Send Judith a message explaining your needs and you will receive a response shortly. Have you already emailed Judith or another tutor? If so, you have an account! Sign in now
If you select this option, WyzAnt will ask interested tutors to contact you by email if they are able to help. A maximum of five different tutors will email you and none of your personal information, including your email address, will be released.
Brooklyn College (Special Education)
Brooklyn College (Master's)
I am a retired state certified special education teacher with 31 years of experience in working with academically and emotionally challenged students as an English teacher. Although my students were chronologically of high school age, academically they were at lower levels. Since they were expected to pass standardized state exams (ELA Regents/RCT in Reading and Writing), I had to become adept at presenting the content at levels they could understand. Much of my success in this area can be attributed to my also being state certified in Elementary Education N-6. Recently, I began working with a neighbor's child who is 8 years old. I am finding that the conversations are a bit different from those I had with my former students, but the skills and strategies that need to be addressed are the same.
My specialties include all aspects of reading skills: decoding/encoding (Wilson certification), reading comprehension (Ramp-Up to Literacy trained), and test preparation. I have a knack for connecting with even the most reluctant students. I have compiled a wealth of methods and materials and I am always looking to learn new about new ideas. I am a retired state certified special education teacher with 31 years of experience in working with academically and emotionally challenged students as an English teacher. Although my students were chronologically of high school age, academically they were at lower levels. Since they were
Judy makes the session very engaging with allowing my son to track his progress without feeling anxious about it. She meets him where he is and guides him successful decoding new words.
My son looks with anticipation to have Ms. Judy tutor him. He seems very motivated to learn the skills he needs to become a great reader. She is a pleasant and patient Teacher who brings creative lessons and a practical system to fit each students individual needs.
Judy is a great teacher/tutor loaded with experience, sort of like the child whisperer of teachers/tutors. My son (8) was immediately connected to her and looks forward to her coming. He adores her. She makes it fun. My son's reading skills and comprehension has greatly increased. Thanks Judy!!
My son has improved this year and we owe it all to Judith. She has build my son's confidence and he is becoming more productive at school and home. We highly recommend her services to all. Thank you, Judith, for helping our son reach his goals.
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.
While working at a special education high school for 31 years, I have encountered a great many students who suffered with dyslexia. In addition to implementing specific strategies to counteract the problem (i.e. tactile stimulation, multiple repetitions, etc.), I have acquired certain materials that lend themselves to be used with these students.
I am state certified in N-6 Elementary Education. Although I have spent much of my career working with chronologically aged older children, they functioned on an elementary level. I always had to adapt any grade level materials to a lower level that they found comfortable.
I was an ELA teacher in my special education high school for 30 years. I prepared students for the Regents exam as well as the RCT exams. I always strove to incorporate reading, writing, and language usage into every one of my lessons.
For over 30 years, I have been bringing all genres of literature to life for my students in my ELA classes. My students have been able to respond to literature in various ways in class and on state exams.
I believe that proofreading is one of the most essential skills to be mastered by students. I stressed this belief and provided daily practice for my students throughout my 31 year career as an ELA/special education teacher.
I have been trained in several reading programs including Ramp-up to Literacy and Wilson Reading System. These programs battle problems in decoding/encoding and reading comprehension. In addition, I have developed my own methods and materials to promote growth in these areas. I have collected data that indicated improvement in reading skills for my students.
I attended a Special Education program at Brooklyn College, both on the undergraduate and graduate levels. These were competency-based programs and I was evaluated each term. I also volunteered with Special Olympics for 7 years. Before working for the DOE, I worked with mentally retarded/emotionally disturbed adults in a sheltered workshop/day treatment center and in a group home.
As an ELA teacher, spelling issues occurred regularly and I always paused to address them. In addition, I am a certified Wilson Reading System instructor and I worked on intensive spelling strategies as part of the program.
Having worked with students who had learning problems for 30+ years, I have learned that study skills are the key to success in all academic endeavors. I have always stressed organization and concentration as essential elements of the learning process. My students found this approach helpful when studying.
As an ELA teacher for students with learning issues, my job included direct instruction in the acquisition and usage of content-related vocabulary. I have developed strategies that enabled my students to build their vocabulary and score higher on standardized tests.