University of Rochester (BA) (History)
Rutgers U (undergrad Geology), Oregon State U (graduate Geology) (Graduate Coursework)
University of Idaho (Geology) (Master's)
I am the outdoors type, who loves the mountains, forests, lakes, and occasionally the high deserts of Nevada. Geology of Mining and Exploration brings to the curious an unending supply of problems and puzzles. I am interested in fossils, birds, fish, animals and persons. I don’t claim to know everything, or to have studied all subjects. I have had several types of jobs, yet know little about the other types of jobs. I am a Coast Guard Veteran, Alaska, and member of the American Legion. I am married 24 years, with a son studying at the University of Nevada, Reno.
In college studies, I have a bachelor's degree from University of Rochester, NY, in History with minor in Political Science; on the GI Bill I studied Undergraduate Geology at Rutgers, NJ; transferred to Oregon State University for Graduate Geology research, which I applied in a Geology Masters degree at University of Idaho. I have continued my education learning fire assay, computer programs, surveying, GIS, CAD drafting, 3D Vulcan and other useful applications.
Although not a Chemist, I have studied chemical subjects related to analyzing natural systems, such as ocean and atmospheric chemistry, freshwater geochemistry, physical chemistry, volcanic and hot-springs solution chemistry, the rare earth element (lanthanide) group, neutron activation analysis, isotope fractionation, and isotope dating methods. I have worked in a wet-chemical lab and used atomic absorption, X-ray diffraction, electron microprobe and other analytical techniques.
I have played competitive soccer with several teams of international players, coached and refereed AYSO soccer. I have judged at the Regional Science Fair, tutored students on an individual basis, volunteered in local schools by invitation, and Substitute taught K-12th grades in 36 schools in Reno and Sparks, NV. I have been active with on-the-job training.
I am the outdoors type, who loves the mountains, forests, lakes, and occasionally the high deserts of Nevada. Geology of Mining and Exploration brings to the curious an unending supply of problems and puzzles. I am interested in fossils, birds, fish, animals and persons. I don’t claim to know everything, or to have studied all subjects. I have had
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 a pre-schooler to speak clearly, the letters, words, and numbers distinctly (not 'tweny' but 'twen-ti'), and to communicate with adults and his doctor before age 5.
On invitation, I have presented to 1st, 2nd and 3rd grade classes an improvised set of motion-demonstrations, thereby introducing physics ideas void of vocabulary and math. I provided small disc magnet pairs to all, and
showed how to cause the one resting on the table to oscillate, rhythmically waging, in the proximity of the
second held in a certain way. Of course, they were eager to show the trick at home.
I have substitute taught grades K-6 in some 20 elementary schools in Reno and Sparks, NV. I had wide support from the teachers and was often invited to return. I followed lesson plans provided, yet had some opportunity to add content appropriate to the grade and subjects at hand. I enjoy working with the younger students, most of whom are eager to learn.
I have energized a 4th grade classroom to chant in cadence the 3-X table from 3 to 30, pronouncing the t's, continuing backwards to 3 and shout 'goose-egg!'. They practiced the sequence as a group, and all volunteered to go individually. A special needs child, Amanda, was eager to tell her mom, but the mother was displeased that her daughter received as many vocabulary words as the other students.
My first College degree was in History (U. of Rochester, NY.) I then joined the US Coast Guard, stationed in North Carolina and Alaska. I next studied Geology for mining and mine exploration, have a masters degree (U. of Idaho), and have worked for many mining companies and a few of the great mines. I really enjoy playing soccer, and have coached and refereed for AYSO soccer (boys and girls). I have been invited as a guest teacher in elementary schools, and a judge at science fairs. Beyond that, I am still curious and interested in learning new things.
READING – Early first-stage (K to 2nd grade)
Early reading involves saying and writing the alphabet and speaking clear letter sounds. Letters are written in upper and lower case, The alphabet contains vowels and consonants, and words may contain vowel pairs and consonant pairs.
Reading from childhood books will probably include some recitation by memory, which can be used to advantage, but is similar to using the training wheels of a bicycle.
Early vocabulary is picked up by hearing words used in context in story books and conversation. Some words or word sounds have different meanings and spellings, for example (to, too, 2, two, or ‘tue’ as in Tuesday). Small simple pictures are useful in a child's dictionary.
A learning path for K to 2nd grade might include a sequence of hearing, saying, reading, and eventually writing sentences on lined paper.
Distinct pronunciation will be useful from the start, but accents, Ebonics, Rap, texting and much slang are snares to be avoided.
READING & WRITING – Early second-stage (2nd to 4th)
Students learn about sentences, and the kinds of words (noun, verb, adjective and adverb, conjunctions, prepositions, subject, predicate, and punctuation) in sentences. These concepts can be introduced as the tutor lessons progress, and they will again be taught in the classroom.
Judging by the 2nd grade vocabulary lists I have seen on the internet, some educators have designed word lists for the grades ahead. I have culled and selected from some of these lists and provided meanings, definitions and some context (as sentence fragments).
American English vocabulary is context-dependent, and often based on a Latin or other word root. A word originally defined can infer another meaning in a new context. A dictionary will define words based on the area of study (math, chemistry, or conversation). As the student’s horizon expands, the words will gain additional meanings.
Reading will evolve into writing, and learning how to think more clearly. Success in both reading and writing will rely on acquired vocabulary. These pursuits will become an ongoing life path.
READING - Middle stage (5th to 8th grades)
By now your vocabulary has increased, depending the contributions of your previous teachers, your continued use of a good dictionary, the language used by family and friends,
and your TV and music choices.
Fifth and 6th grades are quite important for your advance to the next school where there are more issues of persons and personalities. But use the 5th and 6th to learn well. Classes are getting harder. Teachers seem smarter.
Continue to read, deciding what's good for your evolving interests. Stay curious, ask questions. Your goal is to do well in Middle School. the 7th & 8th grades.
You may discover the Thesaurus, a paginated alphabetical listing of words, referred to words of similar or dissimilar meaning or connotation. Over reliance of this help book can lead to bloated and vaguely humorous writing. The writing of poetry, the playing of scrabble, and the puzzling of crosswords are all well-served by it.
More important is to know the meaning of words in what context they are used. That comes with time and more reading. I recommend a vocabulary accelerator called Word Power.
Speed Reading and Scanning are useful when the quantity of reading exceeds your remaining time. The student looks for key words and the purpose, point and argument of a passage. Eye movement across the page is better and faster than constantly turning your neck. Hold the page far enough to view the entire width of the page. Practice reading quickly, but not just slurring over the information. Re-read the passage and see what you missed.
I have taken many high school, college and graduate-level courses in various subjects. I have met intelligent students with differing approaches to learning and studying for exams. Some students have photographic memory and in their mind see the printed text; others will study the professor and predict what to study, and some students will write out every sentence of a chapter subject to a test. I know that writing out the content of materials needing to be studied, and outlining, are effective techniques in learning a required subject matter. The more personal involvement that you impart, the more you will comprehend on that subject.
Additional aspects of study such as managing the desk space and lighting, adjusting your posture, eliminating distractions and taking breaks, also apply. Understanding that students are individuals and that subjects of study are different, my tutoring style will be to teach a good basic learning routine and path for K-6 and higher level students, which they can build upon and apply later in college.