Anna A.

Cary, NC


Experienced Teacher (K-12) Who Loves Teaching Children

50+ Hours
Background check passed as of 4/30/12
5.0 average from 24 ratings
Helped my son to focus and was very patient.
— Donna, Cary, NC on 6/8/12


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Wake Forest University
NC State University, Raleigh, NC (in progress)


Wake Forest University (Education)

NC State University, Raleigh, NC (in progress) (Master's)

About Anna

I earned my K-6, K-12, and AG (gifted education) certificates from NC State. I taught grades 1-5 from 1990-2000 (Burke, Guilford, and Wake Counties), and was a gifted education coordinator and teacher for 14 years. Other areas that I have experience in are:

- teaching students with learning disabilities, ADD/ADHD, and other challenges;
- had top test score performance each year by teaching higher order thinking skills, not "teaching the test";
- administered end-of-grade test each year with success as well as other measurements of academic success;
- use an integrated method of approaches to teach reading, as not one method works for all kids all the time;
- taught blind and deaf students;
- managed a "Sylvan-like" tutoring agency for approximately 1 year (until it closed).

The rate for tutoring at my home is $45/hr I will travel up to 15 miles. Sessions must be cancelled 3 hours prior to appointment.
I earned my K-6, K-12, and AG (gifted education) certificates from NC State. I taught grades 1-5 from 1990-2000 (Burke, Guilford, and Wake Counties), and was a gifted education coordinator and teacher for 14 years. Other areas that I have experience in are:

- teaching students with learning disabilities, ADD/ADHD, and other
Read more

3 hours notice required
Travel Radius
Travels within 15 miles of Cary, NC 27513
Background Check: Passed

"Helped my son to focus and was very patient."

- Donna, Cary, NC on 6/8/12
English, Grammar, Proofreading, Public Speaking,
Vocabulary, Writing
Test Preparation:
College Counseling,
Common Core
Elementary Education:
Common Core,
Elementary (K-6th),
Grammar, Handwriting,
Study Skills,
Vocabulary, Writing

Approved subjects are in bold.

Approved subjects

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.


I am a certified K-6 teacher. Working with an ADD/ADHD student requires that you are very attentive to them during instruction and practice of skills just taught. Students are easily distracted, often hyper (ADHD) and not able to keep on task due to their disorder. Sometimes as a teacher I have had to remove everything around the student that would be a distraction (books, notebooks, pencils, pens, markers, crayons, everything). I have even used tape to mark the area around a students desk to mark the area that they are to stay in because the student would get out of his desk and lay on the floor and chew on everything. I made a point during the mid-morning for the students to have a chance to take a break for 15 minutes to go outside and expend their energy. It helped everybody to get some fresh air, to work for the break, and to be able to have a snack. It made all the difference for my ADD/ADHD students to have this break. If, for some reason, they didn't get this break, they could not behave as well until lunch at 12:50. It was a long morning. I created a "blue card" for my ADD/ADHD students who would get praise every hour for good performance. If behavior was disturbing and unfocused I would be forced to note that on the blue card. They always had to write down their assignments for the next day or long term assignments at the bottom of the card. I would sign their card at the end of the day if it was correct, make adjustments if they left anything out and it was the students responsibility to give it to their parent to be signed each night. That way, communication was clear between everyone and the student was held accountable. It always helped. Some students were medicated, and that would be noticeable. Others were not and sometimes it would be painfully obvious that the child needed to be medicated. In any case, it is always my job to teach each child to the best of my ability.

College Counseling

I have worked with high school students who are interested in attending college. I counsel them in preparing academically and in the process for applying. I assist students in writing essays for applications and in interviewing skills. I also guide students about selecting classes to prepare for college. I tutor students in becoming better writers and in test taking for the SAT and the ACT. I have taken students to visit college campuses and conducted tours. I talk to parents and students about financing a college education. I teach grant writing and how to get scholarships. I also teach kids how not to go into a great deal of debt for an undergraduate degree. I show them their options. I tell them about work study programs as well. There is a comprehensive approach to college counseling. I have a lot of experience.

Common Core

I am very knowledgeable of Common Core and how to teach these standards. I have 27 years of experience teaching and work closely with administrators, teachers, and students to improve student's mastery of these goals and lessons. Today I taught a special education teacher how to write up an IEP aligning it with Common Core proficiencies. I directed her on which forms to use and how to write goals so that reflect Common Core goals. Instruction must reflect these state implemented goals. Strategies to teach such goals are diverse. I work alongside teachers to reinforce specific skills which my student's need help with and my lessons reflect this.


I earned my K-6, K-12, and AG (gifted education) certificates from NC State. I have over twenty years of teaching experience in elementary education. Having taught primarily reading, language arts, and math I know how to detect learning disabilities and how to determine if a child is in a phase or developmental stage congruent to their behavior. Immaturity often is overlooked for some disabilities, for example. As for dyslexia, a child first displays reversals in writing some letters and/or numbers. In reading, a child reaches frustration because the letters are too much of a challenge and the child stops reading unless forced.
Once a child hits the wall of frustration and can't overcome his/her feelings of failure it takes a great deal of work to overcome both the low self esteem and the issue of dyslexia.
First evaluate the student with many work samples (4-10). Notice the writing and any consistencies. Check for similar letter and number reversals. Make note of it. Next, have the student read aloud to you. Be sure the text is on their reading level. Listen and observe the student reading. Make notes of words that were troublesome. Identify cause if possible. Ask student to read into a recorder for a week. Listen to it and then compile data from all three sources for identification and to establish strategies for an intervention to prevent being identified at risk for failure.

Elementary (K-6th)

I am certified to teach K-6 in NC for all subjects. I have taught all grades 1-5 for 12 years. I've worked with exceptional students and meeting their needs. There is abundant planning required in preparing lessons for any grade. Ensuring that the standards for the school/district, state, and individual teacher is a lot to consider in preparation of a lesson. Planning lessons out nine weeks in advance so as meet a timeline is important too. Assessing student success may require me, the teacher, to go back and review a particular lesson. I tried to implement as much hands on work as possible, involving movement and everyone's involvement. I utilized higher order thinking skills, which challenged the students.
Being an Elementary teacher involves knowing your students abilities in every subject you teach. Making sure everyone is on task with the objective of each lesson is of prime importance. Following up and seeing each student's work in class to insure competence of the skill(s) taught is important before giving them independent practice. Making adaptations for LD, ADD, AG and other exceptional students is also important so that they are properly challenged, but not bored.
Use the Standard Course of Study as a guide to what objectives must be taught and in what sequence. Chart individual progress through a computer program or through your own data spreadsheet. Review failed lessons in small groups or with a teacher's assistant. Usually once a student is worked with in a small group they grasp a concept. If not, return to the objective in two months or later. Sometimes a child's mind just isn't ready or matured enough to grasp certain concepts. Always review learned lessons to keep the new information in their minds as you build upon that idea.
Use anything you can get to help children learn. The younger the student is the more they need a concrete object/hands on object to grasp an idea.. For example, a student may draw in the sand, use blocks, an abacus, beads, chips, or other manipulatives. These manipulatives help some students grasp a concept better because they are tactile learners. Other students are more auditory. Some just don't care and are difficult to motivate. First I suggest a reward system , then he may be paired up to assist and to find books on the subjects the students like first, then read to him as much as you can. Making each young child an emergent reader is what it's all about. Communication is so very important in teaching, but within the job as well. Sometimes you need to educate the parents as much as any of the students.


I have taught handwriting for over twenty years to elementary children. I have instructed children how to properly hold a pencil so that they do not wear out their hand or establish bad habits in writing. I also instruct children in writing in cursive both traditional and in D'Nealian style. I have actually given trophies to my students who complete my handwriting class. They are quite proud of themselves and are very good in penmanship.


It is important for a non-reader to learn to read through the pronunciation of sounds of letters, blends of letter groupings, and how letter sounds change with changed spellings. The English language is complex with its rules and exceptionalities. However, if a student starts out slowly with learning vowel sounds and words s/he can become successful. Two letter blends come after success with the alphabet sounds and short words. This also encourages a new reader to grow in confidence in their newly acquired skills. Emergent literacy grows from all the language that surrounds us in our world, both in letters and symbols. New readers assimilate this with their newly acquired phonic skills and combined with other knowledge, this builds a stronger reader. The more reading that the new reader is acquainted with, the faster their skills will develop. Some pupils develop phonic skills quicker than others, some students learn more from memory. Repetition is key to helping any new reader to gain confidence and to have success in their English reading skills for a lifetime.

Public Speaking

I have taught K-12 for over 27 years. My experience includes teaching public speaking and debate. I have taught kids of all ages how to speak publicly and how to improve their skills. Some of what I teach is posture, voice, enunciation, projection, making eye contact with the audience, and organizing your speech well. I work hard to help students in their speeches as well as their actual delivered speech, according to the age of the student. Other factors include dramatic presentation, memorization, accent, diction, word choice, and breathing. Teaching public speaking is great fun!


It is most important that students become good readers. Our society demands literacy more than ever today. It is more frustrating than ever for someone who struggles with areas in reading comprehension, fluency, phonetics, and context clues, just to name a few of the important skills. I believe in working with students to develop individual skills for success and to work with them in literature appropriate for their reading level so that they can apply these skills as they emerge as better readers. My overall goal is to instill a love for reading, which usually is not there because a student has had such a high frustration and dislike for reading to this point. Reading affects every part of our lives. Catching a low performance reading problem early is key in helping your child perform better overall in school and in their self esteem.

Special Needs

I have worked with special needs students for over 27 years. I have written IEP's and implemented goals for every student I have taught. I know what the law states is a teacher's responsibility as well as what parents must do. I have taught these special needs students in nearly every exceptionality. I teach students with ADD/ADHD, LD, OCD, physical handicaps (including visual and hearing), OHI, Wiley Prader, developmentally delayed, AFS, EMH, and other special needs. All children have a right to be taught at the level of instruction where they can learn. It does involve planning, materials for hands on learning, and patience. I have worked to teach these students and to assure parents of these children that they can learn.

Study Skills

I am an educator with over twenty years of experience working with all ages K-12. I teach study skills to all grades according to the particular grade and task. For example, all students must be taught to be organized and to write down assignments.

Younger children may have assignments copied and can check off work when completed.

I also teach time management skills to students and parents too. When it comes to actual studying I teach students how to underline text, take notes, use flash cards, review notes and problems from class and homework. Often I use computer sites that are great for aiding in studying specific skills. In reading I use a tape recorder with students to build fluency. For older students it is important to teach them how to prepare for tests. Test taking skills dovetail with study skills. All students must work on memorization, organization, review, evaluation and assessment of information. Processing and retention of that information is how every student learns to prepare for exams and tests.


I've worked with students in writing from first grade through ninth grade in AG. I love working in writing as Language Arts is my favorite subject area. I enjoy the process and helping a student develop their ideas and the facts they have into a paper they are excited about creating. There are so many ways to write now with technology that makes it so much easier than even ten years ago. Writing is simply an outward form of communication. Sometimes it just takes some coaching to get the planning flowing, the follow-up/editing a natural habit, and how to use the tools in front of you to assist in presentation. Please contact me if I can be of assistance.

Wake Forest University
NC State University, Raleigh, NC (in progress)


Wake Forest University (Education)

NC State University, Raleigh, NC (in progress) (Master's)

Helped my son to focus and was very patient.

Anne was great with my son. I needed to find a tutor who could work with him to teach him how to focus and comprehend what he was reading. Anne is patient and caring. My son improved after just a few lessons.

— Donna, Cary, NC on 6/8/12

Hourly rate

Standard Hourly Rate: $50.00

Cancellation: 3 hours notice required

Travel policy

Anna will travel within 15 miles of Cary, NC 27513.