Brockport St (NY) (Journalism, Bus. Admin.)
My documented credentials for reading, writing and public speaking are a double major in Journalism and Marketing, plus 30+ years of interviewing for articles (writing) 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. Unlocking the process of thought change that allows for improved comprehension and achievement is something I do very well. Most teachers call it 'engaging the student'. Buying a banana split satisfies a temporary desire-- improving skill levels in areas like reading and writing is a significant, positive investment that will pay off regularly.
During three years of scholastic fundraising, teachers frequently commented on the rapport I displayed with students, and the ability to engage interest, dispense information, and gain support for specific production (in essentially one class period) conveys as a tutor. My communications skills have worked at all levels: I instructed elementary school girls in making spaghetti dinner from scratch in a 90 minute after-school program, and a documented year of State-level awards as Community Development VP for the Junior Chamber of Commerce showed similar ability to make a pointed differences in the actions-accomplishments of individuals and groups.
For three years I was Director/writer-editor for a series of children's read-along books for the SC Hugh O'Brian Youth (SCHOBY) leadership organization. With only a 10 minute presentation of baseline expectations Friday evening, and 10 more minutes on Saturday afternoon, I focused the energy and creative talents of 130 of So. Carolina's best and brightest 15-16 yr. old rising juniors to produce group essays about leadership qualities (i.e.-confidence, good communication, respect) for an Aesop's Fables-type series of stories.
From blogging to sports and business writing to 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. My documented credentials for reading, writing and public speaking are a double major in Journalism and Marketing, plus 30+ years of interviewing for articles (writing) 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
I've often been willing to negotiate rate downward if a student is going to need longer (3+ lessons) term tutoring.
Glenn was very encouraging about the idea of my English (I'm Italian) already being pretty good right from the beginning, just needed practice and tweaking. He proved it to me when we attended a network meeting relative to my professional goals here in Charlotte. I haven't really used my English in 10 years, but I spoke 1-1 with several people as my third session, and I doubt I would have had the confidence otherwise
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.
There is a constant barrage of 'alternative' ways to express thoughts, and unfortunately, correct grammar often gets hammered by the lazy route. It seems legitimate to say choices have to be made about articulating more accurately vs. 'like everyone else'. Working with both students on writing-- which is my specialty, especially essays-- and grammar, understandably means adjusting the hourly rate. $50 is not double the usual rate, added responsibility and expectations support the rate.
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.
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.
One common, directly related to comprehension flaw I recognized when working with an 8th grade student two years ago, was that she didn't follow the punctuation. It was obvious from hearing her read that she was running through the 'pauses' a comma or other punctuation signaled. Her biggest problem was that scrambled several facts into a less useful combination. Slowing her down wasn't magic, but it clearly helped her in a very short period of time
Younger readers can't usually fake comprehension. For years I read stories with all my nephews, starting with the most basic books, and it didn't matter if they had pretty much memorized the pages, there was word recognition, and that still counts.
Giving young readers the chance to question parents/tutors about individual, and deliberately more difficult words, was a primary element for an Aesop's Fables style book of read-along stories I wrote-edited the last couple years for a youth leadership project .
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, and speaking to the level of your audience is essential.
In three years as a leasing representative, I dealt with landowners and lawyers about billboard locations. Explaining contract terms, legalities, and options used a very different set of words. In teaching a cooking class for elementary school level students, instructions utilized much more basic terms, because overwhelming children with polysyllabic words simply doesn't work. 8 year old's don't 'julienne' anything, they can be told to cut thin though. As a Junior Achievement counselor at the 4th grade level for several years, I used 'why would you...?' vs. "what motivated you..?"
Professionally speaking, older audiences won't appreciate the use of unfamiliar idioms and vernacular I utilized in three years of scholastic fundraising. While the presentations were generally scripted, the vocabulary was less specific and more about building rapport.
People like speakers who appeal to them in a direct and understandable manner, and in 35 years of sales situations and writing, finding the correct level of vocabulary has made a difference.
My background runs the range from sports to business, political campaigns that follow a consistent theme, 'shorts' (250 words), feature length articles, college papers, even a 73,000 word book. I firmly believe you write to your audience.
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 have 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. K.I.S.S. stands for 'Keep it simple, stupid', and that means if you have a point to make, don't dance around with 10 other ideas.
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 what's in my head onto the page?" is the necessary thing to fix, I can very definitely help.