two students whom I am homeschooling. I began teaching history and social studies when I worked as a classroom teacher. I absolutely love history, and I am enthusiastic about teaching any history course, from ancient to modern.
Geography,

Geography

I am currently teaching a course in cultural geography at the high school level. I love maps and assisting students in learning where things are and what is happening there. I believe that learning geography should be an enjoyable process, with memorization worked into fun projects rather than a by-rote activity.
Government & Politics,

Government & Politics

I am currently teaching Civics to two homeschooled students who are in high school. As part of our course, we discussed the politics of the 2016 election, as well as how politics are playing out in the aftermath. I am also tutoring one student in Civics. I have completed two university level courses in political science and three university level courses in social justice. I have also completed a course in Constitutional Law and a course in Legal Problems of the 21st Century.
Music History,

Music History

I hold a degree in Music from Saint Mary's University of Minnesota in Winona, MN. While studying for that degree, I completed two in-depth courses in Music History, using the quintessential text -- Grout's "The History of Western Music." This course covered Ancient, Baroque, Classical, Romantic, Modern and Post-Modern musical traditions in the Western hemisphere. It included a listening course that required students to identify the title, composer and era of the composition by listening to a random work on a CD. Following this course I felt bereft of knowledge pertaining to Eastern music and have conducted studies of lullabies in various Eastern languages, Chinese folk music and the music of Russia and the former Soviet Bloc countries. I am currently engaged in studies of Ethiopian music in the Amharic language and a study of liturgy in Hebrew. While teaching general music at two private schools in Minnesota, I regularly lectured on the various periods as well as various genres of music. My older students completed a course in the history of Jazz and the Blues and as I taught in parochial schools, they learned ancient and modern liturgical history as well. Music history is one of my favorite aspects of musical study and I hope to have the opportunity to teach it again in the very near future.
Religion,

Religion

I am currently finishing an MA in Religion and Theology. My studies have led me to recognize the distinct differences between religions and theologies. Religion is or can be comprised of creeds, liturgical ceremonies, common prayers, mandatory belief in certain dogma, set ways of studying scripture and specific requirements for the ordination of clergy and anointing of lay persons. I was raised in a Christian sect, converted to the Episcopal Church in the United States (ECUS)and am now committed for life to Reform Judaism. While in the ECUS I served as music and liturgical director for several congregations in the Diocese of Minnesota. I carried on an in-depth study of the Book of Common Prayer and learned the requirements for membership in the ECUS. Having taught at several Roman Catholic schools, I have become intimately familiar with Catholic tenets and liturgical practices, as well. In addition, I have spent considerable time learning the specific nature of the following religions: Methodism, Lutheranism, The Presbyterian Church, Islam, Buddhism, United Church of Christ, Southern Baptist, American Baptist and the Pentecostal Church. I now embrace the liturgy and ceremonies of Reform Judaism and am constantly seeking new information to improve my knowledge of Judaism in general. The approach of various religions to scripture is very telling. Certain religions expect their adherents to believe the Bible is entirely literal. This approach is generally called Fundamentalism. Some fundamentalist religions and sects include Southern Baptist, Seventh Day Adventist, The Church of Jesus Christ of the Latter Day Saints, Orthodox Judaism and various nondenominational independent congregations. Another approach to scripture is that scripture may be interpreted various ways and in the way that it speaks to the intelligent reader. The ECUS, Reform Judaism, Conservative Judaism, Methodism, the Evangelical Lutheran Church in America, The Presbyterian Church in the United States, and other "main-line" Protestant denominations. Certain religions regard the Bible as a secondary or irrelevant and consider that scripture is found in another book or other books. These religions include Islam (The Bible is considered a secondary source of information from God), Hinduism, Buddhism and the Shinto religion among others. I have recently written two papers in response to papers published by Pastor Mark F. Bartling of the Wisconsin Lutheran Synod, a denomination that at one time was extremely fundamentalist but that is now becoming more mainstream. The papers are now being reviewed for Internet and magazine publication are entitled "Response to 'The History of Our English Bibles'" and "Response to 'The Influence of Lutheranism on the Reformation in England.'" While it is impossible to cover a topic as vast as religion in this request, please know that I am passionate about understanding all world religions in their theoretical and practical forms and that my studies in that area will continue throughout my life.
Social Studies,

Social Studies

As a classroom, teacher, I taught social studies to grades 1-9, and have tutored students of all ages in social studies. My students participated in such national events as "Adopt a Veteran," in which a veteran of a foreign war is invited to speak to the students regarding his or her experience. In preparation for the veterans' visits, the students study not only the war in general (our visitors were always WWII veterans) but the specific arenas and battles in which "our" veteran took part. Futhermore, we participated in National History Day, a day for which students prepare by producing projects (often multi-media persentations) based upon thorough research of a particular historical era or event, relating that subject to the effects it had on the world at large, if applicable. Subjects included "The Effects of Brown v. The Board of Education on Civil Rights in America", "The History of Pi", "Medical Experimentation," and so on. Several students progressed to state competition and did very well there, as well as locally. When teaching social studies, I try to incorporate as many other subjects as possible in to make the study a cross-curriculum experience. Each year students wrote an essay on a subject that they considered to be historically controversial. The essay, in edition to being a social studies research project, was expected to be grammatically correct and include desktop publishing elements that the students had learned in computer science classes. We spent a great deal of time learning the history of the Twin Cities, visiting the James J. Hill House, Fort Snelling and the Cathedral of St. Paul. Our studies of national history included communication with former heads of state, political discussions culminating in an exercise in which students voted as if they were actually going to the polls in national elections, and visits to national monuments. Whenever possible, I attempted to engage students in a multi-sensory experience in order to make social studies real rather than simply words in a book. We studied social geography in part by communicating with students in schools around the world, and by watching detailed documentaries pertaining to various historical eras and events. I love making social studies a living study and do everything possible to engage students in coming as close as possible to a primary source on any given subject. I would be happy to tutor students in social studies at any level of their interest or academic requirements.
Sociology,

Sociology

I taught social studies at a K-9 private school for three years. Included in our social studies curriculum were studies in sociology -- the development of societies throughout history and the state of current societies. Students learned critical thinking methods as they pertained to sociological conditions. For instance, when studying the Industrial Revolution, students were called upon to determine the sociological conditions, such as a developing urban population, advancements in machinery and the necessity for the creation of new employment opportunities, that allowed the Industrial Revolution to occur when it did in history. Then, students were asked to speculate regarding the changes the revolution would make upon a society -- an even greater growth in urban population, a necessity for the creation of improved sanitary facilities, a standardization of safety regulations in factories, and so on. Each student in grades 7-9 was required to choose an historical event that greatly impacted a society and write a paper that incorporated the thought patterns listed above. Students worked with historical situations such as the invention of the telephone and the automobile, the cause and effects of the two World Wars, etc. Others chose to deal with contemporary issues such as the right to gay marriage, the effect of the developing state of the Baby Boom generation on the current economy, and the eventual cessation of the Social Security system. In all cases, I guided student research, engaged in Socratic discussions with each student regarding his or her topic and graded first drafts and final papers. In this way, I hoped to teach students that social studies are really a platform upon which to base further, more complicated studies in sociology, in order that they might be placed to assist in the development of social change.
World History,

World History

I am a tutor and former classroom teacher who has taught World History at the high school level. I am currently teaching a World History course to two students whom I am homeschooling. I have taught AP World History to students who successfully passed the AP exam to obtain university credit. I love history, and am very excited to teach this subject.
Philosophy

Homeschool

Algebra 1,

Algebra 1

I am a tutor who taught algebra 1 as a classroom teacher in a private school. I work with students of all ability levels to help them understand and enjoy this branch of mathematics. I have been teaching this course for over ten years, and I feel confident in assisting students with their homework, and with the review of important concepts. In addition, I assist students with preparing for the ACT and SAT exams, and I know exactly what algebra elements students must master to perform well on the math sections of those tests.
Biology,

Biology

I have been teaching biology at the community college and AP high school levels for the past six years. I hold a degree in Public Health Sciences and have completed biology courses in general biology, microbiology, evolutionary biology, genetics, behavioral genetics, oceanography and nutrition. In addition, I have completed Anatomy and Physiology I and II at the college level. I received a grade of A in each class with the exception of microbiology, in which I earned an A-. I love to teach biology of any sort, and I would be happy to work with you wherever your are in your biology studies.
Elementary (K-6th),

Elementary (K-6th)

I worked for two years as a resource, music and physical education teacher in a small private school in rural Minnesota. The majority of my students there were in grades K-6. Each day I met with a group of six students who had progressed beyond their peers in reading, spelling and mathematics. I taught them Saxon Math, designed my own spelling curriculum and chose reading books with advanced vocabulary and literary devices that still dealt with subject matter appropriate to the ages of my students. In addition, I worked with students who had learning disabilities or who had fallen behind in the same subjects. We used the Orton-Gillingham method for basic reading skills, and I again designed a spelling curriculum. Most of my students were deemed high performing or high potential, although many of them required unconventional teaching methods in order to reach that potential. I therefore learned how to teach to a variety of learning styles and to adapt to the needs of students with ADD, ADHD, Asberger's, Autism, Post Traumatic Stress Syndrome and Depression. I also learned to identify the various emotional, physical and social stages of elementary aged children. I completed courses in "Teaching Diversity," The Multisensory Classroom," "Curriculum Design (K-6)," and "Non-violent Crisis Intervention." I studied classroom management under Sister Mary Gwendolin, the first principal under whom I worked. Sister Gwendolin had been teaching for over fifty years at that time and her methods for maintaining control of a classroom have been invaluable to me any time I have worked with elementary students. I also taught Spanish to grades K-2 for one year in a suburban private school in Minnesota. Again, I provided a multisensory experience for children and allowed them to move about the classroom after the formal part of the lesson. They had the options of reading simple books in Spanish, identifying animals or parts of the home and classroom in Spanish, listening to Spanish music and dialogues or writing their own stories in the Spanish language. This experience taught me a great deal about how much teacher intervention is required at the various grade levels and I learned to adapt my presence in these activities depending upon which grade level happened to be in the classroom at any given time. I would very much like to be certified to tutor elementary education students, and I do have a preference of grades 3-6 over K-2, although I shall certainly consider younger students on a case by case basis. (Note: I prefer to teach "natural" reading and am not an advocate of phonics as I have noticed that children who learned to read phonetically tend to be very poor spellers. I believe that those students who are required to learn reading through phonics would be better served by another tutor. Again, this can be examined on a case by case basis.)
English,

English

I hold two BAs in English -- one in writing and one in literature. I have taught English in the classroom and at the adult level in community education. I currently work at a community college where I work with students of writing and literature as a professional tutor.
ESL/ESOL,

ESL/ESOL

My experience with ESL students took place both inside the classroom and in private tutoring sessions. As a classroom teacher, I worked with students from Columbia, Venezuela and Chile as well as students from Russia and the Ukraine, and a student from Israel who spoke English but wanted to improve her pronunciation. One-to-one and in groups we worked on English grammar and syntax as well as vocabulary and pronunciation. In addition to engaging in one-to-one English conversation with me, the students conversed with one another in English. Students used visual cues such as flashcards to identify nouns and verbs in English. We also used audio CDs from Rosetta Stone to work on diction and syntax. Students prepared short speeches in English in order to hone public-speaking as well as English speaking skills. As a private tutor, I spent time with several students who had Somali as their first language and a student from Ethiopia who spoke Amharic. We followed many of the same patterns as were used in the classroom, but, having much more one-to-one interaction, were able to carry on more individual conversations in English. Some of these students were preparing for the TOEFL and we used sample tests as part of our lessons. I am currently teaching English to a middle-school aged student in Timor Leste. This is happening via snail mail as there is no electricity in her village and she is unable to access a computer. The process is slow but definitely worth the effort!
Geometry,

Geometry

I am a former classroom teacher who taught Algebra I and Geometry. I continue to tutor in both subjects. As you read above, geometry is my absolute favorite branch of mathematics, and I am extremely excited to teach it. I believe that my attitude helps students to become more engaged in the subject, and to find it more accessible. I am extremely patient, and I work hard to ensure that students increase their knowledge of, and affinity for, this exciting branch of mathematics.
Piano,

Piano

I have been teaching piano and voice lessons for over twenty years, and have worked with students age two to seventy-five. I hold a degree in Music with an emphasis in Piano from Saint Mary's Unversity of Minnesota, Winona. In addition, I studied under a master conductor for five years and have conducted choirs and bands of various sizes. Lessons are geared to the individual goals and learning styles of students, so each lesson is unique. Lessons include the study of repertoire, technique, ear training, composition, music history, composition and theory. My students compete in state contests and present recitals according to their wills. I work closely with family members to keep them appraised of students' progress, and I particularly enjoy working with adult students, offering the encouragement that they need to begin or renew the study of an instrument. Having studied more than fifteen piano curricula, I feel that Hanon is the most desirable method for learning scales and technique. I generally use the Faber Method for Repertoire, Basic Theory, Ear Training and recital preparation. At times, I find that the Afred series is more appropriate to some students' learning styles. Advanced students are allowed to choose among genres of music they wish to master. I include Jazz, Blues, Folk and Popular music in the lessons of students who enjoy those styles. Advanced Theory and Ear Training students work with Harmony by Walter Piston, the late Professor Emeritus of Theory at Harvard University. I am particularly pleased to welcome students with Asberger's, Autism, ADD, ADHD, Bipolar Disease and Clinical Depression into my studio. Music can be intensely therapeutic and necessary for students with concentration difficulties.
Prealgebra,

Prealgebra

As a classroom resource teacher, I taught prealgebra to groups of students who were accelerated in mathematics, as well as to groups of students who were challenged by the subject. Over the past eighteen years, I have tutored at least fifteen private students in prealgebra, and I currently tutor two students in the subject.
Reading,

Reading

I am a former reading resource classroom teacher who now tutors students of all ages in English reading. I am trained in the Orton-Gillingham method, which I supplement with spelling tutoring so that even phonics-taught readers develop excellent spelling skills. I have worked with students with all forms of dyslexia, and with students who have visual disorders, as well. I am currently working with two young people who hated reading when we began our lessons. One of them is now reading three series of books in rotation because she cannot get enough of her new reading skills.
Spanish,

Spanish

I am a former K-8 classroom Spanish teacher. I have studied the language for the past thirty-two years, and I enjoy using materials that are fun and interesting to help students of all ages excel in learning this exciting language. Each week, I speak with native Spanish speakers to ensure that my speaking ability and my accent are well-maintained. I recently took two college-level Spanish classes to review my grammar and syntax skills. I love languages and truly enjoy teaching this beautiful language to my students.
Spelling,

Spelling

I hold two degrees in English, one in writing, and one in literature. I have been an excellent speller all my life, and in elementary school and high school, I won regional spelling bees. I am especially dedicated to ensuring that students who struggle with reading become excellent spellers. As a reading resource classroom teacher, I assisted students at all spelling levels with increasing their knowledge of both spelling and vocabulary. Our language is a difficult one, and if students do not work on spelling, they cannot succeed. However, I find ways to make spelling enjoyable, so that students are not just memorizing a list of words. When I work with students who study reading with the Orton-Gillingham method, I always include supplemental spelling exercises to ensure that students who learn reading by using phonics are still good spellers.
Statistics,

Statistics

I am a graduate student in Psychology, a program that requires one to take three statistics courses. I have received As in both of my statistics courses up to this point. In addition, I am soon to publish a peer-reviewed journal article, for which I compiled and checked my own statistics before sending the article to readers. I have assisted university students with statistics courses. I recently audited Stats I again to prepare for the statistics that I completed for my article. I am therefore fresh from a class and ready to teach.
Study Skills,

Study Skills

For the past five years I have included academic coaching among the services that I offer to tutoring students. Often this academic coaching begins with assisting students in time management, organization and study skills. Having completed the Franklin Covey course in time management, I have an excellent method with which to assist students in learning to plan and prioritize their study time. We review the subjects the student is taking that semester and prioritize those assignments/projects that must be completed daily and weekly, such as daily math homework or the history reading assignment, as well as those assignments that require steady attention over longer periods of time, such as History Day projects or long papers. Many students also require assistance with simply getting their study materials organized. We sit down with textbooks, notebooks, folder and backpacks and go through materials piece by piece. Those pieces which must be saved are kept in folders -- one folder for each subject. Extraneous pieces of paper are thrown away. One notebook (preferably matching the corresponding folder) is delegated for each subject, as well. I prefer to have student color-code their materials as this saves them time when hastily grabbing a notebook or folder on the way to class. Once students have organized materials and are learning to organize time, we begin developing specific study skills. Study skills include proper note-taking methods, learning proper outline form, developing mnemonics to assist the student in remembering a significant amount of material simultaneously and preparing and using flashcards. I teach students to pick out the main ideas in texts and to skim with extreme accuracy. They learn to identify key words that are likely to be on an exam or lead to information necessary to answer homework questions. For students who are aural learners, I often compose rhymes or chants that assist them with remembering material. We also discuss and plan the study environment. Some students study well in absolute silence. Some study better to music. Others prefer to work in certain types of rooms, such as rooms with more light or rooms in which they are especially comfortable. If the student is unsure as to what kind of environment might be most helpful to him or her we experiment with environments until we find one that enhances the study experiments. Finally, we discuss rest and nutrition. A student who has slept very little or who has not eaten all day must first address his or her bodily needs before sitting down to study. Exhausted and hungry students are more likely to have shorter attention spans and less likely to retain information as they study.
Writing,

Writing

I hold a BA in writing and a BA in literature, and I have been teaching and tutoring writing for the twenty years. Until recently, I taught writing at a community college. I have won prizes for short stories and poems, and I am completing a novel. At this point you might be asking, "Yes, but can you teach it?" Absolutely! I have worked with students on paragraphs, essays, long term papers, college admissions essays, grammar, punctuation, and formatting. I truly enjoy sharing my love of writing with students of all ages.
Chemistry, Macroeconomics, Microeconomics, Physics

Language

ESL/ESOL,

ESL/ESOL

My experience with ESL students took place both inside the classroom and in private tutoring sessions. As a classroom teacher, I worked with students from Columbia, Venezuela and Chile as well as students from Russia and the Ukraine, and a student from Israel who spoke English but wanted to improve her pronunciation. One-to-one and in groups we worked on English grammar and syntax as well as vocabulary and pronunciation. In addition to engaging in one-to-one English conversation with me, the students conversed with one another in English. Students used visual cues such as flashcards to identify nouns and verbs in English. We also used audio CDs from Rosetta Stone to work on diction and syntax. Students prepared short speeches in English in order to hone public-speaking as well as English speaking skills. As a private tutor, I spent time with several students who had Somali as their first language and a student from Ethiopia who spoke Amharic. We followed many of the same patterns as were used in the classroom, but, having much more one-to-one interaction, were able to carry on more individual conversations in English. Some of these students were preparing for the TOEFL and we used sample tests as part of our lessons. I am currently teaching English to a middle-school aged student in Timor Leste. This is happening via snail mail as there is no electricity in her village and she is unable to access a computer. The process is slow but definitely worth the effort!
Latin,

Latin

I am a former classroom teacher who has taught Latin both in the classroom and as a private tutor. I hold a minor in Latin from a Catholic University, and I have taught Latin to students from the age of nine to the age of seventy-two. I am able to teach Latin up to Latin IV in high school, or to Latin II at the university level. I have worked with students who took online courses as well as those who worked with textbooks. I am familiar with seven different Latin curricula, and I regularly work on my own translations in order to keep my skills honed.
Sign Language,

Sign Language

Since the age of 12 I have been using ASL to communicate with people who are hearing impaired. I am able to fingerspell with extreme rapidity and have an adequate vocabulary of signs. In addition, I have taught students with hearing impairments both in a classroom and in a one-to-one setting and can offer students of ASL practical knowledge pertaining to proper etiquette when persons with hearing difficulties are present. While I greatly respect that using ASL should happen only when a person with hearing difficulties is present, I appreciate the need for students of ASL to practice in a learning environment. I consider myself very capable of tutoring those in ASL I and II, but would ask that clients who are more advanced work with a tutor who is actually an ASL interpreter.
Spanish,

Spanish

I am a former K-8 classroom Spanish teacher. I have studied the language for the past thirty-two years, and I enjoy using materials that are fun and interesting to help students of all ages excel in learning this exciting language. Each week, I speak with native Spanish speakers to ensure that my speaking ability and my accent are well-maintained. I recently took two college-level Spanish classes to review my grammar and syntax skills. I love languages and truly enjoy teaching this beautiful language to my students.
TOEFL

Math

ACT Math,

ACT Math

I have been assisting students with ACT preparation for the past eighteen years. I am extremely well-acquainted with the math portion of the exam and with what elements of mathematics a student must have mastered in order to beat the math section. I teach students not only those elements but also how and when to use simple logic rather than mathematical computations to find the correct answer. This saves the student time and helps to ensure that they will finish the section within the allotted time frame. I love to work with students who are preparing for the ACT, and my students have excellent results, with 90% of the reaching their goal scores the first or second time they take the exam.
Algebra 1,

Algebra 1

I am a tutor who taught algebra 1 as a classroom teacher in a private school. I work with students of all ability levels to help them understand and enjoy this branch of mathematics. I have been teaching this course for over ten years, and I feel confident in assisting students with their homework, and with the review of important concepts. In addition, I assist students with preparing for the ACT and SAT exams, and I know exactly what algebra elements students must master to perform well on the math sections of those tests.
Geometry,

Geometry

I am a former classroom teacher who taught Algebra I and Geometry. I continue to tutor in both subjects. As you read above, geometry is my absolute favorite branch of mathematics, and I am extremely excited to teach it. I believe that my attitude helps students to become more engaged in the subject, and to find it more accessible. I am extremely patient, and I work hard to ensure that students increase their knowledge of, and affinity for, this exciting branch of mathematics.
Linear Algebra,

Linear Algebra

Linear Algebra is one of the most straight-forward elements of mathematics. It deals with the linear sets of equations and their transformation properties. I have been tutoring students in algebra in recent years, and examples of linear algebraic computations appear in both Algebra I and Algebra II high school courses as well as in college algebra courses. Because linear algebra deals with finite dimensions, it is one of the easiest aspects of algebra for students to grasp. I enjoy teaching this branch of algebra because it can be easily made visible to students and they are able to observe the positive aspects of their knowledge almost immediately. Having struggled with mathematics in the past, I have developed strategies for teaching algebra, including linear algebra, for students who tend to be left-brained and less inclined to dwell upon means rather than ends. I welcome the opportunity to incorporate these strategies to assist students in a greater understanding and appreciation of math in general and linear algebra in particular.
Logic,

Logic

As a student of the Classics, I am particularly fascinated with Logic as it is employed both in oral and written arguments. I have completed university level courses in Logic and have regularly and systematically honed my skills by participating in amateur debates with attorneys and politicians (in such cases as the two exist exclusive of one another). I worked as a Senior Editor of Primary Federal Law for Thomson West, the leading publisher of legal materials in the US, and spent a great deal of time discerning the principles of Logic as they apply to case studies involving Federal jurisdiction. I am able to explain and offer extemporaneous examples of the following: Deductive Reasoning Major premise Minor premise Conclusion Inductive Reasoning Methods of Evidence Experimentation Real Events Hypotheticals Analogies Statistics Nonrational Appeals Emotional Appeals Oversimplification (i.e. God is love. Love is blind. Ray Charles is blind. Therefore, Ray Charles is God. Ray Charles is dead. Therefore Nietzsche was a prophet.) Slippery Slope I specialize in drawing attention to the various ways that statistics can be skewed in order to bias the public as well as individual consumers. In addition, I present strong analogical arguments and am able to discern and discredit blatant and hidden rhetoric. I am a student of Latin and have read the works of Cicero, one of the best-known Logicians and Rhetoricians of ancient times, in the language in which he presented his arguments. I welcome any student of Logic and/or Rhetoric to contact me as a tutor or as an opponent.
Prealgebra,

Prealgebra

As a classroom resource teacher, I taught prealgebra to groups of students who were accelerated in mathematics, as well as to groups of students who were challenged by the subject. Over the past eighteen years, I have tutored at least fifteen private students in prealgebra, and I currently tutor two students in the subject.
Statistics,

Statistics

I am a graduate student in Psychology, a program that requires one to take three statistics courses. I have received As in both of my statistics courses up to this point. In addition, I am soon to publish a peer-reviewed journal article, for which I compiled and checked my own statistics before sending the article to readers. I have assisted university students with statistics courses. I recently audited Stats I again to prepare for the statistics that I completed for my article. I am therefore fresh from a class and ready to teach.
Trigonometry,

Trigonometry

I have completed a course in Trigonometry with the grade of A-. I have been assisting students with learning trigonometry both as an individual course and as part of the review for the SAT and ACT exams for the past eight years. I currently have one student who is learning trig as an individual subject, and two students who are reviewing it for the ACT.
Physics, Probability

Most Popular

Algebra 1,

Algebra 1

I am a tutor who taught algebra 1 as a classroom teacher in a private school. I work with students of all ability levels to help them understand and enjoy this branch of mathematics. I have been teaching this course for over ten years, and I feel confident in assisting students with their homework, and with the review of important concepts. In addition, I assist students with preparing for the ACT and SAT exams, and I know exactly what algebra elements students must master to perform well on the math sections of those tests.
Biology,

Biology

I have been teaching biology at the community college and AP high school levels for the past six years. I hold a degree in Public Health Sciences and have completed biology courses in general biology, microbiology, evolutionary biology, genetics, behavioral genetics, oceanography and nutrition. In addition, I have completed Anatomy and Physiology I and II at the college level. I received a grade of A in each class with the exception of microbiology, in which I earned an A-. I love to teach biology of any sort, and I would be happy to work with you wherever your are in your biology studies.
Elementary (K-6th),

Elementary (K-6th)

I worked for two years as a resource, music and physical education teacher in a small private school in rural Minnesota. The majority of my students there were in grades K-6. Each day I met with a group of six students who had progressed beyond their peers in reading, spelling and mathematics. I taught them Saxon Math, designed my own spelling curriculum and chose reading books with advanced vocabulary and literary devices that still dealt with subject matter appropriate to the ages of my students. In addition, I worked with students who had learning disabilities or who had fallen behind in the same subjects. We used the Orton-Gillingham method for basic reading skills, and I again designed a spelling curriculum. Most of my students were deemed high performing or high potential, although many of them required unconventional teaching methods in order to reach that potential. I therefore learned how to teach to a variety of learning styles and to adapt to the needs of students with ADD, ADHD, Asberger's, Autism, Post Traumatic Stress Syndrome and Depression. I also learned to identify the various emotional, physical and social stages of elementary aged children. I completed courses in "Teaching Diversity," The Multisensory Classroom," "Curriculum Design (K-6)," and "Non-violent Crisis Intervention." I studied classroom management under Sister Mary Gwendolin, the first principal under whom I worked. Sister Gwendolin had been teaching for over fifty years at that time and her methods for maintaining control of a classroom have been invaluable to me any time I have worked with elementary students. I also taught Spanish to grades K-2 for one year in a suburban private school in Minnesota. Again, I provided a multisensory experience for children and allowed them to move about the classroom after the formal part of the lesson. They had the options of reading simple books in Spanish, identifying animals or parts of the home and classroom in Spanish, listening to Spanish music and dialogues or writing their own stories in the Spanish language. This experience taught me a great deal about how much teacher intervention is required at the various grade levels and I learned to adapt my presence in these activities depending upon which grade level happened to be in the classroom at any given time. I would very much like to be certified to tutor elementary education students, and I do have a preference of grades 3-6 over K-2, although I shall certainly consider younger students on a case by case basis. (Note: I prefer to teach "natural" reading and am not an advocate of phonics as I have noticed that children who learned to read phonetically tend to be very poor spellers. I believe that those students who are required to learn reading through phonics would be better served by another tutor. Again, this can be examined on a case by case basis.)
English,

English

I hold two BAs in English -- one in writing and one in literature. I have taught English in the classroom and at the adult level in community education. I currently work at a community college where I work with students of writing and literature as a professional tutor.
ESL/ESOL,

ESL/ESOL

My experience with ESL students took place both inside the classroom and in private tutoring sessions. As a classroom teacher, I worked with students from Columbia, Venezuela and Chile as well as students from Russia and the Ukraine, and a student from Israel who spoke English but wanted to improve her pronunciation. One-to-one and in groups we worked on English grammar and syntax as well as vocabulary and pronunciation. In addition to engaging in one-to-one English conversation with me, the students conversed with one another in English. Students used visual cues such as flashcards to identify nouns and verbs in English. We also used audio CDs from Rosetta Stone to work on diction and syntax. Students prepared short speeches in English in order to hone public-speaking as well as English speaking skills. As a private tutor, I spent time with several students who had Somali as their first language and a student from Ethiopia who spoke Amharic. We followed many of the same patterns as were used in the classroom, but, having much more one-to-one interaction, were able to carry on more individual conversations in English. Some of these students were preparing for the TOEFL and we used sample tests as part of our lessons. I am currently teaching English to a middle-school aged student in Timor Leste. This is happening via snail mail as there is no electricity in her village and she is unable to access a computer. The process is slow but definitely worth the effort!
Geometry,

Geometry

I am a former classroom teacher who taught Algebra I and Geometry. I continue to tutor in both subjects. As you read above, geometry is my absolute favorite branch of mathematics, and I am extremely excited to teach it. I believe that my attitude helps students to become more engaged in the subject, and to find it more accessible. I am extremely patient, and I work hard to ensure that students increase their knowledge of, and affinity for, this exciting branch of mathematics.
Piano,

Piano

I have been teaching piano and voice lessons for over twenty years, and have worked with students age two to seventy-five. I hold a degree in Music with an emphasis in Piano from Saint Mary's Unversity of Minnesota, Winona. In addition, I studied under a master conductor for five years and have conducted choirs and bands of various sizes. Lessons are geared to the individual goals and learning styles of students, so each lesson is unique. Lessons include the study of repertoire, technique, ear training, composition, music history, composition and theory. My students compete in state contests and present recitals according to their wills. I work closely with family members to keep them appraised of students' progress, and I particularly enjoy working with adult students, offering the encouragement that they need to begin or renew the study of an instrument. Having studied more than fifteen piano curricula, I feel that Hanon is the most desirable method for learning scales and technique. I generally use the Faber Method for Repertoire, Basic Theory, Ear Training and recital preparation. At times, I find that the Afred series is more appropriate to some students' learning styles. Advanced students are allowed to choose among genres of music they wish to master. I include Jazz, Blues, Folk and Popular music in the lessons of students who enjoy those styles. Advanced Theory and Ear Training students work with Harmony by Walter Piston, the late Professor Emeritus of Theory at Harvard University. I am particularly pleased to welcome students with Asberger's, Autism, ADD, ADHD, Bipolar Disease and Clinical Depression into my studio. Music can be intensely therapeutic and necessary for students with concentration difficulties.
Prealgebra,

Prealgebra

As a classroom resource teacher, I taught prealgebra to groups of students who were accelerated in mathematics, as well as to groups of students who were challenged by the subject. Over the past eighteen years, I have tutored at least fifteen private students in prealgebra, and I currently tutor two students in the subject.
Reading,

Reading

I am a former reading resource classroom teacher who now tutors students of all ages in English reading. I am trained in the Orton-Gillingham method, which I supplement with spelling tutoring so that even phonics-taught readers develop excellent spelling skills. I have worked with students with all forms of dyslexia, and with students who have visual disorders, as well. I am currently working with two young people who hated reading when we began our lessons. One of them is now reading three series of books in rotation because she cannot get enough of her new reading skills.
Spanish,

Spanish

I am a former K-8 classroom Spanish teacher. I have studied the language for the past thirty-two years, and I enjoy using materials that are fun and interesting to help students of all ages excel in learning this exciting language. Each week, I speak with native Spanish speakers to ensure that my speaking ability and my accent are well-maintained. I recently took two college-level Spanish classes to review my grammar and syntax skills. I love languages and truly enjoy teaching this beautiful language to my students.
Statistics,

Statistics

I am a graduate student in Psychology, a program that requires one to take three statistics courses. I have received As in both of my statistics courses up to this point. In addition, I am soon to publish a peer-reviewed journal article, for which I compiled and checked my own statistics before sending the article to readers. I have assisted university students with statistics courses. I recently audited Stats I again to prepare for the statistics that I completed for my article. I am therefore fresh from a class and ready to teach.
Study Skills,

Study Skills

For the past five years I have included academic coaching among the services that I offer to tutoring students. Often this academic coaching begins with assisting students in time management, organization and study skills. Having completed the Franklin Covey course in time management, I have an excellent method with which to assist students in learning to plan and prioritize their study time. We review the subjects the student is taking that semester and prioritize those assignments/projects that must be completed daily and weekly, such as daily math homework or the history reading assignment, as well as those assignments that require steady attention over longer periods of time, such as History Day projects or long papers. Many students also require assistance with simply getting their study materials organized. We sit down with textbooks, notebooks, folder and backpacks and go through materials piece by piece. Those pieces which must be saved are kept in folders -- one folder for each subject. Extraneous pieces of paper are thrown away. One notebook (preferably matching the corresponding folder) is delegated for each subject, as well. I prefer to have student color-code their materials as this saves them time when hastily grabbing a notebook or folder on the way to class. Once students have organized materials and are learning to organize time, we begin developing specific study skills. Study skills include proper note-taking methods, learning proper outline form, developing mnemonics to assist the student in remembering a significant amount of material simultaneously and preparing and using flashcards. I teach students to pick out the main ideas in texts and to skim with extreme accuracy. They learn to identify key words that are likely to be on an exam or lead to information necessary to answer homework questions. For students who are aural learners, I often compose rhymes or chants that assist them with remembering material. We also discuss and plan the study environment. Some students study well in absolute silence. Some study better to music. Others prefer to work in certain types of rooms, such as rooms with more light or rooms in which they are especially comfortable. If the student is unsure as to what kind of environment might be most helpful to him or her we experiment with environments until we find one that enhances the study experiments. Finally, we discuss rest and nutrition. A student who has slept very little or who has not eaten all day must first address his or her bodily needs before sitting down to study. Exhausted and hungry students are more likely to have shorter attention spans and less likely to retain information as they study.
Writing,

Writing

I hold a BA in writing and a BA in literature, and I have been teaching and tutoring writing for the twenty years. Until recently, I taught writing at a community college. I have won prizes for short stories and poems, and I am completing a novel. At this point you might be asking, "Yes, but can you teach it?" Absolutely! I have worked with students on paragraphs, essays, long term papers, college admissions essays, grammar, punctuation, and formatting. I truly enjoy sharing my love of writing with students of all ages.
Chemistry, Physics

Music

Clarinet,

Clarinet

I have been playing the clarinet for the past ten years and teaching the instrument for the past two. I hold a degree in Music from Saint Mary's University of Minnesota in Winona, and began playing clarinet on my own before seeking lessons from a professional. My clarinet repertoire is primarily Jazz, Blues and Folk music, although I have students who play complex Classical pieces as well as Jazz, Popular, Blues and Folk music. I am able to apply my knowledge of theory, ear training and composition to the study and teaching of the clarinet. I am passionate about the instrument and truly love sharing this versatile woodwind with students of all ages.
Composition (Music),

Composition (Music)

I hold a degree in Music with an emphasis in Piano from Saint Mary's University of Minnesota, Winona. I have completed the rigorous and complex study of composition delineated in the book "Harmony" by Dr. Walter Piston, late Professor Emeritus in Music Theory of Harvard University. In addition to that study, I took courses in Jazz and Gospel composition and am currently engaged in simultaneous studies of the music of Ethiopia and Israel. While a Director of Music Ministry for several Episcopal churches in the Diocese of Minnesota, I frequently arranged vocal music to meet the needs of the choir. In addition, I composed several pointed psalm chants and original religious music and original compositions for bell choirs. I have taught composition to beginning and intermediate students for two years, and I continue to compose, mostly popular music, on a regular basis.
Ear Training,

Ear Training

I hold a degree in Music from Saint Mary's University of Minnesota, Winona. I have been teaching piano and voice lessons for over twenty years. Over the years I have researched the various curricula for students of piano, and I most frequently use the Faber and Faber and the Alfred methods for ear training. Both methods contain specific ear training exercises and students have an ear training session at least every other lesson if they are taking a lesson on a weekly basis. For more advanced students of both piano and voice, I use the ear training opportunities in Dr. Walter Piston's book "Harmony." Dr. Walter Piston is the late Professor Emeritus of Music Theory at Harvard University. In addition, I supplement ear training with music from a variety of genres and from among my own compositions.
General Music,

General Music

I hold a degree in Music from Saint Mary's University of Minnesota, Winona. I have taught General Music in a classroom setting at both Hill School and Saint John's Catholic School in the Twin Cities area. In those capacities my students ranged in grade levels from kindergarten to ninth grade. Classes included music theory, music history, basic instrumentation, vocal music, sight singing, ear training, and exposure to a variety of musical genres, operas and musical theater productions. We also included units in dancing and composition. I expected students to take music classes as seriously as they did classes in any other subject, and I kept strict accounting of students' grades and progress. The courses offered special units on Jazz and the Blues and the Ancient, Baroque, Classical, Romantic, Modern and Post-Modern Eras of music. Students were expected to identify key works from each era by listening to recordings of the works.
Music History,

Music History

I hold a degree in Music from Saint Mary's University of Minnesota in Winona, MN. While studying for that degree, I completed two in-depth courses in Music History, using the quintessential text -- Grout's "The History of Western Music." This course covered Ancient, Baroque, Classical, Romantic, Modern and Post-Modern musical traditions in the Western hemisphere. It included a listening course that required students to identify the title, composer and era of the composition by listening to a random work on a CD. Following this course I felt bereft of knowledge pertaining to Eastern music and have conducted studies of lullabies in various Eastern languages, Chinese folk music and the music of Russia and the former Soviet Bloc countries. I am currently engaged in studies of Ethiopian music in the Amharic language and a study of liturgy in Hebrew. While teaching general music at two private schools in Minnesota, I regularly lectured on the various periods as well as various genres of music. My older students completed a course in the history of Jazz and the Blues and as I taught in parochial schools, they learned ancient and modern liturgical history as well. Music history is one of my favorite aspects of musical study and I hope to have the opportunity to teach it again in the very near future.
Music Theory,

Music Theory

I hold a degree in music with an emphasis in conducting. To complete the degree, I finished six semesters of music theory. I general use Piston's "Harmony" when working with more advanced students, and I use the Faber method for younger students. I currently have one theory student who is preparing to enter a top music college in the US.
Piano,

Piano

I have been teaching piano and voice lessons for over twenty years, and have worked with students age two to seventy-five. I hold a degree in Music with an emphasis in Piano from Saint Mary's Unversity of Minnesota, Winona. In addition, I studied under a master conductor for five years and have conducted choirs and bands of various sizes. Lessons are geared to the individual goals and learning styles of students, so each lesson is unique. Lessons include the study of repertoire, technique, ear training, composition, music history, composition and theory. My students compete in state contests and present recitals according to their wills. I work closely with family members to keep them appraised of students' progress, and I particularly enjoy working with adult students, offering the encouragement that they need to begin or renew the study of an instrument. Having studied more than fifteen piano curricula, I feel that Hanon is the most desirable method for learning scales and technique. I generally use the Faber Method for Repertoire, Basic Theory, Ear Training and recital preparation. At times, I find that the Afred series is more appropriate to some students' learning styles. Advanced students are allowed to choose among genres of music they wish to master. I include Jazz, Blues, Folk and Popular music in the lessons of students who enjoy those styles. Advanced Theory and Ear Training students work with Harmony by Walter Piston, the late Professor Emeritus of Theory at Harvard University. I am particularly pleased to welcome students with Asberger's, Autism, ADD, ADHD, Bipolar Disease and Clinical Depression into my studio. Music can be intensely therapeutic and necessary for students with concentration difficulties.
Sight Singing,

Sight Singing

I hold a degree in Music from Saint Mary's College of Minnesota in Winona, MN. I began this major with an emphasis in vocal music but switched to a piano emphasis when my voice teacher retired. I have been engaged in Classical voice training for twenty-nine years and have several operas and musical theater appearances to my credit. I served as vocal music director in a production of "Anything Goes" at the Minnesota History Center. As a lyric soprano, I am also familiar with the mezz-soprano and coloratura soprano repertoires. I have taught students of all voice ranges, from true basses to coloratura sopranos. In order to have a variety of arias in my repertoire, I studied the pronunciation of Italian, Russian and French, and I speak English, Latin (Latin is a different language when sung than when spoken), German and Somali. I am currently studying the vocal music of Ethiopia and Israel and hope to be adding songs in Hebrew and Amharic to my repertoire in the near future. My teachers have included Mrs. Lisa Giertych, Dr. Walter Hinds, Dr. C. Stephen Koch and Dr. Don Hoiness and Ms. Oksana Bryn. I emphasize proper breathing technique, outstanding diction and the bringing of tone into the "mask" of the face rather than allowing tone to proceed from deep in the throat, a practice that often leads to nodules on the vocal cords. I am happy to work with students in a variety of musical genres. While I was trained in Classical music, I toured as a Gospel singer and enjoy singing Jazz, Blues and Folk music over Classical. My students must be commited to vocal study. I generally do not work with children who are learning a song for a pageant, and I do not accept students with "stage mothers." Students should want to sing for their own enjoyment and not be pressured into performing so that someone else may live vicariously through them. That being said, I take interested students of all ages. The philosophy behind this is that, while the voice does not entirely mature until adulthood and should not be pushed past the capacity of the student, a student of any age can learn proper breathing, diction and pitch acuracy. Any student may also learn basic music theory, music history and the stories and libretti of musical theater productions and operas.
Songwriting,

Songwriting

I hold a degree in Music from Saint Mary's University of Minnesota in Winona, Minnesota. While there I studied composition via Dr. Walter Piston's book "Harmony." The late Dr. Piston was a Professor Emeritus of Music Theory at Harvard University. Since completing the Piston course, I have composed the following: 1. Four-part (SATB) religious and secular choral music for intermediate-level choirs. 2. Pointed (Chanted) Psalm settings. 3. Unison songs for children's religious and secular choirs. 4. Neo-Classical compositions in the form of sonatinas. 5. Four-part (SATB) gospel arrangements. 6. Songs for elementary-level concert bands. 7. Modern Folk songs. 8. Modern popular solo music. Currently, I write mainly popular solo music and compose both lyrics and melodies. I firmly believe that lyrics are at least as important as melodies when songs are to be sung, and I encourage my choirs and individual voice students to rehearse only songs with high-quality lyrics, as even the most beautiful melodies can be devalued by insipid words. As a published poet, I often put poems to music rather than composing the melodies before the lyrics. However, I always encourage students to write songs in the manner that comes naturally to them. I am currently in the process of completing two solo pieces in the popular style for potential publication. I enjoy using a variety of instruments (with piano or acoustic guitar as the instrumental focal point) in my arrangements and particularly love playing with unexpected textures and rhythms as well as off-rhymes and ambiguous lyrical passages.
Voice (Music)

Voice (Music)

I hold a degree in Music from Saint Mary's University of Minnesota, Winona. Intially, I carried a voice emphasis but switched the emphasis to piano when my voice teacher retired. I have engaged in Classical voice training for nearly thirty years, and have a number of operas and musical theater productions to my credit. In addition, I served as vocal music director for a production of "Anything Goes" at the Minnesota History Center. After completing a music degree, I studied for five years under a master conductor and have conducted choirs comprised of both children and adults for over fifteen years. Although I am a lyric soprano, I am familiar with and able to perform selections from both the mezzo soprano and coloratura soprano repertoires. My students have represented all vocal ranges, from true basses to coloratura sopranos. In order to expand my repertoire, I studied the pronunciation of Italian, Russian and French. I speak Latin (sung Latin and spoken Latin are pronounced differently), Spanish and German in addition to English. I am currently conducting simultaneous studies of music in Amharic and Hebrew, and hope to add works from those languages to my repertoire very soon. My teachers have included Mrs. Lisa Giertych, Dr. C. Stephen Koch, Dr. Walter Hinds, Dr. Don Hoiness and Ms. Oksana Bryn. As an instructor, I emphasize outstanding breathing techniques, excellent diction and bringing the tone into the "mask" of the face in order to avoid a thrown-back tone that can lead to nodules on the vocal cords. While I was Classically trained, I toured as a Gospel singer and a Folk singer, and now sing Jazz, the Blues and Popular music by preference. I am happy to allow students to explore the genres of their choices once they are well grounded in basic vocal techniques.

Other

Bible Studies,

Bible Studies

I hold an MA in Religion and Theology from a qualified seminary. I have read all or some of the Bible in Latin, German and Hebrew as well as English, and have recently completed two papers in response to works of Pastor Mark F. Bartling. "Response to 'The History of English Bibles'" attempts to negate the partial efficacy of certain English Bible translations based upon the Latin Vulgate. "Response to 'The Influence of Lutheranism on the Reformation of England'" attempts to link any connection between King Henry VIII and the Lutheran princes as purely political rather than theological. It also shows the tepid approach of Anne Boleyn to Protestantism. I have completed courses in Old Testament and New Testament as well as Hebraic study of the Torah. In addition, I have read the apocrypha and spent time with the Biblical historian Elaine Pagels discussing her books "The Synoptic Gospels" and "The Origins of Satan." Additional completed courses include those in Calvinism, Preaching the Bible, Bible as Literature, The Epistles, The Major and Minor prophets, Introduction to Judaism and Systematic Theology. I have seen and studied the Dead Sea Scrolls and written papers concerning their potential place in the codification of scripture. I have been teaching Bible and Torah, first as a Christian, then as a converted Jew, at the elementary and high school levels for seven years and have taught Bible to adults for over three years.
College Counseling,

College Counseling

I have been assisting students with preparation for choosing and gaining admissions to universities for over a decade. I hold two degrees in English, and my experience includes tutoring teens and adults in writing essays and personal profiles for undergraduate and graduate program applications. In addition, I have assisted students and their families in conducting extensive research pertaining to secondary school and university profiles and admissions requirements. I also assist students in preparing for standardized tests including the ACT, SAT, ASVAB, GRE and SSAT. In the last twelve months, I have worked with nineteen students who were preparing to enter undergraduate or graduate programs, and I am always happy to take new college counseling clients.
Cosmetology,

Cosmetology

I am a certified makeup artist through both Prescriptives and Lancome cosmetics. I have completed courses in skin care, how to identify the best cosmetic options for a person's facial structure and skin tone, and cosmetic application. In addition, I completed a course in determining the most effective colors, styles and overall fashion looks for individual men and women. While working as a Counter Manager for both Prescriptives and Lancome, I often gave workshops on skin care and makeup, offering free makeovers and skin care assessments to registered and walk-up participants. I have served as a makeup artist for bridal parties, theater groups and persons attending formal gatherings. In addition, I have offered cosmetology workshops for teens, stressing the need to begin a good skin care regimine at a young age in order to avoid old-looking skin in later years. I also help teens select age appropriate products and colors to help them avoid the overly made-up look that some teens acquire. I became especially adept at analyzing the skin care needs of my clients and suggesting effective ways to preserve good skin or repair damaged skin. I have done makeup for photographers' models and fashion show participants as well as helped elderly women to rediscover their beauty. I would be happy to tutor students in color and skincare as well as in fashion, and am happy to work with transgender men and women who are new to the cosmetology needs of the gender with which they identify.
Epidemiology,

Epidemiology

I recently completed the requirements for a BA in public health science. My courses included those in epidemiology. I am familiar with both methods and means of obtaining statistics as they relate to global epidemics.
ESL/ESOL,

ESL/ESOL

My experience with ESL students took place both inside the classroom and in private tutoring sessions. As a classroom teacher, I worked with students from Columbia, Venezuela and Chile as well as students from Russia and the Ukraine, and a student from Israel who spoke English but wanted to improve her pronunciation. One-to-one and in groups we worked on English grammar and syntax as well as vocabulary and pronunciation. In addition to engaging in one-to-one English conversation with me, the students conversed with one another in English. Students used visual cues such as flashcards to identify nouns and verbs in English. We also used audio CDs from Rosetta Stone to work on diction and syntax. Students prepared short speeches in English in order to hone public-speaking as well as English speaking skills. As a private tutor, I spent time with several students who had Somali as their first language and a student from Ethiopia who spoke Amharic. We followed many of the same patterns as were used in the classroom, but, having much more one-to-one interaction, were able to carry on more individual conversations in English. Some of these students were preparing for the TOEFL and we used sample tests as part of our lessons. I am currently teaching English to a middle-school aged student in Timor Leste. This is happening via snail mail as there is no electricity in her village and she is unable to access a computer. The process is slow but definitely worth the effort!
Geography,

Geography

I am currently teaching a course in cultural geography at the high school level. I love maps and assisting students in learning where things are and what is happening there. I believe that learning geography should be an enjoyable process, with memorization worked into fun projects rather than a by-rote activity.
Government & Politics,

Government & Politics

I am currently teaching Civics to two homeschooled students who are in high school. As part of our course, we discussed the politics of the 2016 election, as well as how politics are playing out in the aftermath. I am also tutoring one student in Civics. I have completed two university level courses in political science and three university level courses in social justice. I have also completed a course in Constitutional Law and a course in Legal Problems of the 21st Century.
Marketing,

Marketing

I worked in Marketing for three years at Thomson West, the leading publisher of legal materials in the United States. Our marketing clients were law firms comprised of one to thousands of international and domestic attorneys. My responsibilities included meeting with clients to determine their marketing needs, conveying those needs to design teams, planning project budgets and timelines and producing marketing materials in all forms on or before set deadlines. I oversaw six design teams who produced web sites for my clients, and I created marketing materials in the form of radio advertising, internet advertising, posters, banners, postcards, direct mailers and social media advertisements. I was among the first marketers in Minnesota to begin designing for social media. As the current owner of a small business, I have designed and implemented all of my own marketing materials including a web site, posters, videos, post cards, direct mailers, surveys and social media advertisements. I am currently working with a local software company to organize fundraisers including a silent auction and several formal banquets. I have taken courses in Marketing, Multi-media Marketing, Marketing for the Internet and Website Design.
Religion,

Religion

I am currently finishing an MA in Religion and Theology. My studies have led me to recognize the distinct differences between religions and theologies. Religion is or can be comprised of creeds, liturgical ceremonies, common prayers, mandatory belief in certain dogma, set ways of studying scripture and specific requirements for the ordination of clergy and anointing of lay persons. I was raised in a Christian sect, converted to the Episcopal Church in the United States (ECUS)and am now committed for life to Reform Judaism. While in the ECUS I served as music and liturgical director for several congregations in the Diocese of Minnesota. I carried on an in-depth study of the Book of Common Prayer and learned the requirements for membership in the ECUS. Having taught at several Roman Catholic schools, I have become intimately familiar with Catholic tenets and liturgical practices, as well. In addition, I have spent considerable time learning the specific nature of the following religions: Methodism, Lutheranism, The Presbyterian Church, Islam, Buddhism, United Church of Christ, Southern Baptist, American Baptist and the Pentecostal Church. I now embrace the liturgy and ceremonies of Reform Judaism and am constantly seeking new information to improve my knowledge of Judaism in general. The approach of various religions to scripture is very telling. Certain religions expect their adherents to believe the Bible is entirely literal. This approach is generally called Fundamentalism. Some fundamentalist religions and sects include Southern Baptist, Seventh Day Adventist, The Church of Jesus Christ of the Latter Day Saints, Orthodox Judaism and various nondenominational independent congregations. Another approach to scripture is that scripture may be interpreted various ways and in the way that it speaks to the intelligent reader. The ECUS, Reform Judaism, Conservative Judaism, Methodism, the Evangelical Lutheran Church in America, The Presbyterian Church in the United States, and other "main-line" Protestant denominations. Certain religions regard the Bible as a secondary or irrelevant and consider that scripture is found in another book or other books. These religions include Islam (The Bible is considered a secondary source of information from God), Hinduism, Buddhism and the Shinto religion among others. I have recently written two papers in response to papers published by Pastor Mark F. Bartling of the Wisconsin Lutheran Synod, a denomination that at one time was extremely fundamentalist but that is now becoming more mainstream. The papers are now being reviewed for Internet and magazine publication are entitled "Response to 'The History of Our English Bibles'" and "Response to 'The Influence of Lutheranism on the Reformation in England.'" While it is impossible to cover a topic as vast as religion in this request, please know that I am passionate about understanding all world religions in their theoretical and practical forms and that my studies in that area will continue throughout my life.
Sign Language,

Sign Language

Since the age of 12 I have been using ASL to communicate with people who are hearing impaired. I am able to fingerspell with extreme rapidity and have an adequate vocabulary of signs. In addition, I have taught students with hearing impairments both in a classroom and in a one-to-one setting and can offer students of ASL practical knowledge pertaining to proper etiquette when persons with hearing difficulties are present. While I greatly respect that using ASL should happen only when a person with hearing difficulties is present, I appreciate the need for students of ASL to practice in a learning environment. I consider myself very capable of tutoring those in ASL I and II, but would ask that clients who are more advanced work with a tutor who is actually an ASL interpreter.
Sociology,

Sociology

I taught social studies at a K-9 private school for three years. Included in our social studies curriculum were studies in sociology -- the development of societies throughout history and the state of current societies. Students learned critical thinking methods as they pertained to sociological conditions. For instance, when studying the Industrial Revolution, students were called upon to determine the sociological conditions, such as a developing urban population, advancements in machinery and the necessity for the creation of new employment opportunities, that allowed the Industrial Revolution to occur when it did in history. Then, students were asked to speculate regarding the changes the revolution would make upon a society -- an even greater growth in urban population, a necessity for the creation of improved sanitary facilities, a standardization of safety regulations in factories, and so on. Each student in grades 7-9 was required to choose an historical event that greatly impacted a society and write a paper that incorporated the thought patterns listed above. Students worked with historical situations such as the invention of the telephone and the automobile, the cause and effects of the two World Wars, etc. Others chose to deal with contemporary issues such as the right to gay marriage, the effect of the developing state of the Baby Boom generation on the current economy, and the eventual cessation of the Social Security system. In all cases, I guided student research, engaged in Socratic discussions with each student regarding his or her topic and graded first drafts and final papers. In this way, I hoped to teach students that social studies are really a platform upon which to base further, more complicated studies in sociology, in order that they might be placed to assist in the development of social change.
Study Skills,

Study Skills

For the past five years I have included academic coaching among the services that I offer to tutoring students. Often this academic coaching begins with assisting students in time management, organization and study skills. Having completed the Franklin Covey course in time management, I have an excellent method with which to assist students in learning to plan and prioritize their study time. We review the subjects the student is taking that semester and prioritize those assignments/projects that must be completed daily and weekly, such as daily math homework or the history reading assignment, as well as those assignments that require steady attention over longer periods of time, such as History Day projects or long papers. Many students also require assistance with simply getting their study materials organized. We sit down with textbooks, notebooks, folder and backpacks and go through materials piece by piece. Those pieces which must be saved are kept in folders -- one folder for each subject. Extraneous pieces of paper are thrown away. One notebook (preferably matching the corresponding folder) is delegated for each subject, as well. I prefer to have student color-code their materials as this saves them time when hastily grabbing a notebook or folder on the way to class. Once students have organized materials and are learning to organize time, we begin developing specific study skills. Study skills include proper note-taking methods, learning proper outline form, developing mnemonics to assist the student in remembering a significant amount of material simultaneously and preparing and using flashcards. I teach students to pick out the main ideas in texts and to skim with extreme accuracy. They learn to identify key words that are likely to be on an exam or lead to information necessary to answer homework questions. For students who are aural learners, I often compose rhymes or chants that assist them with remembering material. We also discuss and plan the study environment. Some students study well in absolute silence. Some study better to music. Others prefer to work in certain types of rooms, such as rooms with more light or rooms in which they are especially comfortable. If the student is unsure as to what kind of environment might be most helpful to him or her we experiment with environments until we find one that enhances the study experiments. Finally, we discuss rest and nutrition. A student who has slept very little or who has not eaten all day must first address his or her bodily needs before sitting down to study. Exhausted and hungry students are more likely to have shorter attention spans and less likely to retain information as they study.
Finance, Law, Macroeconomics, Microeconomics, Philosophy

Science

ACT Science,

ACT Science

I have been studying art history for most of my life. My father is an artist and he began teaching me to identify the names, style and works of the great masters. Since that time, I have continued to study art history independently and via continuing education classes. I am able to identify works from ancient civilizations as well as the Roman and Byzantine civilizations. I know specific works and artists from the Renaissance and Baroque periods, as well. My favorite periods of art and consequently those about which I have the most knowledge, are Romanticism, Art Deco and Impressionism. I have extensively studied the works of Monet and Manet and am particularly drawn to the works of John William Waterhouse. I also enjoy the art of the Harlem Renaissance and Surrealism, particularly the works of Salvador Dali. I have visited the Louvre, the National Gallery of Art, and the Chicago Art Institute among other outstanding galleries in the United States and throughout the world. I have completed courses in the works of Salvador Dali, Rembrandt, Degas and Abstract Expressionism. I have participated in performance art and appreciate pop art and computer art, as well. My daughter is a graffiti artist and draws and paints realistic works as well as paintings in the style of Cubism. I have read extensively on both the lives and works of Picasso, Georgia O'Keefe and Art Deco artists. Art courses have also covered the various media and I am particularly drawn to oil paintings, acrylics paintings and metal sculpture. I have assisted in the creation of Native American bead work, pipes and war clubs and have learned the traditions of of Lakota and Apache artistic creations. I enjoy body art, particularly mendi and highly artistic tattoo creations. My personal media include calligraphy, mosaics, pencil drawings, weaving, quilting and other Arts and Crafts pieces.
Anatomy,

Anatomy

I am a biology tutor who has completed both Anatomy and Physiology I and Anatomy and Physiology II. I received As in both courses, and I know how hard a person must work to conquer these subjects. Until very recently, I assisted adult students with their studies of Anatomy and Physiology in a community college. I also taught a course in the same college that helped potential nursing students prepare for the TEAS test that all future nurses must pass before beginning nursing school.
Biology,

Biology

I have been teaching biology at the community college and AP high school levels for the past six years. I hold a degree in Public Health Sciences and have completed biology courses in general biology, microbiology, evolutionary biology, genetics, behavioral genetics, oceanography and nutrition. In addition, I have completed Anatomy and Physiology I and II at the college level. I received a grade of A in each class with the exception of microbiology, in which I earned an A-. I love to teach biology of any sort, and I would be happy to work with you wherever your are in your biology studies.
Epidemiology,

Epidemiology

I recently completed the requirements for a BA in public health science. My courses included those in epidemiology. I am familiar with both methods and means of obtaining statistics as they relate to global epidemics.
Genetics,

Genetics

I am currently tutoring three high school students in AP Biology, a course that relies heavily on an in-depth understanding of genetics. The course covers Mendel's Laws of Segregation and Independent Assortment, and progresses from these basic ideas to the more complex issues of the genetic material, and one-and two-trait genetic problems as well as X-linked genetics problems. We learn about unifactorial versus multifactorial traits as well as incomplete dominance and the environmental effects on phenotypes. The practical application of this knowledge is made known to students in discussion of genetic mutations, genetic engineering and genetic testing for possible mutations. I have completed a college-level course entitled simply "Genetics" and have been tutoring students in the subject for the past three years. I work hard to ensure that all students have the specific knowledge of genetics that will allow them to pass that portion of the AP Biology test at the end of their junior or senior years.
Microbiology,

Microbiology

I have been teaching biology to teens and adults for over ten years. While I teach general biology to both high school and college students, I have also worked with students of microbiology who are studying at the university level. Present in both general and microbiology is the study of cell structure, and I have taught this subject from the introductory to the college level. I am particularly interested in the study of viruses and other a cellular entities, and in microbial pathogenesis. I am also very well versed in new biological discoveries in microbiology, such as the newly classified eukaryote that is a member of no known kingdom on earth. I have completed courses in genetics and introductory biochemistry, and am able to teach the genetic and biochemical elements of microbiolology, as well. I am happy to work with both high school and university students of micrbiology, and I truly enjoy teaching this fascinating subject.
Nutrition,

Nutrition

For two years I taught Physical Education and Nutrition to students in grades K-9. The students learned the food pyramid and kept track of what they ate for a period of two weeks. We also conducted an experiment based upon the nutritional information available from varous fast-food restaurants. The goal was for each student to plan a nutritional menu including the appropriate number of calories, fat grams, fiber, etc. based soley upon the menu for the fast food restaurant. Some of the students were able to come up with such a menu, but the menus provided nothing in the way of variety. We then disussed the variety of nutritional options a person may enjoy by shopping in a natural foods store. Students then based a nutritional menu on their own preferences based upon what they might buy with a weekly food allowance. The point of these exercises was to teach students that one might enjoy nutritional food with a variety of tastes, textures and cooking styles. Several students indicated their desires to reduce or eliminate their visis to fast food restaurants and learn to prepare nutritional food on their own. Throughout the year we discussed ways to have nutritional holiday meals, appropriate snacks and ways to sate hunger without filling up on carbohydrates and fat. Students learned the RDA for various vitamins and minerals as well as FDA guidelines regarding the consumption of fiber, cholesterol and fat. I feel that the students were much better informed regarding nutrition at the close of those two years.
Physiology,

Physiology

In preparation for a degree in Biology, I completed both Anatomy and Physiology I and Anatomy and Physiology II. I earned a grade of A in both courses. I have tutored college-level students in Physiology at a local community college for the past five years, and I have taught a course in preparation for the TEAS test, an exam that includes questions in physiology, at the same community college.
Psychology,

Psychology

I currently hold a BA in psychology, and I am working on an MA in Therapy. I graduated summa cum laude with Distinction in Psychology, and I plan to publish my first peer-reviewed journal article this fall. I have interned at a shelter for women who are victims of human trafficking, and I am currently engaging in psychological research with the research psychologist Dr. Matthew Olson. I am passionate about psychology, and teaching it is a true pleasure.
Sociology,

Sociology

I taught social studies at a K-9 private school for three years. Included in our social studies curriculum were studies in sociology -- the development of societies throughout history and the state of current societies. Students learned critical thinking methods as they pertained to sociological conditions. For instance, when studying the Industrial Revolution, students were called upon to determine the sociological conditions, such as a developing urban population, advancements in machinery and the necessity for the creation of new employment opportunities, that allowed the Industrial Revolution to occur when it did in history. Then, students were asked to speculate regarding the changes the revolution would make upon a society -- an even greater growth in urban population, a necessity for the creation of improved sanitary facilities, a standardization of safety regulations in factories, and so on. Each student in grades 7-9 was required to choose an historical event that greatly impacted a society and write a paper that incorporated the thought patterns listed above. Students worked with historical situations such as the invention of the telephone and the automobile, the cause and effects of the two World Wars, etc. Others chose to deal with contemporary issues such as the right to gay marriage, the effect of the developing state of the Baby Boom generation on the current economy, and the eventual cessation of the Social Security system. In all cases, I guided student research, engaged in Socratic discussions with each student regarding his or her topic and graded first drafts and final papers. In this way, I hoped to teach students that social studies are really a platform upon which to base further, more complicated studies in sociology, in order that they might be placed to assist in the development of social change.
Zoology,

Zoology

I have taught various aspects of biology for the past five years. Each course included in-depth units in zoology, the study of animal life. Students performed behavioral experiments with rats and mice in order to study learning potential and patterns in rodents. Students learned the designations of animal life from the least to most specific: Kingdom, Phylum, Class, Order, Family, Genus and Species, and were able to define each designation. We participated in projects with the Como Zoo in Saint Paul, MN, applying skills in providing contained animals with play stimulation. The classes studied the genetics of animal life from drosophila melanogaster to complex primates such as apes and chimpanzees. In addition to the above, we observed birds and squirrels in their natural habitats, taking note of how weather patterns, industrial activity and the obvious vs. the remote presence of human beings affected the behavior and environment of groups of animals.
Astronomy, Chemistry, Ecology, Geology, Philosophy, Physical Science, Physics

Special Needs

ADHD,

ADHD

In my roles as classroom teacher, private music teacher and private tutor, I have encouraged the placement of students with ADD and ADHD in my classroom and studio. As a resource teacher, I worked with ten students, six of whom had ADD or ADHD. I studied teaching methods that allow students with those diagnoses to engage in multisensory learning experiences. Students were allowed to be tactile during class insofar as they did not disrupt our time. They were spaced apart and allowed to work in their own space. We worked with classical music in the background and some students responded to aromatherapy as well as color therapy. I completed several continuing education courses in gearing the curricula to ADD and ADHD students, the neurology of ADD and ADHD, and the student with ADD or ADHD in the classroom. I currently work with five students with ADHD. They are comfortable and attentive, and three of them have raised failing grades to B's as a result of our tutoring sessions. As a private music teacher, I conducted in-depth research for the lesson curriculum most suited to students with ADD and ADHD. The Faber and Faber piano method is exceptional in that it engages multiple senses and presents material in a variety of different ways in order to accommodate all learning styles and attention spans. I am well aware that fewer parents are choosing to medicate children with those diagnoses and I am happy to work with students regardless of whether they are medicated. As an adult with ADD, I offer empathy and insight for which many parents and students have been grateful. Working with young people with ADD and ADHD has been one of the most fulfilling occupations of my life, and I look forward to a continued professional relationship with these students.
Autism Spectrum Disorder (ASD),

Autism Spectrum Disorder (ASD)

I have been tutoring students with Autism for the past six years and have also taught students with Autism in a group classroom setting. Young people and adults with Autism are my favorite students with whom to work. I recognize and respect the boundaries these students must establish in order to maintain a personal level of comfort. I also respect the structure that a person with Autism must have in order to live comfortably. I enter that structure slowly but determinedly, and with the understanding that a student's reaction to a situation can vary from session to session and even within a single session. I am therefore extremely adaptable to student's needs, knowing when to push slightly and when to realize that tutoring time is no longer going to be effective on any given day. I have taken courses in teaching students with Autism and in the neurological characteristics of people with that diagnosis. I am constantly seeking new information and subscribe to and financially support the Autism Society. They are a never ending source of information and support for people with the diagnosis as well as those who offer teaching and encouragement. Many people with Autism are highly gifted intellectually. Another of my specialties is working with gifted and talented students of all ages. I have completed courses in teaching gifted students and as a classroom teacher had a class comprised exclusively of high performing and high potential young people, some of whom had a diagnosis of Asperger's or Autism. I am anxious to work with more students on the Autsim spectrum and welcome the challenge of helping them to meet their academic goals.
Dyslexia,

Dyslexia

As a resource teacher, I worked with many students, aged pre-school - adult, with diagnoses of both primary and secondary dyslexia. Having personally overcome discalculia, I have first-hand understanding of the emotional, mental and even physical challenges that dyselexia can present to bright, intelligent human beings. Students with dyslexia often hear, "You aren't trying hard enough.", or "If you paid attention, you would know these things." The fact of dyslexia is that a person may be trying with everything he or she has to offer. He or she may be paying perfect attention. Somewhere, in the complex route between the brain and the body, or the brain and the information, the information is not received or is received incorrectly. Trying harder and paying more attention will not solve the problem. However, people with dyslexia CAN learn, and they can usually learn the exact same things as their peers. Much of overcoming learning differences lies in engaging a teacher who knows how to teach an individual, as an individual, and that is how I approach any student. Whenever I meet a student with dyslexia, I first ask questions about how the person does learn. "Is it easier to learn if you hear someone speak?" "Do you do better with holding things in your hands than you do with trying to read the material?" It is important to emphasize early on, and throughout the process, the ways in which the student is perfectly capable of learning. Then we can adapt the presentation of information to the student's strengths. Next, we assess the diagnosis itself. Is the dyslexia thought to be primary or secondary? Is it visual, phonological, or a verbal praxis? Does the student appear to have dyspraxia, dysgraphia, or the lesser-known dyscalculia? What other factors might be inhibitors to a student's learning? If another diagnosis, such as ADD or Asperger's, is in the picture, that allows me to more finely tune presentations of information to tht student. We then discuss teaching methods that have been successful for students with any of the above. Again, the critical emphasis must be that the student can learn. He or she just requires proper teaching. Finally we set a tentative instruction plan. Instruction plans are flexible. They evolve with the student/tutor understanding and can make significant differences in the lives of people with dyslexia.
Hard of Hearing,

Hard of Hearing

Since I was 12 years old, I have been using ASL as a form of communication with individuals who are hearing impaired. I am able to fingerspell with extreme rapidity and have an adequate vocabulary of signs. I have worked with both students and colleagues who are moderately to severely hearing impaired and who communicated only via ASL, only through lip reading or through a combination of the two. I have spent a considerable amount of time with ASL interpreters to learn how to organize a classroom that maximizes the learning experience for a hearing impaired student. They taught me the basic skills of always facing the student, refraining from talking while facing the chalkboard, reducing background noise as much as possible and ensuring that all videos shown in the classroom are close captioned. I adopted the practice of teaching with many visual aids and using more obvious body language when teaching with a hearing impaired student in the classroom. In addition, I have assimilated complex conversational skills that avoid using too many dependent clauses in a sentence, passive verbs, idioms and negative forms of verbs. I am adept with TDD and TTY and encourage students to call if they have questions pertaining to assignments or schedules. I am not and do not pretend to be an interpreter but I have proven repeatedly that I am adaptable to the needs of hearing impaired classroom and tutoring students, and that these students can learn and thrive in environments to which they contribute suggestions for ensuring their own comfort and confidence levels.
Sign Language,

Sign Language

Since the age of 12 I have been using ASL to communicate with people who are hearing impaired. I am able to fingerspell with extreme rapidity and have an adequate vocabulary of signs. In addition, I have taught students with hearing impairments both in a classroom and in a one-to-one setting and can offer students of ASL practical knowledge pertaining to proper etiquette when persons with hearing difficulties are present. While I greatly respect that using ASL should happen only when a person with hearing difficulties is present, I appreciate the need for students of ASL to practice in a learning environment. I consider myself very capable of tutoring those in ASL I and II, but would ask that clients who are more advanced work with a tutor who is actually an ASL interpreter.
Special Needs,

Special Needs

As both a classroom teacher and a tutor, I regularly worked with students with special needs. Among those students regularly assigned to my classroom were students with Autism, Asperger's, ADD, ADHD, hearing and speech impairments and full or partial blindness. In each situation, I sought the advice of parents and other educators in how to maximize the classroom experience for students with special needs. As a result, I came to understand the personal boundaries necessary for students with Asperger's and Autism, the needs of students with ADD and ADHD to remain kinetically engaged throughout the day, the necessity of using large visuals, not speaking to the blackboard and directly facing students with hearing difficulties, and informing those students who were entirely or partially blind of ways to obtain audio transcripts of our books. I became an excellent resource for learning materials for persons with special needs, and constantly added to a database of opportunities for students to enjoy a full classroom experience. As I private tutor, I have deliberately sought clients with special needs, particularly students with Autism, ADD, ADHD, EBD and Asperger's, as I especially enjoy working with those students. I know how to make any workspace accessible to students with wheelchairs or walkers, and have completed courses in remaining entirely engaged with and respectful of students with special needs. I have had service animals in my classroom, and have experienced explaining to other students that the service animal is not a "pet," but a real part of a person's daily life and survival, and that the animal must be respected at all times for the work it does to allow someone to live a fuller and more independent life. I have worked with students with Cerebral Palsy, Prader-Willi Syndrome, learning disabilities and Downs Syndrome and am acutely aware of ways to help students succeed and feel part of the mainstream in classrooms that include other students with special needs and classrooms in which the student might be the only person with special needs. I am trained in First Aid, CPR, Non-Violent Crisis Intervention and appropriate holds. I thoroughly enjoy working with students with special needs, and am happy to adapt any classroom or tutoring area to make students comfortable and mobile during our time together.
Speech,

Speech

I spent four years coaching a forensics (speech) team after high school. I have enjoyed public speaking in Toastmasters' groups, in synagogue, at conferences and in public political forums. I was a classroom teacher for many years, and of course I spoke in public on a daily basis with my classes. I currently assist adult learners with speech writing and delivery, and I am preparing to defend my psychology research at a conference.
Study Skills

Study Skills

For the past five years I have included academic coaching among the services that I offer to tutoring students. Often this academic coaching begins with assisting students in time management, organization and study skills. Having completed the Franklin Covey course in time management, I have an excellent method with which to assist students in learning to plan and prioritize their study time. We review the subjects the student is taking that semester and prioritize those assignments/projects that must be completed daily and weekly, such as daily math homework or the history reading assignment, as well as those assignments that require steady attention over longer periods of time, such as History Day projects or long papers. Many students also require assistance with simply getting their study materials organized. We sit down with textbooks, notebooks, folder and backpacks and go through materials piece by piece. Those pieces which must be saved are kept in folders -- one folder for each subject. Extraneous pieces of paper are thrown away. One notebook (preferably matching the corresponding folder) is delegated for each subject, as well. I prefer to have student color-code their materials as this saves them time when hastily grabbing a notebook or folder on the way to class. Once students have organized materials and are learning to organize time, we begin developing specific study skills. Study skills include proper note-taking methods, learning proper outline form, developing mnemonics to assist the student in remembering a significant amount of material simultaneously and preparing and using flashcards. I teach students to pick out the main ideas in texts and to skim with extreme accuracy. They learn to identify key words that are likely to be on an exam or lead to information necessary to answer homework questions. For students who are aural learners, I often compose rhymes or chants that assist them with remembering material. We also discuss and plan the study environment. Some students study well in absolute silence. Some study better to music. Others prefer to work in certain types of rooms, such as rooms with more light or rooms in which they are especially comfortable. If the student is unsure as to what kind of environment might be most helpful to him or her we experiment with environments until we find one that enhances the study experiments. Finally, we discuss rest and nutrition. A student who has slept very little or who has not eaten all day must first address his or her bodily needs before sitting down to study. Exhausted and hungry students are more likely to have shorter attention spans and less likely to retain information as they study.

Sports/Recreation

Ballet,

Ballet

Ballet is a form of dance that takes its vocabulary from the French language. The main teaching methods in ballet are the Cecchetti, Vaganova (Russian),Royal (English), Ecole Francaise (French), Bournonville (French with Russian influence) and Ballanchine. The Cecchetti method emphasizes core body strength and the use of the body as an entire unit. The Vaganova method focuses on placement of the back and arms and includes a sixth position. Other forms of ballet use only five positions. The French method emphasizes fluidity and elegance. It uses very quick steps and many counts to subdivide the meter. The Royal Ballet method is the oldest codified ballet method. It focuses on balance and symmetry and combines strength and elegance. The Bournonville method also uses many beats and but very basic arm positions (port de bras). The Ballanchine method calls for strange and unusual port de bras and requires exceptional stamina. A Ballet I course requires the student to learn the following: 1. The five (or six) positions of the feet. 2. The port de bras corresponding to each position. 3. Open and closed positions and port de bras. 4. Plie and grand plie. 5. Tendu 6. Relever 7. Ronde de Jambe 8. Allonge 9. Arabesque 10. Rudimentary Balance 11. Battement 12. Changement 13. Basic Centre Work 14. Jete 15. Glissade 16. Jete 17. Tendu 18. Reverence 19. Changement 20. The definitions of other ballet terms such as corps de ballet, pax de deux, etc. I have been studying ballet off and on for 30 years and am trained primarily in the Russian method, although some of my teachers have been from the Royal ballet. I taught Ballet I in a small private school for two years.
Chess,

Chess

I have been playing chess since the age of four and was a local chess champion at the age of seven. From the age of five I memorized rules for beginning, middle and end game and then learned to improvise upon those rules. Throughout junior high and high school I was Chess Club president, teaching chess to beginners, organizing tournaments and interacting with other clubs to organize interclub meets. I have played chess with Eastern European and Middle Eastern players as well as with players in the US. I remain in constant communication with the Chess Federation and continue to play on average of once a week.
Cooking,

Cooking

I have been cooking for groups of 2 to 20 people for nearly twenty years. Initially, I was self-taught and learned a great deal by trail and error. However, as I grew more interested in cooking I took lessons from a sous chef and branched out into several culinary experiences. I have completed courses in cooking Italian, Mexican, French and American food. In addition, I studied Chinese/Thai cooking from a chef associated with the Big Bowl Asian food chain. I am familiar with and can define cooking terms such as sautee, broil, bake, sear, cream, etc. My specialties are entrees, soups and salads, and I have recently begun submitting original recipes to recipe contests and for publication in cookbooks. I would be happy to work with beginning and intermediate cooks who wish to learn to prepare American or ethnic meals and who need assistance in learning to use cooking tools and to learn cooking terminology. I am not a chef and do not wish to represent myself as such, but I am a skilled amateur with a true love for the culinary arts and a real desire to share the skills I have learned over the years with others who wish to learn to cook.
Fitness,

Fitness

While an undergraduate at Winona State University in Winona, MN, I became a certified Water Safety Instructor and have taught swimming lessons at all levels at various intervals over the past two decades. While teaching swimming lessons, I became interested in water exercise as well and became certified in Arthritis Exercise and Silver Splash, both aquatic exercise programs designed for those suffering from arthritis or symptoms of aging. In addition, I have taught a water exercise course that emphasizes muscle tone and core development. I most recently taught that course last winter at my local Jewish Community Center. For two years I worked as a physical education teacher at a small private college in rural Minnesota. I followed a strict curriculum that combined play, exercise and nutrition education for elementary and junior high school students. The students took the National Fitness Test at the beginning and ending of each school year in order to note their personal and private progress. The National Fitness Test assesses strength, agility, speed, accuracy and endurance. Each of my students improved upon his or her personal best from one year to the next. I have taught land exercise classes that again focus on toning muscles and strengthening the core. This past Autumn I took a course in aquatic therapy with the Aquatic Therapy Network. The course emphasized proper workouts and the positioning and handling of patients ranging from highly skilled athletes to elderly persons overcoming hip surgery.
Needlework,

Needlework

I have been working with embroidery and counted cross stitch for over twenty years. In that time I have completed several large counted cross stitch projects of both my own and others' designs. I continue to produce projects in both cross stitch and embroidery that are suitable for framing. I am also able to complete simple sewing projects such as skirts, bibs, simple dresses and basic shirts and tank tops, placemats, table cloths and cloth napkins. I possess excellent mending skills -- repairing dropped hems, replacing buttons, darning socks and mending holes and tears. I am able to knit, tat and crochet simple projects as well. I would like to be certified to work with students in these areas, but to want to be absolutely clear that I am in no way a seamstress and that those who wish to sew complex garments on a machine should seek another tutor. However, I am happy to work with beginners in sewing, tatting, knitting and crocheting and with intermediate and advanced students of embroidery and counted cross stitch.
Nutrition,

Nutrition

For two years I taught Physical Education and Nutrition to students in grades K-9. The students learned the food pyramid and kept track of what they ate for a period of two weeks. We also conducted an experiment based upon the nutritional information available from varous fast-food restaurants. The goal was for each student to plan a nutritional menu including the appropriate number of calories, fat grams, fiber, etc. based soley upon the menu for the fast food restaurant. Some of the students were able to come up with such a menu, but the menus provided nothing in the way of variety. We then disussed the variety of nutritional options a person may enjoy by shopping in a natural foods store. Students then based a nutritional menu on their own preferences based upon what they might buy with a weekly food allowance. The point of these exercises was to teach students that one might enjoy nutritional food with a variety of tastes, textures and cooking styles. Several students indicated their desires to reduce or eliminate their visis to fast food restaurants and learn to prepare nutritional food on their own. Throughout the year we discussed ways to have nutritional holiday meals, appropriate snacks and ways to sate hunger without filling up on carbohydrates and fat. Students learned the RDA for various vitamins and minerals as well as FDA guidelines regarding the consumption of fiber, cholesterol and fat. I feel that the students were much better informed regarding nutrition at the close of those two years.
Swimming,

Swimming

I have been teaching swimming for nearly twenty years. After completing WSI training, I worked for YMCAs, YWCAs and JCCs in various cities in Minnesota. I have taught primarily Red Cross swimming lessons and have instructed students in all levels of that program. In addition, I teach private swimming lessons to students of all ages. While at the Red Wing Family YMCA in Red Wing, Minnesota, I served as Assistant Deck Supervisor, overseeing and instructing other swimming teachers as well as teaching my own classes. I am currently certified in Silver Splash and have taught water exercise classes with an emphasis on toning and endurance at intervals for nearly fifteen years. While serving as a swim instructor, I also taught basic First Aid and Water Rescue Training. I swam at competitive levels in both junior high and high school and regularly placed in the medley relay, the breaststroke and the backstroke. As the fastest breast stroker on my team, I swam breast stroke in both the mens' and women's medley relays, earning ribbons on both teams.
Water Polo

Water Polo

I am a certified Water Safety Instructor who loves water polo and would be thrilled to coach a team in this area. I played water polo competitively in both junior high and high school, as well as playing on an intramural team in college, usually as a defensive wing, being that I was a competitive backstroker. Of course, all positions on a water polo team are allowed a certain amount of flexibility regarding their location in the water at any give moment. I have drilled in ball-handling techniques such as wet passing, dry passing, shooting and baulking, as well as the conditions under which a foul is called, such as major fouls, ejections, brutality and misconduct fouls. I am knowledgeable regarding current rules and enjoy the development of team conherence and playing strategies. My water polo coach taught us a rigorous work out that incorporated water calisthenics and drills of basic skills. While teaching water polo to groups of advanced swimmers in swimming lessons, I used this work out almost exclusively to develop strong players with excellent strategic skills and high levels of endurance. Because outstanding endurance is a critical trait for a water polo player, I have maintained the ability to tread water for 45 minutes at a time as well as the ability to move rapidly through the water using water polo techniques. It has been very difficult to find players and teams in this part of the country, and I would welcome the opportunity to coach an existing team or a team of beginners who are brand new to the sport.

Summer

Algebra 1,

Algebra 1

I am a tutor who taught algebra 1 as a classroom teacher in a private school. I work with students of all ability levels to help them understand and enjoy this branch of mathematics. I have been teaching this course for over ten years, and I feel confident in assisting students with their homework, and with the review of important concepts. In addition, I assist students with preparing for the ACT and SAT exams, and I know exactly what algebra elements students must master to perform well on the math sections of those tests.
Biology,

Biology

I have been teaching biology at the community college and AP high school levels for the past six years. I hold a degree in Public Health Sciences and have completed biology courses in general biology, microbiology, evolutionary biology, genetics, behavioral genetics, oceanography and nutrition. In addition, I have completed Anatomy and Physiology I and II at the college level. I received a grade of A in each class with the exception of microbiology, in which I earned an A-. I love to teach biology of any sort, and I would be happy to work with you wherever your are in your biology studies.
Elementary (K-6th),

Elementary (K-6th)

I worked for two years as a resource, music and physical education teacher in a small private school in rural Minnesota. The majority of my students there were in grades K-6. Each day I met with a group of six students who had progressed beyond their peers in reading, spelling and mathematics. I taught them Saxon Math, designed my own spelling curriculum and chose reading books with advanced vocabulary and literary devices that still dealt with subject matter appropriate to the ages of my students. In addition, I worked with students who had learning disabilities or who had fallen behind in the same subjects. We used the Orton-Gillingham method for basic reading skills, and I again designed a spelling curriculum. Most of my students were deemed high performing or high potential, although many of them required unconventional teaching methods in order to reach that potential. I therefore learned how to teach to a variety of learning styles and to adapt to the needs of students with ADD, ADHD, Asberger's, Autism, Post Traumatic Stress Syndrome and Depression. I also learned to identify the various emotional, physical and social stages of elementary aged children. I completed courses in "Teaching Diversity," The Multisensory Classroom," "Curriculum Design (K-6)," and "Non-violent Crisis Intervention." I studied classroom management under Sister Mary Gwendolin, the first principal under whom I worked. Sister Gwendolin had been teaching for over fifty years at that time and her methods for maintaining control of a classroom have been invaluable to me any time I have worked with elementary students. I also taught Spanish to grades K-2 for one year in a suburban private school in Minnesota. Again, I provided a multisensory experience for children and allowed them to move about the classroom after the formal part of the lesson. They had the options of reading simple books in Spanish, identifying animals or parts of the home and classroom in Spanish, listening to Spanish music and dialogues or writing their own stories in the Spanish language. This experience taught me a great deal about how much teacher intervention is required at the various grade levels and I learned to adapt my presence in these activities depending upon which grade level happened to be in the classroom at any given time. I would very much like to be certified to tutor elementary education students, and I do have a preference of grades 3-6 over K-2, although I shall certainly consider younger students on a case by case basis. (Note: I prefer to teach "natural" reading and am not an advocate of phonics as I have noticed that children who learned to read phonetically tend to be very poor spellers. I believe that those students who are required to learn reading through phonics would be better served by another tutor. Again, this can be examined on a case by case basis.)
ESL/ESOL,

ESL/ESOL

My experience with ESL students took place both inside the classroom and in private tutoring sessions. As a classroom teacher, I worked with students from Columbia, Venezuela and Chile as well as students from Russia and the Ukraine, and a student from Israel who spoke English but wanted to improve her pronunciation. One-to-one and in groups we worked on English grammar and syntax as well as vocabulary and pronunciation. In addition to engaging in one-to-one English conversation with me, the students conversed with one another in English. Students used visual cues such as flashcards to identify nouns and verbs in English. We also used audio CDs from Rosetta Stone to work on diction and syntax. Students prepared short speeches in English in order to hone public-speaking as well as English speaking skills. As a private tutor, I spent time with several students who had Somali as their first language and a student from Ethiopia who spoke Amharic. We followed many of the same patterns as were used in the classroom, but, having much more one-to-one interaction, were able to carry on more individual conversations in English. Some of these students were preparing for the TOEFL and we used sample tests as part of our lessons. I am currently teaching English to a middle-school aged student in Timor Leste. This is happening via snail mail as there is no electricity in her village and she is unable to access a computer. The process is slow but definitely worth the effort!
GED,

GED

As a tutor in a community college, I have worked with many of our high school students on the materials that they must know in order to pass the GED exam. I am familiar with all parts of the exam, and I am patient and understanding when things to not come easily. All but one of my students has passed the GED the first time they took the test.
Geometry,

Geometry

I am a former classroom teacher who taught Algebra I and Geometry. I continue to tutor in both subjects. As you read above, geometry is my absolute favorite branch of mathematics, and I am extremely excited to teach it. I believe that my attitude helps students to become more engaged in the subject, and to find it more accessible. I am extremely patient, and I work hard to ensure that students increase their knowledge of, and affinity for, this exciting branch of mathematics.
Piano,

Piano

I have been teaching piano and voice lessons for over twenty years, and have worked with students age two to seventy-five. I hold a degree in Music with an emphasis in Piano from Saint Mary's Unversity of Minnesota, Winona. In addition, I studied under a master conductor for five years and have conducted choirs and bands of various sizes. Lessons are geared to the individual goals and learning styles of students, so each lesson is unique. Lessons include the study of repertoire, technique, ear training, composition, music history, composition and theory. My students compete in state contests and present recitals according to their wills. I work closely with family members to keep them appraised of students' progress, and I particularly enjoy working with adult students, offering the encouragement that they need to begin or renew the study of an instrument. Having studied more than fifteen piano curricula, I feel that Hanon is the most desirable method for learning scales and technique. I generally use the Faber Method for Repertoire, Basic Theory, Ear Training and recital preparation. At times, I find that the Afred series is more appropriate to some students' learning styles. Advanced students are allowed to choose among genres of music they wish to master. I include Jazz, Blues, Folk and Popular music in the lessons of students who enjoy those styles. Advanced Theory and Ear Training students work with Harmony by Walter Piston, the late Professor Emeritus of Theory at Harvard University. I am particularly pleased to welcome students with Asberger's, Autism, ADD, ADHD, Bipolar Disease and Clinical Depression into my studio. Music can be intensely therapeutic and necessary for students with concentration difficulties.
Reading,

Reading

I am a former reading resource classroom teacher who now tutors students of all ages in English reading. I am trained in the Orton-Gillingham method, which I supplement with spelling tutoring so that even phonics-taught readers develop excellent spelling skills. I have worked with students with all forms of dyslexia, and with students who have visual disorders, as well. I am currently working with two young people who hated reading when we began our lessons. One of them is now reading three series of books in rotation because she cannot get enough of her new reading skills.
Spanish,

Spanish

I am a former K-8 classroom Spanish teacher. I have studied the language for the past thirty-two years, and I enjoy using materials that are fun and interesting to help students of all ages excel in learning this exciting language. Each week, I speak with native Spanish speakers to ensure that my speaking ability and my accent are well-maintained. I recently took two college-level Spanish classes to review my grammar and syntax skills. I love languages and truly enjoy teaching this beautiful language to my students.
Statistics,

Statistics

I am a graduate student in Psychology, a program that requires one to take three statistics courses. I have received As in both of my statistics courses up to this point. In addition, I am soon to publish a peer-reviewed journal article, for which I compiled and checked my own statistics before sending the article to readers. I have assisted university students with statistics courses. I recently audited Stats I again to prepare for the statistics that I completed for my article. I am therefore fresh from a class and ready to teach.
Study Skills,

Study Skills

For the past five years I have included academic coaching among the services that I offer to tutoring students. Often this academic coaching begins with assisting students in time management, organization and study skills. Having completed the Franklin Covey course in time management, I have an excellent method with which to assist students in learning to plan and prioritize their study time. We review the subjects the student is taking that semester and prioritize those assignments/projects that must be completed daily and weekly, such as daily math homework or the history reading assignment, as well as those assignments that require steady attention over longer periods of time, such as History Day projects or long papers. Many students also require assistance with simply getting their study materials organized. We sit down with textbooks, notebooks, folder and backpacks and go through materials piece by piece. Those pieces which must be saved are kept in folders -- one folder for each subject. Extraneous pieces of paper are thrown away. One notebook (preferably matching the corresponding folder) is delegated for each subject, as well. I prefer to have student color-code their materials as this saves them time when hastily grabbing a notebook or folder on the way to class. Once students have organized materials and are learning to organize time, we begin developing specific study skills. Study skills include proper note-taking methods, learning proper outline form, developing mnemonics to assist the student in remembering a significant amount of material simultaneously and preparing and using flashcards. I teach students to pick out the main ideas in texts and to skim with extreme accuracy. They learn to identify key words that are likely to be on an exam or lead to information necessary to answer homework questions. For students who are aural learners, I often compose rhymes or chants that assist them with remembering material. We also discuss and plan the study environment. Some students study well in absolute silence. Some study better to music. Others prefer to work in certain types of rooms, such as rooms with more light or rooms in which they are especially comfortable. If the student is unsure as to what kind of environment might be most helpful to him or her we experiment with environments until we find one that enhances the study experiments. Finally, we discuss rest and nutrition. A student who has slept very little or who has not eaten all day must first address his or her bodily needs before sitting down to study. Exhausted and hungry students are more likely to have shorter attention spans and less likely to retain information as they study.
Swimming,

Swimming

I have been teaching swimming for nearly twenty years. After completing WSI training, I worked for YMCAs, YWCAs and JCCs in various cities in Minnesota. I have taught primarily Red Cross swimming lessons and have instructed students in all levels of that program. In addition, I teach private swimming lessons to students of all ages. While at the Red Wing Family YMCA in Red Wing, Minnesota, I served as Assistant Deck Supervisor, overseeing and instructing other swimming teachers as well as teaching my own classes. I am currently certified in Silver Splash and have taught water exercise classes with an emphasis on toning and endurance at intervals for nearly fifteen years. While serving as a swim instructor, I also taught basic First Aid and Water Rescue Training. I swam at competitive levels in both junior high and high school and regularly placed in the medley relay, the breaststroke and the backstroke. As the fastest breast stroker on my team, I swam breast stroke in both the mens' and women's medley relays, earning ribbons on both teams.
Writing,

Writing

I hold a BA in writing and a BA in literature, and I have been teaching and tutoring writing for the twenty years. Until recently, I taught writing at a community college. I have won prizes for short stories and poems, and I am completing a novel. At this point you might be asking, "Yes, but can you teach it?" Absolutely! I have worked with students on paragraphs, essays, long term papers, college admissions essays, grammar, punctuation, and formatting. I truly enjoy sharing my love of writing with students of all ages.
Chemistry, Macroeconomics, Microeconomics, Physics

Test Preparation

Accuplacer,

Accuplacer

As a teacher and tutor in a local community college, I have assisted many students with preparing for all aspects of the Accuplacer. Our college has a number of ESL students, and I work with them on specific reading and writing techniques that will allow them to perform well on the Accuplacer exam. In addition, I have taken the Accuplacer three times to keep current with what elements are covered on the test.
ACT English,

ACT English

I am a tutor with two degrees in English -- one in writing and one in literature. In addition, I have been assisting students with preparing for all sections of the ACT for the past eighteen years. I am aware of the challenges that the English and reading sections present to students, and we work on ways to build vocabulary (without memorizing horribly long lists of words and their definitions) and to develop an ability to recognize and respond to literary symbolism. I also teach students how to complete the sections within the given time frame and how to recognize when the test is trying to trick them into providing and incorrect answer.
ACT Math,

ACT Math

I have been assisting students with ACT preparation for the past eighteen years. I am extremely well-acquainted with the math portion of the exam and with what elements of mathematics a student must have mastered in order to beat the math section. I teach students not only those elements but also how and when to use simple logic rather than mathematical computations to find the correct answer. This saves the student time and helps to ensure that they will finish the section within the allotted time frame. I love to work with students who are preparing for the ACT, and my students have excellent results, with 90% of the reaching their goal scores the first or second time they take the exam.
ACT Reading,

ACT Reading

I have been a teacher for sixteen years and have been preparing students for standardized tests for over a decade. As both a teacher and the mother of a high school senior, I recognize the extent of the emphasis that college admissions boards place on ACT scores During the 2011-2012 school year, I worked with twelve young people who were about to take the ACT for the first time, or who were planning to retake the exam for a higher score. Among the nine students who retested for a higher score, one raised the score by five points, seven raised scores by 2-4 points, and another raised the score by 1 point. I have worked with students on every aspect of the ACT, and am qualified to serve as a reading tutor for the following reasons: 1. I hold two degrees in English, one in writing and one in literature. 2. While teaching at a small private school I served as a reading resource teacher to both elementary and high school students. A fair number of the high school students had learning differences in reading. A fair number had high potential in reading. While preparing to become a multi-subject resource teacher, I interned with a woman who held an MS in reading education and became certified in a number of reading pedagogies. In addition to covering the reading portions of the test, the ACT students and I work on vocabulary enhancement and on ways to quickly eliminate one or several of the possible answers to each question. We also discuss ways to reduce the amount of time it takes students to complete the exam, thus giving them confidence regarding finishing on time while also finishing accurately. I specialize in teaching teens and adults who have learning differences, i.e. dyslexia, and other challenges such as Autism, Asperger's, ADD, ADHD, Bipolar, Unipolar and clinical depression. In particular, I have had great success teaching reading to students with ADD, ADHD and dyslexia.
ACT Science,

ACT Science

I have been studying art history for most of my life. My father is an artist and he began teaching me to identify the names, style and works of the great masters. Since that time, I have continued to study art history independently and via continuing education classes. I am able to identify works from ancient civilizations as well as the Roman and Byzantine civilizations. I know specific works and artists from the Renaissance and Baroque periods, as well. My favorite periods of art and consequently those about which I have the most knowledge, are Romanticism, Art Deco and Impressionism. I have extensively studied the works of Monet and Manet and am particularly drawn to the works of John William Waterhouse. I also enjoy the art of the Harlem Renaissance and Surrealism, particularly the works of Salvador Dali. I have visited the Louvre, the National Gallery of Art, and the Chicago Art Institute among other outstanding galleries in the United States and throughout the world. I have completed courses in the works of Salvador Dali, Rembrandt, Degas and Abstract Expressionism. I have participated in performance art and appreciate pop art and computer art, as well. My daughter is a graffiti artist and draws and paints realistic works as well as paintings in the style of Cubism. I have read extensively on both the lives and works of Picasso, Georgia O'Keefe and Art Deco artists. Art courses have also covered the various media and I am particularly drawn to oil paintings, acrylics paintings and metal sculpture. I have assisted in the creation of Native American bead work, pipes and war clubs and have learned the traditions of of Lakota and Apache artistic creations. I enjoy body art, particularly mendi and highly artistic tattoo creations. My personal media include calligraphy, mosaics, pencil drawings, weaving, quilting and other Arts and Crafts pieces.
ASVAB,

ASVAB

I have been assisting students with preparation for the ASVAB for the past ten years. I have worked with students on all aspects of the exam. In addition, I have assisted students who have taken the test several times to pass it after a number of tutoring sessions. One of my former students had failed the ASVAB four times. After we worked together for two months, he passed the test and received the job that he hope to have in the U.S. Marines. He is still and active Marine. I have also prepared people who are currently members of the U.S. Navy and the U.S. Air Force.
College Counseling,

College Counseling

I have been assisting students with preparation for choosing and gaining admissions to universities for over a decade. I hold two degrees in English, and my experience includes tutoring teens and adults in writing essays and personal profiles for undergraduate and graduate program applications. In addition, I have assisted students and their families in conducting extensive research pertaining to secondary school and university profiles and admissions requirements. I also assist students in preparing for standardized tests including the ACT, SAT, ASVAB, GRE and SSAT. In the last twelve months, I have worked with nineteen students who were preparing to enter undergraduate or graduate programs, and I am always happy to take new college counseling clients.
GED,

GED

As a tutor in a community college, I have worked with many of our high school students on the materials that they must know in order to pass the GED exam. I am familiar with all parts of the exam, and I am patient and understanding when things to not come easily. All but one of my students has passed the GED the first time they took the test.
MTLE,

MTLE

I have been tutoring MTLE students one-on-one and in a university tutoring center for the past ten years. Having taken the exam myself, I am intimately familiar with the subjects therein, and with the common challenges that future teachers experience when taking the exam. I am currently working with two MTLE students, one who is retaking the writing portion, and one who is retaking a quantitative section.
Praxis,

Praxis

I am a classroom teacher and tutor with sixteen years' experience, and I am entirely dedicated to assisting teachers with getting past licensure requirements so that they are able to get down to the business of teaching! I have been helping to prepare students for standardized tests for the past decade, and am currently working with several adults who will soon take the MTLE (the State of Minnesota's exam that is relative to Praxis). My experience includes working with students on all standard subjects required by Praxis and the MTLE. The majority of students requested that a good portion of our meeting time be spent preparing for the math section of the exam. In addition to covering the material included in each subject test, I teach clients to use logic to eliminate quickly some of the multiple choice answers. This method increases their chances of having more correct answers and helps them to complete the exam within the time limits. To date, not one of the adults with whom I have worked has failed any standard subject included in the Praxis or MTLE exams. I currently hold two degrees in English -- one in writing and one in literature. I had minors in Latin and biology and hold an MA in theology. As a classroom teacher in a small private school, I taught high-school to early college level mathematics, biology, physics, chemistry, reading, Latin, Spanish and music, among other subjects. I have worked with adult learners on all of the above subjects, with the additions of accounting, economics, finance and other esoteric studies. I specialize in assisting the education processes of teens and adults with Autism, Asperger's, ADD, ADHD, Bipolar Disorder, Unipolar Disorder, and clinical depression. Therefore, I heartily welcome any student who is challenged by a learning difference. Having personally overcome a learning difference in mathematics, I am particularly sensitive to, and aware of, teaching techniques for those people who say, "I am just not a math person." Again, I am willing to spend as much time as necessary helping teachers overcome those obstacles that keep them from teaching or that limit the scope of their teaching.
PSAT,

PSAT

I have been assisting students with preparing for the PSAT and the SAT for the past twenty years. I currently have two students studying for the PSAT, and both are doing extremely well with the subject matter and the tips I have given them regarding how to identify "traps" in the exam, and how to overcome those traps. I keep up on changes to the PSAT, and I teach from the most current materials available.
TEAS,

TEAS

For the last two semesters, I have taught a class to prepare students for the TEAS test. These classes were held at a local community college for those about to begin clinicals in an LPN nursing program. My students have had great success passing the exam, even if English was not their language of origin.
GMAT, GRE, SAT Writing, SSAT, TOEFL

Ratings and Reviews


Rating

5.0 (305 ratings)
5 star
(296)
4 star
(9)
3 star
(0)
2 star
(0)
1 star
(0)

Reviews


Great connector/very knowledgeable

I was quite impressed with the scope of Heidi's knowledge and excellent pedagogy of course but what was even more lovely to observe (and was so appreciated) was what a great connection she made with Danny. He directly verbalized how she was able to help him forge an understanding of the concepts and how much he likes her (15 yo boys are not always forthcoming).

Jamie Lyn, 12 lessons with Heidi

Creative and Energetic Tutor

Heidi is an amazing tutor. Not only did she engage my 16 year old son to be invested in his learning, she was obviously interested and invested from her end in finding the right materials and creative ways to accomplish him. She is a gem.

Thomas, 42 lessons with Heidi

Extremely knowledgeable and patient

Heidi went out of her way to make my special needs son feel at home . She encouraged him and was understanding. She also seems creative at teaching which will be of benefit

Jennelle, 25 lessons with Heidi

Thank you!

Heidi was able to help my daughter with her review sheet for Geometry. Lesson was wonderful. We will definitely be back next week for some more math or maybe Spanish help.

Michelle, 13 lessons with Heidi

EXCELLENT CHESS TUTOR

WE HAD AN EXCELLENT FIRST LESSON AND LOOK FORWARD TO OUR NEXT LESSON ON FRIDAY. SHE IS OBVIOUSLY KNOWLEDGEABLE, ARTICULATE AND PATIENT. SHE IS VERY CAPABLE AT EXPLAINING THE CONCEPTS AND SOME OF HISTORY OF CHESS.

WALT, 9 lessons with Heidi

Patient Tutor

Heidi was great with my daughter. Patient and explained the material very well. My daughter felt comfortable asking questions when she was confused. Looking forward to upcoming sessions and am very hopeful that this is what we have been looking for!

Amy, 3 lessons with Heidi

Great Introduction

We met with Ms. Heidi today as preparation for tutoring, and my daughter was very impressed. In fact, Lauren spoke about her during our ride home, and it takes a lot to impress my daughter! We are so excited to begin this journey and look forward to amazing progress.

Laura, 32 lessons with Heidi

Great Job!

Heidi, I loved the rhymes that you gave my daughter around her math facts. That was wonderful. She was playing with that last night which is very helpful for her. Great work! Jill

Jill, 13 lessons with Heidi

Great tutor!

Heidi has revised and edited the personal statement for my son. Although we are in Germany and have never seen each other, we got a feeling knowing each other for a long time. Heidi responded very quickly and has explained very well what needs to be changed and why. She is very friendly, helpful and very professional. I can only recommend Heidi as a tutor.

Karina, 2 lessons with Heidi
Contact Heidi

Response time: 19 hours

$62/hour

Heidi L.

$62/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact Heidi

Response time: 19 hours