Hi! I'm Wendy. I graduated with my Bachelor's Degree in Education from California State University in 2002 and have been working with elementary-school-age children since March of 2000. I have 18 years of experience with K-5 students from a wide range of cultural and socioeconomic backgrounds. I find that demonstrating patience, along with a fun "you can do this!" attitude always helps to increase their self-esteem and oftentimes motivates them to WANT to learn/excel on their own.
I have...
Hi! I'm Wendy. I graduated with my Bachelor's Degree in Education from California State University in 2002 and have been working with elementary-school-age children since March of 2000. I have 18 years of experience with K-5 students from a wide range of cultural and socioeconomic backgrounds. I find that demonstrating patience, along with a fun "you can do this!" attitude always helps to increase their self-esteem and oftentimes motivates them to WANT to learn/excel on their own.
I have experience working 1-on-1, in small groups (2-8 students, usually K-2nd graders), and in larger groups (9-20 students, usually 3rd-5th graders) in the subjects of math, reading, and grammar. My experiences took place at four different elementary schools within Vista Unified School District in San Diego, California. I also trained after-school staff on how to help struggling and low-performing students by showing them mini lessons and providing them with the manipulatives needed to take a hands-on/visual approach to math. My students loved using white boards, blocks, "pizza pie slices" for fractions, and other visual/tactile aids. I was able to "make math fun" by using playing cards, dice, math board games, and other tools. I implemented group games including "Around the World", "Math War", and other competitive-yet-kind activities. My techniques were used within a program called AM-PM, where parents would pay to have their child(ren) helped with homework after school.
I also worked within the ASES (After School Education & Safety) Program, which was designed for the lowest-performing students at the school. Every weekday these low-performing students received special academic attention for 1-2 hours from myself and my staff to increase their reading/math skills. A large percentage of my students were ESL, and parents spoke very little English, so it was up to me to support their classroom teacher by providing those students with extra "Power Hour" time. During this time, I would monitor students' reading/writing and g
