Brockport St (NY) (JournalismBusAdmin)
Documented credentials are a double major in Speech Communication/Journalism and Business Administration/Marketing, plus 30+ years of interviewing for articles and effective sales presentations. I have two years of training with Leadership Management Inc. (LMI) in the areas of Personal Leadership, Time Management, and Supervisory Training relative to spaced repetition and examination of desired changes.
In one-to-one situations, I consistently produce both understanding and quantifiable results. The process of thought change that allows for improved comprehension and achievement is something I do well.
Over three years of scholastic fundraising, teachers frequently commented on the rapport I displayed with students, and my ability to engage interest, dispense information, and gain support for specific production, essentially in 40 minutes. Communications skills work at all levels: I have instructed elementary school girls in making spaghetti dinner from scratch, where they cooked meat, sauce, pasta, ate and cleaned up in a 90 minute after-school program.
For three years I was committed to writing-editing a series of children's read-along books for the SC Hugh O'Brian Youth (HOBY) leadership organization. With only a 10 minute presentation of baseline expectations, and 10 more minutes on Saturday afternoon, I focused 130 of So. Carolina's best and brightest 15-16 yr. old rising juniors creative talents to produce group essays about leadership qualities (i.e.-confidence, good communication, respect) for an Aesop's Fables-type series of stories.
A documented year of State-level awards as Community Development VP for the Albany (NY) Junior Chamber of Commerce showed the ability to make a pointed differences in the actions-accomplishments of individuals and groups. As a published author, I have a significant grasp of writing style and organization. The COACHING aspect that makes me a good teacher-- determining the goals, putting into effect the changes or additions that improve subject matter expertise-- has worked at every level, from 7th grade readers to developing better organizational officers. Documented credentials are a double major in Speech Communication/Journalism and Business Administration/Marketing, plus 30+ years of interviewing for articles and effective sales presentations. I have two years of training with Leadership Management Inc. (LMI) in the areas of Personal Leadership, Time Management, and Supervisory Training relative
I've often been willing to negotiate rate downward if a student is going to need longer (3+ lessons) term tutoring.
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 have played basketball since about age 8. Free throws are the basis of good shooting-- if nobody is actually trying to stop you, getting the range and height sets up all other success. I focus on the arc, and that then translates to all other positions on the court.
Dribbling is a necessary skill, you need to be able to move with the ball. Passing the ball gets more difficult as the opponents become bigger and faster, but knowing when to pass is a basic that all future teammates will appreciate.
Its often difficult to separate English and writing skills, so 30-plus years of presentations and professional writing is clearly a qualification. Forming the correct words into sentences is about practice, so all that professional background becomes applicable expertise.
Knowing what words mean, and the difference between there, their, they're is less crucial in a verbal situation because they sound correct, its more often the use of idioms and extraneous 'nothing' words that impacts both speech and writing.
Having worked with ESL students on four different occasions, it proved to be a matter of repetition to move proficiency forward by recognition of specific cues.
A four year Journalism degree and over 30 years of freelance writing credits is my professional documentation. I have also self-published a 73,000 word book. Most people find it difficult to edit their own writing, primarily because they 'see what they expect' instead of reading each word for effect. Having to re-read content multiple times to understand it is frustrating, and the six comma sentence is usually at fault. Proofreading is at the heart of making such changes.
Proofreading can be for content (subject matter), style (run-on sentences or fragments), or style and consistency. Editing is the actual action required to turn 'proofing' into more correct sentences at all levels.
As a long-time salesperson, I've taken frequent advantage of seminars (3-4 a year for 20 years is a legitimate estimate) where the training was presenting facts that open up introduction of material in the next part of a presentation, then to listen for objections to material and answer appropriately. Presenting the facts of a project and gaining acceptance-cooperation from a diverse group, or developing a sense of how to pose a question and deal with information 'on the fly' is exactly the same skill that needs to be developed for scholastic debate.
From my current organization (Keller Williams Realty) back to my first-- TIME, Inc.-- the training has most frequently focused on presenting specific facts in 1-1 scenarios. With Great American Opportunities (3 years), training involved gaining the interest of large and small groups through the delivery of a well-rehearsed, 30-minute, presentation that included group interaction and a call to action.
The building blocks of intro-rapport-facts-call for action or conclusions-- many times involving two or three 'kickoff' presentations a day, were built on principles of repetition, and there is almost no substitution for practice.
Varying presentations with comfort comes once 'scripted' information has become second nature.
The importance of tone and pacing in effective public speaking was a major factor in the techniques learned during 6 years of Chamber of Commerce programs for Executive Board members.
As a Junior Achievement counselor (3 years), I taught student officers how to prepare for year-end interviews for awards programs by 'slicing' a question to more closely fit their prepared answers. This represents another aspect of effective public speaking, an essential skill whether the task is something repetitive involving the dispensing of information, as I did in scholastic fundraising, or various managers are required to do while updating groups of subordinates-other managers.
Regular checking on how a student is applying the rules of phonetics to what they see on a page is an essential key. Another common flaw, directly related to comprehension, is not following the punctuation; running through the pauses is a major problem because it scrambles several facts into a less useful combination. Older readers are usually continuing bad habits, which can usually be identified by hearing/watching them read aloud.
Giving a young reader a chance to question parents/tutors about individual words was a primary element for a series of read-along stories I wrote for a youth program.
I was a high school and collegiate swim team member, and have maintained a regular regimen of swimming during warm months for over 30 years. I am most proficient in crawl stroke and backstroke. Swimming is important as an overall body muscle and endurance builder, and even more importantly, its the only sport that can save your life.
I played 3.5 level for 25+ years before knee injuries. Good stroke proficiency begins with weight transfer through the hitting zone, nothing helps more than hitting a lot. Depth and location are as important to eventual mastery as anything I can state.
I coached a Women's Ice Hockey Club in college, you'll do the regular things in tennis that copy movements from softball as well, especially bringing the head of the racquet through batting.
Vocabulary is generally built on a base of reading a larger volume of words in a wide variety of settings. Speaking to the level of your audience is essential; you shouldn't overwhelm children with poly-syllabic words, and you won't hold an older audience by using idioms and vernacular that is unfamiliar. People like speakers who appeal to them in a direct and understandable manner, very few will stand for being talked down to or harassed about some factor in harsh or negative language.
My background runs the range from sports to business, political campaigns following a consistent theme, 'shorts', procedures, feature length, even a 73,000 word book. Much of my 30 years of business writing has been topical/subject matter related, with fact checking, using quotes appropriately, and formatting a major part of writing projects.
As a freelancer, I turned 'numbers' (ie.- number of flights for a municipal airport, or hospital patient intakes and cost for various procedures) into readable articles. Having edited material from Executive Compensation handbook level to a children's read-along book series, I have great flexibility in working with simple or complex words or thoughts to make specific points.
As a tutor, stopping the 6-comma sentence is a basic start on better writing. Putting ideas into reasonable-coherent order is a teachable skill. If "How can I get whats in my head onto the page?" is the necessary thing to fix, I can very definitely help.