I take time with my scholar in portraying the work to him/her. While explaining the work to the student I will model the lesson for him/her then; I will ask the student do you understand what have been explained to you? If the student says yes, then; I will ask him/her to please explain it to me. For approximately six years I have taught

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Miss P. is a wonderful tutor. She takes her time and explains all the things she is doing so that my son understands what she is doing. She is great with kids if you are looking for a tutor with a great personality for kids to keep them upbeat and concentrate on the work she is the one for you. My son sits for 2 hours and does all the work she asks of him. She is strict, she is fun, she is caring but she gets the job done. After the lesson she goes over what she did with the student with the parent.

I love that she very patient with my granddaughter. She plans out her lesson plan and I love that about her. She doesn't let my granddaughter move on until she has mastered that assignment. She doesn't just stay on one assignment, she goes back and forth with different lesson plans. I like that because my granddaughter is easily bored and tends to lock up. My granddaughter loves her.

Alice is amazing! Not only is she a great tutor but she is a wonderful and kind person. She is loving and supportive. My daughter started the school year in danger of failing but now, for 2 quarters in a row, she has received the meritorious honor of most improved. I don't know if we could have done it without her!

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Multiplication is another topic that I have taught in (Elementary-3rd grade). Last year, while helping this student do his homework, I noticed he did not know his Time Tables. So I wrote his multiplication tables from 3's to 9 tables in his math book. I gave him some easy multiplication problems to complete so I could see where his problem was. After correcting his answers which all five were incorrect, I asked him to explain to me how he got this answer. Well, he tried to explain how he got the answer but it didn't make any sense. So I showed him how to multiply by adding. ex. if you want to know how much is 7x6 all you have to do is add "7" 6x, like this: 7+7+7+7+7+7=42; so now you know 7x6=42. After showing him this concept for about 3 more sessions with different numbers he finally was able to master his multiplication table and he was so excited about just doing multiplication only!

He also had some difficulties in adding numbers such as two digits. ex. 9+6, this is how I explained adding to him, keep the bigger number in your head and hold up the remaining number of fingers. ex. 9 is in your head, now just hold up 6 fingers and start counting the next number that comes after nine which is 10, 11, 12, 13, 14, and 15. Now you know 9+6=15. Teaching is what I do and I enjoy every bit of it!

When I am teaching Phonics I read the directions thoroughly because I want my student/s to understand what he/she or they have to do. I take all the time I need on that lesson with my scholars so they can understand the concept. It's all about the student understanding what he/she/or they are doing. For example: "Beginning Sounds" I will show multiple pictures to the student/s with the same beginning sounds and maybe one or two pictures with a different beginning sound just so the student can hear and differentiate the different sounds. I will always model the lesson to the student/s first. Next I will have a student to come to the front of the class and model it for his/her peers. Then I will have two students to come to the front of the class and one student will be the teacher and the student who is being the teacher will model the lesson to the other student. When the students can model the lesson that I have explained to them to each other then I know they understand the concept of beginning sounds. Once the Beginning Sounds have been mastered by the students then I can move on to introduce another topic.

When I am working with children who have Special Needs, I take more time to complete a lesson. Completing a lesson doesn't mean anything if my children do not understand what has to be done. The children with these special needs are just as intelligent, bright, and smart as the General Ed children and that's how I treat all children. I am a person with enduring patience, if most of my children understand a concept and one or two do not, I will have the stronger student in the class to explain or help the weaker student because children sometimes learn from each other more than they would the teacher. Back in 2003 I was working with this little girl who had special needs and she worked on the topic Long Vowel Sound "a" and Short Vowel Sound "a" for approximately two weeks, but it was okay with me because I was determined she was going to learn the difference between long "a" and a short "a" sound. Although it took her two weeks to understand the concept of why a letter is Long or why a letter is Short, she did learn. She took a test with one of her other teachers and she passed her test. I was so proud of myself.

On another occasion, I had another student who had special needs also. His reading was at a level 1, it took him a little longer to grasp how to comprehend his reading. So I worked with him on ELA and spelling for approximately four weeks straight. Yes, he was unhappy to see me but he went from a level 1 to a level 4. His aunt worked at the same school the little boy went to and the aunt new his teacher and the teacher told the aunt that her nephew has improved so much with his reading, that every time she see him she is looking at his tutor, this is what the teacher stated the the little boy's aunt. When the aunt told me what the teacher had stated to her I was so overwhelm with joy in myself.

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