Trinity College, Hartford, CT (English)
Teachers College, Columbia University (Master's)
If your middle school student is struggling with creative or non-fiction writing, grammar, reading comprehension, vocabulary, study skills, standardized testing or any other aspect of his or her language arts instruction, this middle school English teacher would be happy to help!
I have been a fully licensed middle school English teacher since September of 2004. I have a BA in English from Trinity College and a Master's degree in the Teaching of English from Columbia University's Teachers College. I also earned National Board Certification in Early Adolescent English Language Arts in 2009. I taught 7th and 8th grade English and social studies in the New York City public school system for seven and a half years.
I am currently taking time off from the public school classroom to be at home with my four-year-old daughter and one-year-old son. While I am absolutely enjoying my time at home with them, I do miss the classroom. There is a particular thrill that all teachers feel after they help a student understand a concept for the first time. That thrill is magnified when the teacher knows that a student has been struggling with a skill or concept for some time. I miss being able to work with a classroom of students and their parents to help them achieve their goals. Now, I am happy to be putting all of my training and knowledge from the classroom to good use as a tutor.
During my years as a teacher, I worked with a variety of students. From honors students to struggling learners to students with IEPs, I made sure that every child in my class got the appropriate attention and feedback he or she needed. Because of my background in public education, I have a variety of teaching techniques ready to reach students of all learning styles. I will speak to students and their parents to get a sense of how they learn best and what areas of study are most challenging. Then, I will be able to differentiate instruction to that student's unique needs. If your middle school student is struggling with creative or non-fiction writing, grammar, reading comprehension, vocabulary, study skills, standardized testing or any other aspect of his or her language arts instruction, this middle school English teacher would be happy to help!
I have been a fully licensed middle school English
Amy has been tutoring my children for the last two years. She keeps the lessons interesting for the kids. She always goes out of her way to help.
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.
With over seven and a half years of teaching English in a middle school classroom, I feel confident that I can help students improve their reading and writing skills. From my work in college as an English major, to my graduate degree work in the Teaching of English, to my pursuit of National Board Certification in Early Adolescent English Language Arts, I have always been devoted to the subject of English and to helping students develop a comfort and understanding for the subject I love.
Students are expected to use standard English grammar in their writing for school. Points are usually deducted for incorrect use of grammar. Yet, few English classes devote time to grammar instruction, and many students are mystified by the red circles and proofreading marks their teachers put on their drafts. I have always worked to make the rules (and exceptions to the rules) of English grammar very clear to my students. I use easy to follow lessons, clear examples, and lots of practice handouts on proofreading to help students feel comfortable and confident enough to tackle proofreading their own work for grammar.
As an English teacher, it is probably no surprise that I am a voracious reader of literature. While I have always enjoyed discussing the themes, conflicts, and figurative language authors use, I know this is not always an easy or enjoyable task for younger students. My work with middle school students has helped me devise a number of techniques for helping reluctant readers to embrace great works of literature and to feel more comfortable with authors' literary devices.
In addition to my experience as an English teacher, which involved proofreading all of my students' papers and projects, I have a great deal of proofreading experience from my time as an editor on my college's newspaper staff. I have used a variety of graphic organizers and other techniques to help students proofread their work before handing in final drafts. I also have great resources and handouts for practicing editing with students.
Students often have difficulties focusing on assigned reading. As a teacher, I worked with avid readers, reluctant readers, and struggling readers to help them better organize their thoughts and reactions to the works they read. I use pre-reading exercises to help students prepare for the reading task ahead of them, reading exercises to help students when they hit trouble areas in a text, and post-reading activities to help students make sense of what they just finished reading.
As a middle school teacher for over seven years, I have seen my fair share of exploding backpacks, overstuffed folders, and notebooks missing pages. I have also heard my fair share of complaints from students about not knowing what to study for or how to study. I always made my assignments and grading policies as transparent as possible by helping my students learn to focus on what to study for, how to study, and how to stay organized. My graphic organizers, outlines, study skills, and tips for organization will definitely help students have command of their study materials and feel confident on the day of the test.
Vocabulary study was always an important part of my English classroom. I review parts of speech with students; in order to successfully use a dictionary definition to help write a sentence with a new vocabulary word, a student must be comfortable with the different parts of speech. I also teach context clue strategies to help students define unfamiliar words that pop up on assigned reading and standardized tests. In addition, I have activities that will help students memorize and feel comfortable with new vocabulary words.
For over seven and a half years, I have been working with middle school students to improve their writing. In that time, I have amassed a large number of lessons, handouts, graphic organizers, and techniques to help students brainstorm, draft, revise, and edit fiction, non-fiction, and poetry. The writing work I did in my classroom was even chosen by university researchers to be included in a study of successful teacher practices.