Guilford College (Engl. and psychology)
Union Theological Seminary (Other)
Western Carolina University (MEd)
Every student has a personal definition of success; my role is to help them reach it. At its best, this is a holy process for me, to witness someone develop their natural gifts and pursue their own path. However, every day is not a "best" day; adversity comes to all learners eventually. I have worked in a range of settings, in jobs and at schools, especially with persons with disabilities. My youngest learner was in kindergarten and my oldest in community college. I have taught primarily English in a Title 1 high school in Winston Salem, but also math, history and government, and learning strategies. My licenses are in special education and English.
I expect tangible results like higher grades or test scores; one of my first questions is what results do you desire from tutoring. However, I am particularly gratified to see students grow to greater self-awareness, self-confidence and self-advocacy. Communication, the student's effort and trust in me are the critical elements for the learning process to lead to positive results. I consider tutoring to be temporary, for I am working myself out of a job as the student becomes more independent and proficient at the coursework. Every student struggles with different intensity and may need several years to reach this level.
I have credentials and academic work in English. I work with students in high school many years below their grade level in reading comprehension, so that I know I can be effective. I am experienced in adapting lessons and breaking down tasks into more manageable chunks.
Fluency in Bible and theology backed by two masters degrees make me confident to tutor this subject.
I teach students with not just ADD/ADHD, but all forms of educational disability, and I have confidence in my past success with them. Learning strategies is a particular focus of mine. At my students' level, it is not the content of the course that poses problems, but rather the learning capacity of the student. This has to be cultivated.
Everyone has an idea of what future success means for them, but not every student succeeds in the school system. I believe very strongly that you can find success, and I am here to help smooth your path through school. Whether school represents a speed bump or a stepping stone for you, your time with me should grow mental and emotional resources to handle future challenges. Contact me; let's make a plan. Every student has a personal definition of success; my role is to help them reach it. At its best, this is a holy process for me, to witness someone develop their natural gifts and pursue their own path. However, every day is not a "best" day; adversity comes to all learners eventually. I have worked in a range of settings, in jobs and at schools,
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.