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J B.

Albuquerque, NM

$75/hour

Sp. Ed., Dyslexia, Wilson Language, Reading Specialist, K-12

In-person lessons
5.0 average from 1 ratings

$75/Hour


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Fort Lewis
Interdisciplinary St
UNC
EdD
unm
Master's

Education

Fort Lewis (Interdisciplinary St)

UNC (EdD)

unm (Master's)

About J

I have a level 3 NM K-12 Special Education license and a level 3 NM K-8 Elementary Education license. My 20 years of teaching experience has allowed me to work with students from a variety of backgrounds. I work intensively to improve English communication skills through computer assisted instruction, reading activities, and explicit phonics instruction (thanks to my certificate in Wilson Language instruction).

I consider myself a lifelong learner. I am constantly reflecting on my work (thanks to my National Boards Certification). I consistently collect data, review student progress and find ways to increase student success. I use current research and information obtained from research to determine how I can best help my students. By the end of my work with any student, I am able to prove that receptive and expressive language skills as well as overall academics have greatly improved.

I can tailor learning to your style making it fun and beneficial by tapping into how you learn best.
I have a level 3 NM K-12 Special Education license and a level 3 NM K-8 Elementary Education license. My 20 years of teaching experience has allowed me to work with students from a variety of backgrounds. I work intensively to improve Read more

Policies
Cancellation
24 hours notice required

2 hours per week $60 hr 3 hours per week $50 hr

Travel Radius
Travels within 10 miles of Albuquerque, NM 87122
In-person lessons
Math:
ACT Math, Algebra 1, Elementary Math,
Geometry, Prealgebra, Trigonometry
English:
ACT English, ACT Reading, English,
Grammar,
Reading,
Vocabulary,
Writing
Test Preparation:
ACT English, ACT Math, ACT Reading, Common Core,
GED

Approved subjects are in bold.

Approved subjects

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.

ADD/ADHD

I am National Board Certified in Special Education.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.
I have lesson plans tailored to ADD/ADHD through these years teaching. I have done extensive research to how someone with ADD learns best. Using brain based research someone with ADD/ADHD learns best in 5 minute segments with a short break. They also learn best when movement is incorporated into the educational process. I am not someone who thinks that meds are the answer to solve this problem. Teaching the student how to function and cope with the problem is key.

Aspergers

I am National Board Certified in Special Education. I have a Level 3 New Mexico Special Education k-12 teaching certificate. I have 8+ years teaching special education for the public schools.
How I manage a student with Asperger's:
1. I operate on “Asperger time.” This means, “Twice as much time, half as much done.” Students often need additional time to complete assignments, gather materials, and orient themselves.
2. I manage the environment. Any change can increase anxiety for a student with Asperger Syndrome. I make an effort to provide schedule consistency and avoid sudden changes.
3. I create a balanced agenda or a visual schedule that includes what daily activities we will be doing. I monitor and restructure the schedule as needed.
4. I share the agenda. Students have difficulty distinguishing between information that is essential and information that is not. Thus, it is important to state the obvious. This helps students understand the meaning behind my actions.
5. I simplify my language. I am concise and speak at a slow, deliberate pace. I am clear and specific when providing instructions.
6. I manage change of plans. I have backup plans and share them in advance. I prepare them for change whenever possible.
7. I provide reassurance. I provide feedback and reassurance frequently so that the student knows he or she is moving in the right direction or completing the correct task. I use frequent check-ins to monitor student progress and stress.
8. I am generous with praise. I find opportunities throughout the day to tell the student what he or she did right. I compliment both successes and worthy attempts at success. I am specific with my words so that the student knows why I am providing praise.

Common Core

I am a certified Wilson Language Program instructor.
I am published on TPT for my common core curriculum mapping for an entire year in every subject area.
I am Nationally Board certified pre-k to 22.
I am level 3 New Mexico Licensed teacher for elementary education.
In order to attack the common core you must first focus on a specific target standard. Then you tie all the activities you can to that standard. I will often pre-test before we attack the skill with the set activities. I will then post test to prove that the skill has been mastered by the student before we move on to the next standard.

Dyslexia

I have a Level 3 New Mexico Special Education k-12 teaching certificate and National Board Certified in Special Education. I have 8+ years teaching special education for the public schools. I am a Wilson Language Program instructor. And I attend the International Dyslexia Association conferences and Davis Dyslexia Program.

Elementary (K-6th)

I am National Board Certified. I have a Level 3 NM Elementary Education k-8 certification. I have 15+ years teaching k-5 for the public schools.

Elementary Math

I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.
The way I teach math:
1. I teach a limited number of math facts at a time.
2. I only add more facts to learn as the previous set has been mastered.
3. I only allow cumulative practice.
4. Mastery = automaticity. Practice makes us better.
5. We set realistic, individual goals.
6. I set a routine for daily practice sessions.
7. I set a routine for corrective feedback during practice.
8. We celebrate success.

Elementary Science

I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.
They way I teach science:
1) I design my course from back to front, i.e., start with what students should be able to do at the end of your course (Think critically? Understand the energetics of a biochemical reaction?). Then I write my curriculum backwards from the last week to the first week.
2) I expect my students to learn more than facts.
3) I post “messy” problems for students to solve.
4) I expect students to talk, write, and collaborate about what they have learned.

English

I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.
Methods I use to teach English:
1. Metacognitive Development: Providing students with skills and vocabulary to talk about their learning. 2. Examples: self assessments, note taking and studying techniques, and vocabulary assignments.
3. Bridging: Building on previous knowledge and establishing a link between the students and the material. Examples: think-pair-share, quick-writes, and anticipatory charts.
4. Schema-Building: Helping students see the relationships between various concepts. Examples: compare and contrast, jigsaw learning, peer teaching, and projects.
5. Contextualization: Familiarizes unknown concepts through direct experience. Examples: demonstrations, media, manipulatives, repetition, and local opportunities.
6. Text Representation: Inviting students to extend their understandings of text and apply them in a new way. Examples: student created drawings, posters, videos, and games.
7. Modeling: Speaking slowly and clearly, modeling the language you want students to use, and providing samples of student work.

Grammar

I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.
I teach grammar by:
1. Using it during the revising, editing, and proofreading phases of the writing process.
2. Using terminology for describing and explaining sentences, not for writing and reading them.
3. Guiding students through activities in sentence combining, sentence expanding, and sentence manipulating.

Handwriting

I am National Board Certified.
I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
There are three components to handwriting, whether a child is learning to print or write in cursive: correct letter formation, uniform letter size, and uniform slant. Children should focus on one objective at a time-first, correct formation, then size, then slant. Have them work on several, but not all, letters, forming letters and then words. Once assigned letters are formed correctly, emphasize uniform size-lower case letters consistently half the size of upper case letters, but continue to require correct formation. Then add uniform slant, again, while continuing to require children to maintain the correct form and size already accomplished. Follow this procedure as you add new letters, words, and sentences. When practicing single letters, require the same even spacing as you do between whole words. It helps young children to use a Popsicle stick or some other tool that can be placed on the paper for uniform spacing. (Using one or two fingers is often suggested.) Check slant by drawing a straight line through center of each letter-top to bottom (not left to right). All those lines should be parallel if slant is uniform. Printing may not require this check if letters are formed correctly. Cursive writing, however, often appears sloppy simply because all letters do not slant uniformly. The lines you draw through the letter should look like this: / / / / or slant a bit more to the right, but not be a mix: / l / \. Ultimately, handwriting is just like personality. Everyone is different. Embrace those differences. It just needs to be legible, not perfect.

Phonics

I am National Board Certified.
I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am Wilson Language Program certified.
Phonics instruction in the Wilson programs is explicit and systematic. Students are directly taught the letter–sound correspondence in the written form of the English language. This aligns with recent research demonstrating that students in the primary grades make stronger gains when provided with direct phonics instruction as compared to incidental phonics instruction that is not clearly defined and explicitly taught (Stuebing et al., 2008). The same is also true of students with reading deficits (Mathes et al., 2005; Torgesen et al., 2001). Wilson also aligns with a synthesis of research studies demonstrating that interventions with the largest impact on students with reading disabilities or struggling readers were those that emphasized both phonics instruction and provided opportunities to apply phonics skills when reading connected text (Wanzek & Vaughn, 2007).

Reading

I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.

Special Needs

I am National Board Certified in Special Education. I have a Level 3 New Mexico Special Education k-12 teaching certificate. I have 8+ years teaching special education for the public schools.

Spelling

I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.
Using the Wilson Language System I teach explicit instruction that tailors to expressive and receptive language skill enhancement.
I follow a 10-part lesson plan during each WRS session. The WRS Lesson Plan is organized into three blocks, each approximately 30 minutes in duration.
Block 1: Parts 1-5 emphasize word study.
Block 2: Parts 6-8 emphasize spelling.
Block 3: Parts 9-10 emphasize fluency and comprehension.

Study Skills

I am National Board Certified. I have a Level 3 New Mexico Elementary Education k-8 teaching certificate. I have 15+ years teaching elementary education for the public schools. I have a Level 3 New Mexico Special Education k-12 teaching certificate. I have 8+ years teaching special education for the public schools.

Vocabulary

I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.
1. Create student-friendly definitions.
Student-friendly definitions include a subject and an action, rather than a vague infinitive. For example, take a verb like starve, which is defined as "to suffer or die from not having enough food to eat." Rather than sharing that definition, change it to include a name, an action and a time.
2. Use current events, events around the school, or pop-culture events that are familiar to students when describing the word. For example, you could say, "Students were starving that day last week when the cafeteria ran out of food."
3. Create their own word dictionaries. Create personal word dictionaries.
4. Act out or have groups of students act out the meanings of words. This creates a kinesthetic memory and often a humorous situation that students are likely to recall. For starve, a student might grasp his or her stomach and then fall to the floor.
5. Assign words.
6. Describe common situations in which each word could be used.
7. Explain casual versus formal usage of words. For example, there is a difference between saying, "Some people in Haiti were starving after the earthquake," and "Lunch isn't until noon, and I'm already starving!"
8. Students use each word in a sentence to demonstrate how the word is used in daily speech.
9. Students review the definition

Writing

I have a Level 3 New Mexico Elementary Education k-8 teaching certificate.
I have 15+ years teaching elementary education for the public schools.
I am a certified Wilson Language Instructor.
I have a Level 3 New Mexico Special Education k-12 teaching certificate.
I have 8+ years teaching special education for the public schools.
When teaching writing I:
1. Encourage the view that writing is a tool for learning and inquiry, not solely a vehicle for presenting a performance to be evaluated.
2. Assign informal writing exercises, such as journal entries on weekly readings and written responses to discussion questions.
3. I try to point out strengths (not just problems) in students' drafts, so as to encourage them in their work and to help them identify a solid basis upon which they can build.
4. I don't overemphasize correctness and grammar, especially during early drafting.
5. I don't overwhelm students by commenting on all their weaknesses at once. Focus on the main problem first.
6. We dissect and discuss their writing on an individual basis. Working on one skill at a time to build up their writing.

Fort Lewis
Interdisciplinary St
UNC
EdD
unm
Master's

Education

Fort Lewis (Interdisciplinary St)

UNC (EdD)

unm (Master's)

Hourly rate

Standard Hourly Rate: $75.00

Cancellation: 24 hours notice required

2 hours per week $60 hr 3 hours per week $50 hr

Travel policy

J will travel within 10 miles of Albuquerque, NM 87122.