Wheaton College (Philosophy)
I have been an educator for over 40 years, beginning as an elementary school tutor for Hispanic kids and moving on to teaching and training Native American bilingual teachers, teacher aides and writers and illustrators of Native American curriculum and literature. As an administrator of bilingual/bicultural programs I planned the educational careers of my Native American personnel and tutored them through difficult subjects. I spent twenty years as a teacher, tutor and counselor of American Indians in the southwestern US and in French-speaking Quebec, Canada.
In Quebec I also developed curriculum for and taught subjects in French to Native American students "dropping back in" to a community-run junior high-school. When I returned from Canada, I taught junior high and high school (Social Studies and English,) and then taught community-college classes in English composition, Reading, and Bible. I ended my full-time career as a tutor and then mentor to at-risk high-school students. I have tutored in every subject, and always with young people with backgrounds or family situations that put them at a disadvantage. I love finding the unique talents of each student and helping them to exploit these doors to discovery.
I am a poet who attacks philosophy as insight and perspective, not a list of principles. I counsel my students to "look at it this way!"
I am an award-winning and published author who has also taught English at a variety of levels and both to native and non-native speakers. I teach English as a tool of self-expression for native speakers and of survival and integration for non-native speakers. That is, though I am very sensitive to correct grammar and usage, my instructional and tutorial approach builds on communication, relating to people, being somebody. I try to awaken in every student both the hope of saying something valuable and the desire to couch his or her language in the finest form.
In high school, I learned to read and write French easily, but I had to suffer through years of living and working in French to master it as oral communication. Now, though I read French for pleasure, I have few opportunities to speak it, and I jump on every opportunity to talk to Quebecois or Parisians or Haitians that happen into my world, often taking more of their time than I should. I love French, and I look forward to every chance to speak it and to speak of it. I believe that it is accessible and valuable to every literate American and that the mastery of the language will open doors both practical, in travel, and intellectual, in the large and delightful world of French literature.
I am a widely-travelled and widely read writer and philosopher who has learned--through years of multicultural experience--to draw out the best in each student, whatever his or her background or apparent scholastic ability. I am interesting and funny, so it doesn't take long to get to know me, but I also know how to get to know each of my students, and how to find the sides of him or her that charm me and remind me of how powerful are their gifts and how big their opportunities. I have been an educator for over 40 years, beginning as an elementary school tutor for Hispanic kids and moving on to teaching and training Native American bilingual teachers, teacher aides and writers and illustrators of Native American curriculum and literature. As an administrator of bilingual/bicultural programs I planned the educational
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.