Send Barbara a message explaining your needs and you will receive a response shortly. Have you already emailed Barbara or another tutor? If so, you have an account! Sign in now
If you select this option, WyzAnt will ask interested tutors to contact you by email if they are able to help. A maximum of five different tutors will email you and none of your personal information, including your email address, will be released.
Centenary College (Early Childhood Elem)
I have a BS in early childhood/elementary education. I have taught preschool, kindergarten, 1st grade, 6th grade and college. In preschool, kindergarten and 1st grade I taught all subjects and worked individually with students who needed the extra help to be successful and confident in the skills that they need to succeed. I made my own flannel board stories and activities to review numbers, alphabet, ordering by size, and which comes first. When writing lesson plans, I had a weekly theme and made activities according to that theme. Most of the time I listened to the children's conversations to plan along with their interests for the week. I checked out library books to go along with the weekly themes. I also used toys for the younger children and sang many songs to reinforce concepts.
I specialize in tutoring in all subject areas for children ages 4 1/2 to 12. My goal for each child is for them to be the best they can be without being overwhelmed and have fun learning. After each session I talk to the parent to let them know what work we did, where their child is at, and what we need to work on for the next lesson and future lessons. For all age groups I use worksheets, workbooks, games, and activities to enhance the child's learning.
Although I have a 24 hour cancellation policy, I offer make up lessons and am flexible with time.
Since younger children are more comfortable in their own home, I go to them or we can meet at a library.
I look forward to hearing from you soon. I have a BS in early childhood/elementary education. I have taught preschool, kindergarten, Read more
Miss Barbara is very punctual and on time to start with.she understood my son needs very well and explained me on what and how to proceed with him.my son liked to study with her a lot.he was literally waiting to see her in the next class.hopefully he will acheive his goals end of the year.
i am happy i found her and will recommend her to all my friends.
Thank you very much. It is a pleasure working with your son.
Barbara has been a very patient tutor for our 6 year old daughter. She has been tutoring her for the past 2 months. We have seen an improvement within this short period of time.
She uses games and worksheets to make the lesson interesting. My daughter, who had a problem sitting through the entire hour when she started tutoring, looks forward to her classes (which is a huge accomplishment for us). Barbara takes her time and goes over the lesson with me, so I know what to work on as well.
Mrs. Barbara P. is a great tutor. I have seen a big improvement with my son since she has been working with him. Prior to my son working with Mrs. Barbara he lacked the confidence to read independently, but now his confidence has grown tremendously.
Thank you. I like working with Jaden. I can see an improvement also.
Barbara's sessions are well prepared and very interactive. I can see my son getting a lot confidence in his reading and math after several sessions.
Mrs. Barbara was a great tutor for my son, she was early and giving. My son enjoyed the tools and songs she used to help him learn how to strengthen his fingers. I walked away from the session feeling I had finally found the perfect tutor for my son's needs. I would highly recommend her services to students in need of a knowledgeable tutor.
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.
I have taught preschool, Kindergarten and 1st grade in all subjects.
I used hands-on activities. The children and I planted bean and pea seeds in the classroom in plastic bags, watered them and watched them grow. We also planted string beans outside in a plastic pool, watched them grow in a sunny area, watered the plants, picked the beans, cooked them and ate the string beans. Each child drew a picture of how the beans tasted and I wrote a sentence under the picture (for the students who could not write) when each child told me how they felt when eating their string beans. I also planted potatoes with the class, and talked about how the potatoes grow underground. We measured the green plant that grew above the ground each week. We dug up the potatoes after the greens became 2 feet long. The potatoes were small. The next time each child was in the market, I asked Mom or Dad to go to the aisle with the potatoes to see the different sizes. The greens bent towards the window and we talked about how the plants needed sunlight to grow. I also did many experiments with vinegar and baking soda and drink mix. We would predict what would happen next, what is happening now, and if we did something different (the amount of baking soda or vinegar) would the reaction be the same or different. All the boys and girls were excited when the vinegar exploded and bubbled over the top of the soda bottle.
I consider math a hands-on subject. It is easier for the child to learn math when they are using objects for numbers, size, and parts of a whole. I made many flannel board activities for the boys and girls to put on the flannel board and take off. For example: I made different colored flannel shapes and a set of white shapes (circle, triangle, rectangle, oval and square). When the shapes went on the flannel board we counted how many of each shape. When the boys and girls took the shapes off the flannel board, I said: "Take 2 rectangles." We were able to practice amounts and shapes at the same time.
Reading and comprehension:
When a story was read to the class, questions were asked about the story every few pages. I asked each child what was their favorite part of the book, who the characters are and what they are doing. We tried to predict what the character will do in another part of the book and if it was a good or bad choice. I asked each child to draw a picture of the part of the book they liked and explain their picture to me. I had a child read outloud and the other children listened and followed along. I had one on one time reading with each child. A child picked a book of their choice and read outloud to me. If the book seemed to be hard for the child, we got a book that was a little easier and the child was able to read and comprehend what he/she was reading. I practiced with each child using sentence strips. Each child read out loud to me and read to themselves. I asked many questions. When I used the sentence strips, I would write a sentence on each strip which was a part of a bigger story. The sentence strips could be moved around to see if the story made sense. Each child gained confidence when they made progress reading.
While I was teaching 3 year olds in a day care, I had each child use markers, small pencils to fit their hands, and crayons to have them get comfortable with holding a writing implement and to see which hand is dominant. I gave them blank pieces of paper to scribble on. I used playdough to have the child roll and form into letters to strengthen the fingers. I used worksheets to have each child practice their strokes depending on which letter of the week I was doing. I used another worksheet to trace the letters and then we wrote the letters on a piece of paper without tracing. I used laminated sentence strips to have each child trace their names, erase and trace again. Each child learned to spell their name and write their name. As each child's fingers strengthened, they were able to write their letters very well.
I have taught preschool, Kindergarten and first grade.
When I sit with a child who is just learning the alphabet, I use flash cards to have the child trace the letter, say the letter, and the sound of the letter. I use 5 or 6 letters at a time for the child to be familiar with and not be overwhelmed. I start with the letters of the child's name, then consonants, and last vowels. I have the child say the letter and the sound of the letter and try to associate a picture to the beginning sound of a letter or word. I use textured flash cards (foam, felt, or cardboard) to have the child recognize each letter and trace with their finger. Once the child knows the letter, I would have the child work on the sound of each letter using flash cards associated with a picture.
After the child knows the letters and sounds I have him/her work on the beginning sounds of sight words: cat, bat, it, sit. I have the child say 2 and 3 letter words, rhyme words, beginning sounds and then simple sentences. Repetition is the key to having the child know his/her letters of the alphabet, sounds, and site words.
Since I write children's books and belong to a critique group I am able to proofread and give feedback to other writers. We exchange manuscripts and proofread each others' work for grammar, sentence structure and to see if the subject matter flows.
When I taught 6th grade and college I corrected English and composition papers from the students. I was able to help each student improve on their proofreading skills by going over the compositions with them and make corrections as needed.
My husband is an published author as well as heading two different writing groups. He writes over 100,000 words a year, so I am in constant practice proofreading his material.
I have a knack for proofreading and finding errors. I can apply the corrected information to manuscripts and written compositions.
While I raised my own two boys, we worked on study skills for each child. Since each child is completely different, I needed to use different methods for each son to remember and test well. I used my education background and teaching experience to use pictures, index cards, repeating information over and over, and working on one subject at a time. We worked on the easiest subjects first, finished, got a sense of accomplishment and then worked on the harder subjects. Each child's confidence grew and did very well in school.