Rhode Island College (History,PoliticalSci)
UMass School of Law (J.D.)
Fitchburg State College (Graduate Coursework)
After practicing as an attorney for most of my adult life, I decided to pursue a different career path and chose teaching. I have been a teacher in public and private settings for the past 8 years and am now semi-retired. I now hope to focus upon what I enjoy doing most; reaching young people and helping them succeed, through education. I chose teaching as a second career because, as a lawyer, I had the opportunity to observe firsthand the inequities faced by young people caught up within the legal system, many of whom were were undereducated and underrepresented. I returned to school, became certified in Special Education and History, and began teaching within the juvenile justice system.
My experience has been that students are often overwhelmed by the volume of information presented in the classroom, which inevitably leads to frustration and ultimately a feeling of helplessness as he/she slips deeper into a confused maze. By breaking down lessons into more manageable component parts, while utilizing patience and repetition, students gradually gain a competent comprehension and a revitalized, rejuvenated spirit that he/she can be successful; shedding the once dominant defeatist attitude.
At times it is a basic lack of foundational knowledge or comprehension and essential building blocks that are either not at competency levels or absent altogether. Depending on the types of difficulties a student faces, varying degrees of a technique called "scaffolding" can be utilized to assist the student in attaining competency levels. To help assure the realization of competency levels, timely testing of the student's comprehension of materials presented are provided to assure that the teacher is providing appropriate methodologies that will ultimately result in positive outcomes. Consequently, academic testing can help, not only the student but the teacher as well, to indicate and direct both as to what methods are proving effective. So the teacher must routinely measure academic results to help assure that methods utilized are the appropriate strategies that result in positive student outcomes.
My hope is that as a tutor, through the development and implementation of individualized learning plans, I can help students in some small way to ultimately reach their full potential and to be successful in achieving their hopes and dreams for the future. After practicing as an attorney for most of my adult life, I decided to pursue a different career path and chose teaching. I have been a teacher in public and private settings for the past 8 years and am now semi-retired. I now hope to focus upon what I enjoy doing most; reaching young people and helping them succeed, through education. I chose
Ronald is extremely professional and knows exactly how to format the lesson to the needs of the student. He is an excellent tutor, dedicated, and reliable.
I am a Certified Teacher of History by the Commonwealth of Massachusetts. This includes American and World History.
My Special Education training and knowledge directly correlates to the building blocks of learning, which directly supports successful test taking results. Also, I have years of experience In both public and institutional settings, teaching secondary education math and science. I presently tutor in the subjects of math and English.
I hold a Juris Doctorate and I am also a bar admitted attorney in the Commonwealth of Massachusetts. I have practiced criminal law and I studied criminal justice as part of my undergraduate political science degree. I have also taught adjudicated adolescents within the Massachusetts juvenile correctional system.
As a professional educator, I have worked with many different age groups and taught in all subjects. Throughout college, I was a substitute teacher for grades 1-12. After college I took six graduate level courses and became certified in Special Education. My training in Special Education, particularly my knowledge of phonics, decoding, encoding and syllabification lends itself to teaching literacy and reading comprehension which I believe are are important skills needed in all subjects.
Additionally, I am a certified History teacher and considered Highly Qualified to teach both History and Special Education in the Commonwealth of Massachusetts. I also hold a Juris Doctorate degree which further demonstrates my credentials as a tutor.
My teaching/tutoring methods are to create lessons that are appropriate for the child in question given his/her individual learning style. If a child is an experiential learner lessons will be hands on and creative. If a student is an auditory learner, I create auditory lessons tailored to his/her needs. Likewise, if a child is a visual learner, I utilize visual cues to reinforce memory and learning.
My goal is to help ensure student success by creating a safe and secure learning environment tailored to a child's individual needs; an environment where student's aren't afraid to ask questions or take risks. I also endeavor to engage parents in the process, thereby increasing the likelihood of success. Children do best when the adults believe in them. It is then that children learn to believe in themselves.
I am certified in Special Education in Massachusetts, which means unlike regular education teachers, I'm trained to diagnose learning challenges and find methods to overcome them, including in the subject matter of math.
An instrumental part of my training and preparation leading to my certification in Special Education included the significance of phonics when attempting to instruct students in reading literacy. In Graduate school, much of my training dealt directly with teaching reading through the use of phonics.
I am a Certified Special Education Teacher in Mild to Moderate Learning Disabilities by the Commonwealth of Massachusetts. Consequently, I am Licensed to teach all elementary subjects; including reading. In particular, my education, training and tutorial teaching has focused on reading. I have successfully worked with students in regular and special education classrooms for greater reading fluency. To do so, it takes a knowledge of the building blocks of reading and an acknowledgment of what the particular student has educationally missed via assessment; to fill-in the gaps in learning or a process known as "scaffolding," to facilitate reading fluency.
My education consists of 18 credits of graduate level courses from Fitchburg State College with a cum of 3.93. I am certified to teach Special Education, mild to moderate, grades 5-12, by the Massachusetts Department of Elementary and Secondary Education. My teaching experience includes teaching secondary educational classes in Special Education classes in substantially separate and inclusive classroom settings.