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Carleton College (Northfield, MN) (Art)
Hunter College, CUNY (Master's)
Graduate School and University Center, CUNY (PhD)
As a parent or student you are looking for a smart, sympathetic and compassionate educator who knows how to help. I have been tutoring for eleven years now. I have spent a great deal of time in school. I have a PhD in Art History, an MFA in Painting and am currently working on a MS in Communication Disorders. I have taught preschool age to Graduate School. My current focus is language disorders. I so enjoy helping individuals of all ages master reading, writing and speaking skills. I also specialize in study skills, exam preparation, portfolio preparation, college counseling, math and science.
I have post-graduate training in Wilson Reading Program, Wilson Foundations, Animated Literacy and Sounds in Motion. Using a combination of these programs plus strategies gleaned from my long professional career, I work with students who struggle with decoding, phonemic awareness, reading comprehension, and dyslexia. I have experience working with ADD/ADHD students and Autism spectrum children and have developed strategies to help these young minds focus on reading and writing.
Initial reading assessment is often important prior to creating an individual plan for treatment. Follow-up materials are provided to the family to work with the young reader between sessions. The program is tailored to meet the child’s individual needs.
Besides being a specialist in Reading for K- 12, I also tutor Math and Science for the Elementary student and Reading, Writing, and Study Skills for the High School and College Student, as well as exam preparation.
Dr. Jennifer Greetings,
As a parent or student you are looking for a smart, sympathetic and compassionate educator who knows how to help. I have been tutoring for eleven years now. I have spent a great deal of time in school. I have a PhD in Art Read more
Our son excelled in school, though he struggled with reading all through elementary and part of middle school. We always had "reading" tutors for him but none were sensitive to his problems and were never able to address them. Jennifer introduced our son, 13, to the Wilson method. Week by week he learned new methods to decode words and become more fluent in reading. It has been miraculous to see so much improvement in so few months when we are so used to our son stumbling along. My only regret is that we didn't find Jennifer years ago.
Jennifer is very focused, organized and methodical. She recognized our sons weaknesses immediately after hearing him read aloud and she set a goals and reached them with him. She was encouraging, understanding and interested in him. Although he pretty much hated reading because it was so frustrating for him, he liked and trusted Jennifer because from the very beginning she shared the tools that opened up the world of reading to him.
Jennifer worked with my son on a game that required him to order words by size; he had a blast playing and didn't even realize how much he was learning!
Jennifer really wants to collaborate with us in helping Nicky to do better in school. She takes an active interest in what his homework is and wanted to see all the testing we did with our son. Its a relief to have her on our 'team'.
Jennifer did a fantastic job of helping our 10 year old organize his thoughts on two essays for middle school applications. He was very frustrated working on it at home and the tutoring environment and Jennifer's calm, effective approach gave him the structure and support he needed to power through both an essay about himself for ICE and a topical essay for Poly Prep.
He was able to easily complete both essays at home without tears using the clear outlines Jennifer helped him to create in his own words.
Jennifer is always very patient with my children. Her lessons are tailored to each child's needs. She enhances their strengths and works on areas of academic need. I would recommend Jennifer to parents looking for a caring and skilled educator to help their children.
Jennifer is not just a tutor -- she's the instructor that you want in the classroom teaching your child. She has a knack for bringing out the best in children. She was extremely gentle and patient with my eight year old son who because of a speech and language deficit, struggled in ELA. She tailored her lessons in a way that always grasped his attention and helped him retain information. I was pleasantly surprised when he was able to explain what they had worked on at the end of each session because he had never been able to do that prior to his sessions with her.
She incorporated art and interactive activities that made the sessions more meaningful to him. After his first session with her (and a scoop of ice cream), he exclaimed that he had the best day ever! When we missed a session he expressed disappointment and communicated to me that he missed her. With her, learning wasn't a chore as it had been in the past.
She's very thorough and even went as far as connecting with his teachers during the school year so that she could gain a better understanding of what his needs were.
What more could you ask for in a tutor?
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 tutored students diagnosed with Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder for a number of years. In graduate school we examined ADD/ADHD through a neuroscience perspective. In the classroom and tutoring my approach is more concrete-- to create an education plan for each student that takes into consideration their specific needs. The plan may include a multi-sensory approach to learning, self-regulation/monitoring techniques, and integration of physical movement.
Instructional modification is the cornerstone of helping students with ADD succeed. I keep the lesson objectives very clear. I encourage the student’s involvement throughout the lesson. I plan lessons using hands on activities and manipulatives. Being enthusiastic and varying the tone of my presentation help to keep the students attentive and involved. I break the main lesson down into manageable chunks that are reinforced with mini-assignments. I do not believe that constant repetition of a task is the right approach for an ADD or ADHD student. Once they have mastered a skill I move on. This strategy helps to hold and keep their attention and moves at a pace right for the student.
Because many students with ADD struggle with organization, it is important to spend some time helping the student develop learning strategies. Organizational strategies are a must for students with ADD/ADHD. I help my students get in the habit of making reminders for themselves of what they need to do, using such strategies as assignment sheets, daily schedules, and "to do" lists. I teach older students how to take notes from both oral presentations and textbooks. I help my students form lists of the main ideas or concepts. I have a number of graphic organizers I suggest as templates that have been useful to my students over the years.
I am also willing to meet with the teacher or with the parents and the school to help advocate for the student if needed. We now know a number of strategies that assist the ADD/ADHD student in the classroom, such as a seating position that helps to limit distractions or directions presented in both an oral and visual way or clear daily routines that guide the child. There is much that can be done to enhance a child's learning experience.
I have a PhD in Art History from the Graduate School and University Center, City University of New York. My majors are Modern Art and American Art with minors in Renaissance Art and Asian Art. I also have an MFA in Painting and Drawing from Pratt Institute. I have worked as an Assistant Professor for eleven years teaching American Art at School of Visual Arts and History of Modern Art, History of Communication Design and History of Illustration for Pratt Institute. Plus I have lectured for the general survey courses from Cave Art to Contemporary Painting and Sculpture for Hunter College. My work in the field includes posts at The Brooklyn Museum, Museum of Modern Art and Morgan Library. I have curated several exhibitions on Modern Art and organized a number of symposiums in the field of Drawing. My strengths include research, art historical writing, editing, note taking, and exam preparation. I have prepared high school students for the exam in AP Art History and tutored both under graduates and graduate students in Design History, and European and American Art from the Renaissance to today.
I have been working with Aspergers Syndrome children and adults for a number of years. Many are teenagers that also struggle with attention issues and hyper-activity, which prevents them from focusing for longer periods of time. I have a number of strategies to increase the ability to focus that I teach my students. In my tutoring sessions I help students not only academically but also with social skills, such as understanding facial expressions and non-verbal cues. For a number of the children I tutor I arrange small group sessions for children struggling with peer relations and developing social skills to allow them to practice their communication skills.
As an educator, I have spent the last 6 years working with special needs children. I have helped many students on the Autism spectrum. My interest in Autism and other developmental problems in children has taken me back to school to study communication disorders, specifically language disorders in children on the spectrum. (I am working on a Masters degree.) My tutoring practice has specialized over the years in children on the autism spectrum, including Aspergers, sensory integration issues, PDD and ADHD.
I have been counseling adults changing jobs and students starting their careers in many fields for nearly 20 years. I have trained individuals in the banking industry, non-profit, arts, advertising, public relations and education fields. I can help you set tangible goals, and ways to assess your achievement. I can also assist with writing and editing your resume and helping you prepare for job interviews.
I taught art and art history at the undergraduate and graduate level for eleven years and served on college entrance committees during that time. With years of experience in number of academic fields, I would be able to help you with regards to College Counseling. Since I know what universities and colleges desire in a prospective student, I can assist with writing essays for entrance applications, as well as organizing your materials in concise and flattering manner. Also, I have helped a number of students prepare for their college entrance exams. So if you have a dream to go to college or graduate school, gather your information and I can help you put it together into an excellent package that will appeal to the entrance committee.
I have an MFA in Painting with a minor in Drawing from Pratt Institute in Brooklyn NY. I have taught drawing in the classroom and studio settings for 15 years for grade school, middle school, high school and college.
I have been working with students that suffer from dyslexia over the last six years. My interest in working with dyslexia and other language processing disorders has prompted me to go back to school to obtain the skills and degree, Masters of Science in Communication Disorders, to more fully help this population. I have been trained in teaching phonics and phonological awareness skills which greatly improves dyslexia. I have also been trained to provide an in-depth assessment, such as the Comprehensive Test of Phonological Processing (CTOPP), which will help to determine the student’s present level of functioning and set appropriate goals. I teach rhyming—identifying and manipulating these words in sentences, counting syllables, sound-matching, identifying initial phoneme (the smallest unit of sound that imparts a distinction in meaning) in a word, identifying final phoneme in a word, identifying the medial sound in a word, discriminating (same or different) words and phonemes, blending and segmenting syllables. These are all skills that a dyslexic will often struggle with. I can help improve your child’s reading and spelling. I draw from a variety of programs, but I particularly like the Wilson Reading Method. Their Fundations Program works well with young children and the Just Words Program is excellent for older children to adults.
I have over twenty years’ experience working with elementary students. I started out teaching art in both grade school classroom and museum setting. My expertise in recent years is helping children with reading and writing skills. I am completing a third Masters in Communication Disorders and largely went back to school because I was working with a significant population of children on the Autism spectrum with a variety of language difficulties that manifest themselves in an academic struggle with reading and writing. I am also finding a high percentage of dyslexia with the students I tutor. I have learned to assess and provide remediation for a number of reading and writing disorders. I also tutor elementary math and science.
Part of my mission is to help children develop good study habits and executive function skills that will serve the child throughout his/her academic career and indeed the rest of his/her life. I have worked one on one and in small groups for the last eleven years. I enjoy helping both ends of the spectrum, the student who is struggling and the student who is advanced or gifted and needs additional stimulation and everyone between. I am comfortable working with students with a range of needs, from autism, ADD/ADHD, learning disabilities, and any reading issues.
Through my experiences teaching special education students, I have gained insight and knowledge to assess strengths and weaknesses and create an individualized plan to help each student succeed. In addition, the classes I have taken pertaining to special education have taught me many different ways to empower learners to work through their difficulties to be their best. I find pulling from a variety of programs for the specific needs of a student works best. I have had training in Orton-Gillingham, Wilson Reading Method, including Fundations and Simply Words, and Animated Literacy, for writing I turn to the work of Lucy Calkins. In Math I draw a great deal from the work of Marilyn Burns and also like to use TouchMath with my students. Because I am working on a Master’s, I am very familiar with the most recent techniques and standards used in education. From my years of tutoring I have an extensive knowledge of what is being taught in both the public and private schools for the elementary curriculum.
I have been tutoring math for the last five years for elementary and middle school aged child.
I have taught in an after school elementary science program for the last five years.
I have taken a full year of Rhetoric in college to be the best writer possible. These skills I learned in school and in the professional world about good persuasive writing and grammar I teach to children and adults.
I have an MFA in Painting from Pratt Institute, Brooklyn, NY and have taught painting for the last 15 years to children and adults.
Phonics is a method of teaching reading and spelling by first teaching the letter sounds and then the blending of those sounds together to achieve full pronunciation of words. I have completed training in several different phonics based programs, such as the Wilson Reading Program, Orton Gillingham, and Animated Literacy. I teach reading through a combination of methods, gearing each program for the individual’s learning style. I also have developed my own curriculum for beginning readers using Drawing to Learn to Read and Write. I find a multisensory approach is extremely important for any learner, but particularly learners suffering Dyslexia, ADHD, or Autism.
It is not only important for young children to be aware of the individual phonemes or sounds in a word, but also older children and adults as it is the basis of spelling. By knowing letter names and their corresponding sounds, children can read beginning leveled texts. After students know their letter sounds and names I progress to teaching the 6 syllable types and syllable division rules. The 6 syllable types are closed, open, vowel-consonant-silent e, r-controlled, consonant-le, and vowel pairs. This knowledge assists in accurately reading and spelling multisyllabic words.
As part of my Master’s Degree, I studied linguistics. I have taken classes in the development of language, syntax, semantics, linguistics, and phonetics . Phonics and phonemic awareness are foundation skills for decoding words. I found that a focus on phonics reduces the time needed to learn to read. The students who use phonics improve at a much rapid rate and they enjoy their lessons. My students consist of beginning readers (4 to 6) emerging readers (6 to 9) and fluent readers learning to spell or wanting to increase their reading speed (9 to adult). I also specialize in special needs students, ESL students from all countries around the world, and adults who are learning to read for the first time. With a phonics approach the success rate is excellent and my students look forward to their lessons, because they are fun.
I have taken several courses in the Wilson Reading Program. A program for beginning readers up through high school. The reading method is designed to help children who are struggling because of delexia or other learning difficulties. The Wilson Method helps improve fluency and comprehension.
I have six years of experience tutoring students for the English Language Arts and Mathematics Regents exams for grades 3-12. I work to reinforce and expand on what the student is learning in classroom so that the child is fully prepared for success on the exam. I use current textbooks approved by the state, as well as practice material from previous Regents exams. I like to work in conjunction with the student's English and math teachers, to fully support the child and keep them on track and challenged.
Throughout my career I have worked extensively with adults and children who have voice, speech and language difficulties, including articulation disorders and language delays. My course work for my Masters of Science is devoted to the understanding of the speech mechanism and comprehending the process of language production. I teach articulation to help with speech impediments and accent reduction. My teaching method is based on learning the fundamentals of phonetics and identifying subtle changes in sound formation. This promotes clarity, improves articulation, and enhances efficiency in communication.
I can assist the child or adult in improving pragmatic or non-verbal communication, as well as expanding syntax and semantics for clearer verbal communication. Helping clients organize their thoughts and work on phrasing and emphasis leads to the development of effective and persuasive communication. Through interactive sessions, exercises and games (for the younger client) you will accomplish your speech goals.
I am well versed in study skills having completed two masters degrees and a PhD. Study Skills are critical to school success. I can help students tackle the process of organising and taking in new information, retaining that information and assessing if they learned the information. I help establish good reading and concentration techniques, effective note taking, the ability to summerize and use key words to help condense information and memorization techniques such as mnemonics and visual imagery.
Jennifer H. passed a background check on 4/17/13. The check was ordered by another user through First Advantage. For more information, please review the background check information page.
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