Enthusiastic, Young, Experienced Elementary and Middle School Tutor

Kelly P.

ADHD

I am a graduate of Monmouth University with my Bachelors in Education and I have my Certificate of Eligibility in Advanced Standings in the state of NJ in Special Education. I have taught students with ADHD in a variety of settings, including: private in-home one-on-one tutoring, a public school class of 20, resource room classes of 8 students, and a residential school setting where class sizes were 3-5. This experience spans 6 years. These students range in age from 5th grade through senior in high school. Some techniques I have employed include interactive lessons with physical manipulatives, utilizing personal interest (such as theatre or rap music) to act out math equations, offering fidgets, and building in breaks when appropriate. It is important the task is completed and offering a change of scenery, use of manipulatives, and a reward system to encourage focus with my students.

Autism Spectrum Disorder (ASD)

I graduated from Monmouth University with my B.A. in Education and have my Certificate of Eligibility in Advanced Standing in Special Education in the state of NJ. I have worked in a variety of settings both as a substitute, tutor, in class aid, co-teacher, and main teacher to students with a range of disabilities and special needs over a 7 year span. My experience with students with ASD include self-contained classes of ~5 students, and a residential setting with class sizes from 1 to 5. I had students who ranged on the spectrum, and required varied levels of support such as prompting, social stories, and support with stimming. Strategies for working with these students depended on their needs. For one youth with ASD, I would sit next to her brushing my fingers over her hand to help with her stimming while continuing my lesson. This encouraged focus for this student on the school work at hand without the stimming distracting the student physically. I also had a weighted blanket my students could use to encourage a relaxing work environment through use of sensory pressure. I built in breaks throughout my lesson, used physical manipulatives, and created games with cards, blocks, and computer competition games to engage my students. I also allow students to decide which task to tackle first with a designated reward and/or break to work towards. Depending on the student's abilities, the work provided would be adjusted, altered, or split up to accommodate that student.

Elementary (K-6th)

Most recently, I have been the tutor of 4 fourth graders, 2 second graders totaling over 20 hours every week for this past school year. Before that, I worked with 2 third graders and a sixth grader as well seeing all student's grades improve throughout my tutoring.

Homeschool

I have worked in a residential home where I homeschooled middle and high schoolers 5 days a week. This experience coupled with special needs makes my qualifications unique. I did test prep, working with assignments from specific curriculum and did one-on-one work to support student academic growth in all subjects from english, ELA, math, science, social studies and interdisciplinary!

Social Studies

Masters in History from Monmouth University Undergraduate (with Honors) in Education and Social Studies

Special Needs

I graduated from Monmouth University with my B.A. in Education and have my Certificate of Eligibility in Advanced Standing in Special Education in the state of NJ. I have worked in a variety of settings both as a substitute, tutor, in class aid, co-teacher, and main teacher to students with a range of disabilities and special needs over a 7 year span. This includes public school classes of 20, resource room classes of 5-8, self-contained classes of 4-6, and a residential setting with 3-5 youth at a time. Most notably, I worked in this residential setting as the teacher working with students with such needs as autism spectrum disorder, behavior disorders, ADHD, learning disabilities, intellectual disabilities, developmental delays, as well as other undiagnosed needs. Strategies for working with these students depended on their needs. For a youth with ASD, I would sit next to the youth brushing my fingers over their hand to help with their stimming and encourage focus on the school work at hand. I built in breaks throughout a lesson, used physical manipulatives, and created games with cards, blocks, and computer competition games to engage the students. Those students with behavior needs saw me employ methods that encouraged self-regulation and choice. This encouraged active participation when a student could decide which task to tackle first with a designated reward and/or break to work towards. In the traditional public school I've also worked with students with autism spectrum disorder, visual impairments, physical impairments, developmental delays, multiple disabilities, intellectual disabilities, down syndrome, as well as students with language barriers who were ESL. I've worked with children of all ages including middle and high schoolers. Depending on the disability, the work provided would be adjusted, altered, or split up to accommodate that student. Font size would be increased and text would be read aloud to ensure active participation and full comprehension. Regardless of the need, I will help you