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Ohio State University (Family and Child Dev)
Ohio State University (Master's)
DePaul University (Master's)
I moved to the Charlotte area from Arizona at the end of 2013 and have been helping students with my skills, knowledge and experience. My love and appreciation for working with children of all ages began with studying for my master's degree in Early Childhood Development from Ohio State University. My work experience includes over twelve years of experience working with children having developmental disabilities and autism. I was responsible for developing sequentially-based teaching modules for activities of daily living which included math, writing, communication and social skills.
In 1994, I began taking graduate courses in counseling, and found a full-time internship working at a community mental health center in Mesa, AZ. Most of my clients were children who had been diagnosed with Depression, Anxiety, ADHD, ADD, Bipolar Disorder, Pervasive Developmental Disabilities (Autism and Asperger's Syndrome), and Reactive Attachment Disorder. Through the therapeutic process, I worked with students on their study and learning skills, as well as helping them improve their social and communication skills. We also worked on ways to reduce test anxiety and stress.
I specialize in tutoring English, Grammar, Spelling, Reading, Proofreading English, Writing, Literature, and for preparing for the SAT. I love working with children in preschool and kindergarten, helping them get ready for the next year. Because each child is unique, I work at the child's level, using his or her interests and strengths to work on learning tasks. The student's learning style tells me which tutoring tools to use to help them in studying: auditory, visual and kinesthetic.
I believe it's the responsibility of an educator to find the best way to help children learn, making it fun for them. Consequently, I may use music, movement and play to help teach and improve students' focus and attention spans.
I am results-oriented, so I ask for feedback and do not bill for a lesson if the student or parent is not satisfied with my services.
I have some flexibility with my time, and a 24 hour cancellation policy.
I bring my services to your home to help your student learn to improve his or her skills within the familiar home environment. It's always a joy to watch students improve, building up their confidences and skills.
I look forward to hearing from you to discuss ways in which we can work together for a WIN-WIN experience. I moved to the Charlotte area from Arizona at the end of 2013 and have been helping students with my skills, knowledge and experience. My love and appreciation for working with children of all ages began with studying for my master's degree in Early Childhood Development from Ohio State University. My work experience includes over twelve years of
Today was our first experience with a tutor. Our son usually gets frustrated very easily but MaryLynne had a very gentle and patient demeanor. He really liked working with her and looks forward to meeting again.
MaryLynne is a great tutor, I hired her to work with my son on AP Psychology and his study skills. Because of her background MaryLynne took the lessons a step farther. She worked with my son on focus and concentration, as well as freeing himself of distraction, and anxiety. MaryLynne is patient, positive and a very nice person. She sent me a summary after every lesson so I always new what they were working on. I highly recommend MaryLynne.
We were impressed with MaryLynne's 1st lesson with Allan. He stayed engaged well and she transitioned between reading and math often to keep him interested. She also left some suggested methods for us to use between his lessons.
Mary Lynne and Ali had a great lesson today. They had very positive and focused communication and got a lot done.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
As a counselor and/or full-time nanny, I have over twelve years experience in working with children having ADHD, helping them improve their grades and study habits. Using fun, out-of-the-box ideas, we focus on study skills, organization, test anxiety, and social skills. Sessions are broken into 10-15 minute units followed by a quick, 2 minute fun-filled spontaneous break. Using meditation and behavioral management ideas, students can learn how to increase focus, improve communication and improve study habits. Social skills training are used in the tutoring format as many children having ADHD have not learned to identify non-verbal cues as well as effective ways to interact with others. I have extensive experience in working with IDEA, Section 504 accommodations and participating in the IEP process for parents.
I began my professional career working with children having developmental disabilities as well as autism and Asperger's for twelve years. My tutoring approach helps the student by adapting learning materials to fit the needs of this visually-oriented student. This includes using a consistent routine,offering choices of learning tasks and helping the student learn to transition from one activity to another more easily. Specific techniques include, but are not limited to:
Graphic organizers Flow charts,web maps
to improve focus
Visual pictures/symbols to provide concrete examples to student
Mnemonic devices; using music, words, outlines, etc., to help with memory
Task analysis; breaking project down into
smaller tasks. This shows how a large project is just a series of simple tasks; reduces anxiety.
Applied behavioral analysis focuses on rewarding positive behaviors; using structure and repetition. Improves social and communication skills.
Relaxation techniques to reduce anxiety.
Providing sensory activities to help improve focus.
I have worked with children having autism for over twelve years. After meeting a student and parents, I modify learning tasks and materials to fit the needs of the student. This also includes having consistent routines and offering choices of learning tasks.
My experiences in stress reduction are very helpful when working with a student having autism because of his or her levels of anxiety. Hence, I use deep breathing and tapping techniques to lower anxiety levels; students feeling anxious have a lowered capacity to learn.
I have been trained to use the Rapid Prompting Method (RPM) for teaching. RPM was developed by Soma Mukhopadhyay. It utilizes a letter board to help the student stay focused on learning tasks and to improve communication when given choices. Each lesson plan is developed to access the student's different learning channels: visual, auditory, tactile and kinesthetic.
I also use YouTube videos to provide learning experiences.
Play and sensory integration activities encourage social interactions while improving both verbal and non-verbal communication skills.
Physical movement and music provide another way to introduce academic, social and emotional tasks to the student.
After obtaining a Master’s degree in early Childhood Development, I began my professional career in the field of developmental disabilities, working with school aged children and adults, ages 4 through 40. I was responsible for developing curriculum materials to teach activities of daily living. Each teaching unit involved using math, reading, fine-motor, speech and listening skills.
I really enjoy working with younger children, helping them with handwriting, phonics, sight words and CVC word families. I focus on helping students do better in the Common Core standards for their grade.
I also have over twelve years’ experience as a counselor working with children and their families. I often used a child’s school work as a spring board for working with them; going over school assignments and lending support and assistance in how to improve their study habits. Part of this process involved coaching them in improving their verbal and non-verbal communication skills.
I think it's important to know each child's unique learning style; is it auditory, visual or kinesthetic. Each style requires different modes for helping the student learn more easily and effortlessly. Most of us learn more easily if the experience is fun so I use a variety of tools to engage the learner, using all the senses, some with play, music and art.
I have been working daily for the past year with a special education student and kindergarten students; helping them learn phonics. I start with the basic sounds of the alphabet, move into working with blends and then expanding into CVC word families. I use worksheets, word wheels and game; using as many senses as possible to anchor the learning more quickly.
I am certified as an advanced speaker, Gold Level in Toastmasters. I have taught seminars for parents and professional staff in parenting. I have also created and facilitated social skills courses for children ages 6 through twelve in an after school setting.
Because 60-90% of all communication is non-verbal, a speaker in front of an audience does much better when aware of the importance of body language and how to overcome feeling nervous. I work with students and adults, helping them organize their speeches and then teaching them ways to communicate more effectively with their bodies.
The goal is not only to become a better speaker; it also includes building self-confidence as the fear of speaking becomes smaller and smaller.
While working on my Master's degree in early child development at Ohio State University, I worked with professionals from other disciplines in a multidisciplinary approach to assessment, developing treatment plans and providing educational and other services to persons having developmental disabilities and pervasive developmental disorders. Using task analysis techniques, I developed a curriculum to train developmentally disabled adults activities of daily living. I supervised and trained undergraduate students in the use of these methods as well as the record-keeping and evaluation of progress.
After graduation, I taught at a county elementary school for children having developmental disabilities, pervasive developmental disabilities, and medically involved non-ambulatory students.
I remained working in this field for about twelve years before leaving the area. I began taking counseling courses in the early nineties and worked for a year as an intern at a community mental health center in Mesa, AZ. When my internship was completed, I remained at that facility for five years as a counselor specializing in work with children. I worked with children having ADHD, ADD, Autism, Anxiety, Depression, and Reactive Attachment Disorder. During that time, we would incorporate school work into the therapeutic process, focusing not only on school work, but also on social and communication skills. I developed a social skills class for children ranging from six to ten years of age so they would improve their social skills. I have continued to work with children and their families for over the past twenty years.
My philosophy of working with children stems from the belief that each child can learn and its the responsibility of the educator (not the child) to offer instruction and support in ways that pay attention to each child's unique style of learning. This includes presenting materials in ways that use all the child's senses and can be fun. I learn more easily when I'm having fun; what about you?
I'm easy-going, positive and calm in my approach with children. They intuitively feel my genuine and sincere desire to help them see their school work in new and easier ways. Using the students' strengths and interests, I present materials consistently so there is always predictable structure; thus minimizing problems with transitioning from task to task. Tasks are broken down into smaller steps. Students see and hear positive feedback in all they do. I find they respond better when I include movement, and play in their sessions. I use timers frequently to help them learn to increase their ability to focus as well as to break up units of learning for each session.
Although I am accomplished in working well with most students, I have been very successful working with children who have attachment problems since they don't always view the world the same as others do. I've worked with parents to show them how to see any frustrating behaviors in new ways so they can offer positive responses to their children.
My father sat me down when I was in fourth grade and taught me how to study. Following his advice, I maintained an 87% to 98% average for all my grades through high school, graduating at the top 5% of 1,500 students in my class. I continued using those study habits as I worked my way through an undergraduate and two graduate degrees from college.
I use these same skills when working with students, regardless of their age, grade level and comprehension level.
My professional career began in the field of developmental disabilities, working with school aged children and adults. I was responsible for developing curriculum materials to teach activities of daily living. Each teaching unit involved using math, reading, fine-motor, speech and listening skills. I was able to incorporate both learning and study skills into these units.
In addition,my experience as a counselor working with children and their families spans over twelve years. I often used a child’s school work as a spring board for working with them; going over school assignments and lending support and assistance in how to improve their study habits. Part of this process involved coaching them in improving their verbal and non-verbal communication skills.
Good study habits can not only improve grades, they set the stage for being able to handle more difficult school work as the student enters high school and college. Because each child is unique, I determine the learning styles, strengths and weaknesses of the student so I can offer support that’s meaningful and helpful at the beginning. This is done easily through rapport building and active listening on my part. Major study skills focus on how we organize and process information, how to memorize information more easily, how to express adequately what you know, how to self-monitor your school work, how to improve test-taking skills which can lower anxiety and build confidence.
I use current homework assignments to help the student learn to improve the ability to study. I travel to your home so the student learns how to set up his study environment and do his homework within the usual home setting. Sessions include quick, spontaneous breaks to help maintain attention and focus.
Some of the tools I've used that work well to improve study habits are (1) reading; using the PQRST method which is preview major headings, making up questions, read the material, summarize the topic using notes, mind maps, mnemonics, or voice recordings, and then testing self on materials, (2) flash cards, (3) color-coding notes, (4) diagrams, (5) traffic light system for helping time management (green are important and simple topics; amber topics are important and more time-consuming, while red topics have the lowest priority), (6) role playing listening skills, (7) highlighting reading materials and important ideas and concepts,and (8) using timers to help improve concentration.
MaryLynne W. passed a background check on 12/30/13. The check was ordered by MaryLynne through First Advantage. For more information, please review the background check information page.
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