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Lowell B.

Warm and Caring ESL Tutor, Focused on the Student's Aims

Warm and Caring ESL Tutor, Focused on the Student's Aims

$40/hour

  • Toms River, NJ 08753

About Lowell


Bio

Thank you for selecting my profile. I look forward to meeting you and collaborating with you, so that you can reach your goals. About 15 years ago, my passion for teaching compelled me to look for true personal satisfaction outside of my profession as a real estate lawyer. I began tutoring in English as a second language, which service has continued to the present day. In that time, I have grown to love the interactions with my students, watching them grow, and prosper in their adopted cou...

Thank you for selecting my profile. I look forward to meeting you and collaborating with you, so that you can reach your goals.

About 15 years ago, my passion for teaching compelled me to look for true personal satisfaction outside of my profession as a real estate lawyer. I began tutoring in English as a second language, which service has continued to the present day. In that time, I have grown to love the interactions with my students, watching them grow, and prosper in their adopted country as they have absorbed English under my tutelage. I take pride in the small, yet vital role I have played in their many success stories (references available upon request).

Here are some keys to my positive results:

--I offer student-centered lessons designed to achieve individual objectives;
--I offer relaxed, friendly sessions, mixed with fun and appropriate humor;
--I offer engaging lesson topics reflecting the interests of the student, including music, art, theater, literature, sports, travel, food, history, current events, business and law.

My teaching practice is built upon a rock solid educational foundation, dating back to my days at Stuyvesant High School, and continuing through college at the University of Michigan and law school at Rutgers University. Most recently, in 2012, I attended the month long Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course in New York City.

I am confident that I can help you in my areas of expertise: English as a second language, business English, and law. I am also widely read and competent to teach American history.

I trust that we will meet soon.


Education

University of Michigan
Russian Studies
Rutgers University Law School
J.D.

Policies

  • Hourly rate: $40
  • Tutor’s lessons: In-person
  • Travel policy: Within 25 miles of Toms River, NJ 08753
  • Lesson cancellation: 2 hours notice required
  • No background check

  • Your first lesson is backed by our Good Fit Guarantee

Schedule

Lowell hasn’t set a schedule.


Subjects

Business

Law

Corporate Training

ESL/ESOL,

ESL/ESOL

English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) are terms used (often interchangeably) to describe courses of study designed to teach non-native speakers to listen to and understand, speak, read and write the English language. “One size does not fit all” when it comes to designing and presenting effective ESL lessons to students. Appropriate lessons for a Taiwanese business owner coming to the United States for a three day conference on the latest computer technology would obviously be far different than a course of study aimed at an African teenager who has just emigrated here and is about to enter high school. Thus, the contents of the course I would teach would be defined by the needs of the student as determined through appropriate assessments. Assessment tools may include informal conversations, written questionnaires, formal interviews, written and/or oral tests. The key for me is to determine the student's objectives, his interests, prior training, the level of the student's ability in English, particular problem areas, and something of the student's learning style. Armed with that information, I could then teach the student English, focusing on what is necessary to the achievement of the individual's objectives. With respect to the components of English, over time, and as dictated by the referenced analysis, my lessons would address the following language systems: phonology/sounds, lexis/vocabulary, grammar, function (how the words are used in particular situations) and discourse (the way that communication makes sense beyond the individual phrase or sentence). This “in the head” knowledge would be counter- balanced by instruction in the practical language skills of listening and understanding, reading, speaking and writing. Thus far, I have described the subject of ESL/ESOL in technical terms, perhaps dry to some. However, I guarantee my prospective students that the lessons themselves will be anything but dry and dull. I will customize lesson topics and materials to provide information which is relevant to the student's individual interests, whatever they may be. Do you have a favorite sport, idolize a particular star, love the movies, enjoy reading a favorite author, like animals? If it excites your imagination (within the bounds of decency and propriety, of course), the subject is likely to find its way into a lesson. Finally, in this day and age, the internet is loaded with exceptional audio, video, visual, interactive and textual materials, specifically designed for ESL teaching. This is a veritable educational treasure trove, which I will mine for my students' benefit.
Grammar, Law, Proofreading

Elementary Education

Grammar, Reading, Vocabulary

English

ESL/ESOL,

ESL/ESOL

English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) are terms used (often interchangeably) to describe courses of study designed to teach non-native speakers to listen to and understand, speak, read and write the English language. “One size does not fit all” when it comes to designing and presenting effective ESL lessons to students. Appropriate lessons for a Taiwanese business owner coming to the United States for a three day conference on the latest computer technology would obviously be far different than a course of study aimed at an African teenager who has just emigrated here and is about to enter high school. Thus, the contents of the course I would teach would be defined by the needs of the student as determined through appropriate assessments. Assessment tools may include informal conversations, written questionnaires, formal interviews, written and/or oral tests. The key for me is to determine the student's objectives, his interests, prior training, the level of the student's ability in English, particular problem areas, and something of the student's learning style. Armed with that information, I could then teach the student English, focusing on what is necessary to the achievement of the individual's objectives. With respect to the components of English, over time, and as dictated by the referenced analysis, my lessons would address the following language systems: phonology/sounds, lexis/vocabulary, grammar, function (how the words are used in particular situations) and discourse (the way that communication makes sense beyond the individual phrase or sentence). This “in the head” knowledge would be counter- balanced by instruction in the practical language skills of listening and understanding, reading, speaking and writing. Thus far, I have described the subject of ESL/ESOL in technical terms, perhaps dry to some. However, I guarantee my prospective students that the lessons themselves will be anything but dry and dull. I will customize lesson topics and materials to provide information which is relevant to the student's individual interests, whatever they may be. Do you have a favorite sport, idolize a particular star, love the movies, enjoy reading a favorite author, like animals? If it excites your imagination (within the bounds of decency and propriety, of course), the subject is likely to find its way into a lesson. Finally, in this day and age, the internet is loaded with exceptional audio, video, visual, interactive and textual materials, specifically designed for ESL teaching. This is a veritable educational treasure trove, which I will mine for my students' benefit.
English, Grammar, Proofreading, Reading, Vocabulary, Writing

History

American History, Geography, Government & Politics, World History

Homeschool

ESL/ESOL,

ESL/ESOL

English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) are terms used (often interchangeably) to describe courses of study designed to teach non-native speakers to listen to and understand, speak, read and write the English language. “One size does not fit all” when it comes to designing and presenting effective ESL lessons to students. Appropriate lessons for a Taiwanese business owner coming to the United States for a three day conference on the latest computer technology would obviously be far different than a course of study aimed at an African teenager who has just emigrated here and is about to enter high school. Thus, the contents of the course I would teach would be defined by the needs of the student as determined through appropriate assessments. Assessment tools may include informal conversations, written questionnaires, formal interviews, written and/or oral tests. The key for me is to determine the student's objectives, his interests, prior training, the level of the student's ability in English, particular problem areas, and something of the student's learning style. Armed with that information, I could then teach the student English, focusing on what is necessary to the achievement of the individual's objectives. With respect to the components of English, over time, and as dictated by the referenced analysis, my lessons would address the following language systems: phonology/sounds, lexis/vocabulary, grammar, function (how the words are used in particular situations) and discourse (the way that communication makes sense beyond the individual phrase or sentence). This “in the head” knowledge would be counter- balanced by instruction in the practical language skills of listening and understanding, reading, speaking and writing. Thus far, I have described the subject of ESL/ESOL in technical terms, perhaps dry to some. However, I guarantee my prospective students that the lessons themselves will be anything but dry and dull. I will customize lesson topics and materials to provide information which is relevant to the student's individual interests, whatever they may be. Do you have a favorite sport, idolize a particular star, love the movies, enjoy reading a favorite author, like animals? If it excites your imagination (within the bounds of decency and propriety, of course), the subject is likely to find its way into a lesson. Finally, in this day and age, the internet is loaded with exceptional audio, video, visual, interactive and textual materials, specifically designed for ESL teaching. This is a veritable educational treasure trove, which I will mine for my students' benefit.
English, Reading, Writing

Language

ESL/ESOL

ESL/ESOL

English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) are terms used (often interchangeably) to describe courses of study designed to teach non-native speakers to listen to and understand, speak, read and write the English language. “One size does not fit all” when it comes to designing and presenting effective ESL lessons to students. Appropriate lessons for a Taiwanese business owner coming to the United States for a three day conference on the latest computer technology would obviously be far different than a course of study aimed at an African teenager who has just emigrated here and is about to enter high school. Thus, the contents of the course I would teach would be defined by the needs of the student as determined through appropriate assessments. Assessment tools may include informal conversations, written questionnaires, formal interviews, written and/or oral tests. The key for me is to determine the student's objectives, his interests, prior training, the level of the student's ability in English, particular problem areas, and something of the student's learning style. Armed with that information, I could then teach the student English, focusing on what is necessary to the achievement of the individual's objectives. With respect to the components of English, over time, and as dictated by the referenced analysis, my lessons would address the following language systems: phonology/sounds, lexis/vocabulary, grammar, function (how the words are used in particular situations) and discourse (the way that communication makes sense beyond the individual phrase or sentence). This “in the head” knowledge would be counter- balanced by instruction in the practical language skills of listening and understanding, reading, speaking and writing. Thus far, I have described the subject of ESL/ESOL in technical terms, perhaps dry to some. However, I guarantee my prospective students that the lessons themselves will be anything but dry and dull. I will customize lesson topics and materials to provide information which is relevant to the student's individual interests, whatever they may be. Do you have a favorite sport, idolize a particular star, love the movies, enjoy reading a favorite author, like animals? If it excites your imagination (within the bounds of decency and propriety, of course), the subject is likely to find its way into a lesson. Finally, in this day and age, the internet is loaded with exceptional audio, video, visual, interactive and textual materials, specifically designed for ESL teaching. This is a veritable educational treasure trove, which I will mine for my students' benefit.

Most Popular

ESL/ESOL,

ESL/ESOL

English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) are terms used (often interchangeably) to describe courses of study designed to teach non-native speakers to listen to and understand, speak, read and write the English language. “One size does not fit all” when it comes to designing and presenting effective ESL lessons to students. Appropriate lessons for a Taiwanese business owner coming to the United States for a three day conference on the latest computer technology would obviously be far different than a course of study aimed at an African teenager who has just emigrated here and is about to enter high school. Thus, the contents of the course I would teach would be defined by the needs of the student as determined through appropriate assessments. Assessment tools may include informal conversations, written questionnaires, formal interviews, written and/or oral tests. The key for me is to determine the student's objectives, his interests, prior training, the level of the student's ability in English, particular problem areas, and something of the student's learning style. Armed with that information, I could then teach the student English, focusing on what is necessary to the achievement of the individual's objectives. With respect to the components of English, over time, and as dictated by the referenced analysis, my lessons would address the following language systems: phonology/sounds, lexis/vocabulary, grammar, function (how the words are used in particular situations) and discourse (the way that communication makes sense beyond the individual phrase or sentence). This “in the head” knowledge would be counter- balanced by instruction in the practical language skills of listening and understanding, reading, speaking and writing. Thus far, I have described the subject of ESL/ESOL in technical terms, perhaps dry to some. However, I guarantee my prospective students that the lessons themselves will be anything but dry and dull. I will customize lesson topics and materials to provide information which is relevant to the student's individual interests, whatever they may be. Do you have a favorite sport, idolize a particular star, love the movies, enjoy reading a favorite author, like animals? If it excites your imagination (within the bounds of decency and propriety, of course), the subject is likely to find its way into a lesson. Finally, in this day and age, the internet is loaded with exceptional audio, video, visual, interactive and textual materials, specifically designed for ESL teaching. This is a veritable educational treasure trove, which I will mine for my students' benefit.
English, Reading, Writing

Other

ESL/ESOL,

ESL/ESOL

English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) are terms used (often interchangeably) to describe courses of study designed to teach non-native speakers to listen to and understand, speak, read and write the English language. “One size does not fit all” when it comes to designing and presenting effective ESL lessons to students. Appropriate lessons for a Taiwanese business owner coming to the United States for a three day conference on the latest computer technology would obviously be far different than a course of study aimed at an African teenager who has just emigrated here and is about to enter high school. Thus, the contents of the course I would teach would be defined by the needs of the student as determined through appropriate assessments. Assessment tools may include informal conversations, written questionnaires, formal interviews, written and/or oral tests. The key for me is to determine the student's objectives, his interests, prior training, the level of the student's ability in English, particular problem areas, and something of the student's learning style. Armed with that information, I could then teach the student English, focusing on what is necessary to the achievement of the individual's objectives. With respect to the components of English, over time, and as dictated by the referenced analysis, my lessons would address the following language systems: phonology/sounds, lexis/vocabulary, grammar, function (how the words are used in particular situations) and discourse (the way that communication makes sense beyond the individual phrase or sentence). This “in the head” knowledge would be counter- balanced by instruction in the practical language skills of listening and understanding, reading, speaking and writing. Thus far, I have described the subject of ESL/ESOL in technical terms, perhaps dry to some. However, I guarantee my prospective students that the lessons themselves will be anything but dry and dull. I will customize lesson topics and materials to provide information which is relevant to the student's individual interests, whatever they may be. Do you have a favorite sport, idolize a particular star, love the movies, enjoy reading a favorite author, like animals? If it excites your imagination (within the bounds of decency and propriety, of course), the subject is likely to find its way into a lesson. Finally, in this day and age, the internet is loaded with exceptional audio, video, visual, interactive and textual materials, specifically designed for ESL teaching. This is a veritable educational treasure trove, which I will mine for my students' benefit.
Geography, Government & Politics, Law

Summer

ESL/ESOL,

ESL/ESOL

English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) are terms used (often interchangeably) to describe courses of study designed to teach non-native speakers to listen to and understand, speak, read and write the English language. “One size does not fit all” when it comes to designing and presenting effective ESL lessons to students. Appropriate lessons for a Taiwanese business owner coming to the United States for a three day conference on the latest computer technology would obviously be far different than a course of study aimed at an African teenager who has just emigrated here and is about to enter high school. Thus, the contents of the course I would teach would be defined by the needs of the student as determined through appropriate assessments. Assessment tools may include informal conversations, written questionnaires, formal interviews, written and/or oral tests. The key for me is to determine the student's objectives, his interests, prior training, the level of the student's ability in English, particular problem areas, and something of the student's learning style. Armed with that information, I could then teach the student English, focusing on what is necessary to the achievement of the individual's objectives. With respect to the components of English, over time, and as dictated by the referenced analysis, my lessons would address the following language systems: phonology/sounds, lexis/vocabulary, grammar, function (how the words are used in particular situations) and discourse (the way that communication makes sense beyond the individual phrase or sentence). This “in the head” knowledge would be counter- balanced by instruction in the practical language skills of listening and understanding, reading, speaking and writing. Thus far, I have described the subject of ESL/ESOL in technical terms, perhaps dry to some. However, I guarantee my prospective students that the lessons themselves will be anything but dry and dull. I will customize lesson topics and materials to provide information which is relevant to the student's individual interests, whatever they may be. Do you have a favorite sport, idolize a particular star, love the movies, enjoy reading a favorite author, like animals? If it excites your imagination (within the bounds of decency and propriety, of course), the subject is likely to find its way into a lesson. Finally, in this day and age, the internet is loaded with exceptional audio, video, visual, interactive and textual materials, specifically designed for ESL teaching. This is a veritable educational treasure trove, which I will mine for my students' benefit.
Reading, Writing

$40/hour

Lowell B.

$40/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact Lowell