Hartwick College (English BA)
It's the rare student who doesn't find difficulty in one subject area or another during their educational experience, and that applies to pupils of all ages. I have been teaching and tutoring for nearly 10 years now, for public and private schools, BOCES and special needs students, from K to post-college grads. This "second" career followed 20+ years as a federal labor investigator, which involved considerable outreach/education in gov't. policies and services for bilingual audiences, and I took classes to enhance my own ability to speak and write in Spanish. Regardless of whether I am teaching or tutoring students with learning issues or those needing some supplemental direction in a challenging subject area, starting a book report/prepping for an exam, my style has been patience and creativity, as well as a foundation of positive reinforcement. This approach has been as important as the firm knowledge of the subject matter being studied. My active interest in education began with my own son, who was diagnosed with ADHD and learning disabilities related to dysgraphia, a somewhat uncommon writing disorder. Much of my own child's progress depended on my advocacy for his educational rights, a lot of research, and support of tutors as well. He became a naval air traffic controller, and recently graduated college. Phew!
I graduated with a BA in Language Arts, and minored in Science--geology and biology. My other specialties include Spanish language, both reading, grammar, writing, translation, conjugations; Global and US history; American Gov't. I took additional college level classes locally in Anatomy and Physiology, as well as 2 classes in Spanish to get more up to date. I intend to do so in math and chemistry as well. Vocationally, I have taught horsemanship, dog obedience, golf, and had a gourding craft studio--I know, very eclectic! but my interests have always been varied, and pursuing them, meeting folks from different venues has been an integral part of my own personal growth and knowledge.
I would be glad to provide a list of parent references whose students' work improved from one-on-one tutoring with me. Don't hesitate to call for a consultation which will cover you or your student's problem areas, and techniques to improve academically. I must add that I believe that a sense of humor helps the learning process, and allows us to enjoy the effort. I will include in the tutoring session(s) as much review materials and graphic, visual, and note-taking elements as will enhance the learning process.
The hourly rate can be reduced for lesson packages or regular tutoring sessions. Thank you for reading my profile, and I wish you lots of success with your efforts. It's the rare student who doesn't find difficulty in one subject area or another during their educational experience, and that applies to pupils of all ages. I have been teaching and tutoring for nearly 10 years now, for public and private schools, BOCES and special needs students, from K to post-college grads. This "second" career followed 20+
I would be pleased to offer an additional discount for tutoring a sibling, friend or relative either at the same time, or pre-post the scheduled session.
Nancy L. is a rare gem in the world of teaching. Not only does she have a wealth of information, she has a way of presenting it to suit the needs of the individual student's learning style. She is exceptional in regents, prep and test taking skills. She is accommodating and fair. My daughter loved her! She goes above and beyond her role as a tutor. A real find.
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.
As the parent of a son whose neurological testing confirmed the diagnosis, I made a commitment to study everything available to help him navigate the public school/special education system so that he could be successful in his educational endeavors. My son's experience and that of the many students I have tutored over the years confirms that the schools need to do more for these students than they have. ADD can significantly differ from ADHD to an extent that the two conditions should not be considered synomomous. Additionally, the hyperactive component is often outgrown as the child matures. What often links them is the fact that up to a third in each category will have concurrent learning disabilities. In my son's case, dysgraphia has been a lifelong struggle, although he has mastered the writing impediments with a lot of time, patience, one on one tutoring and effort. I firmly believe that each child can succeed academically with the intervention and cooperation of the home, school and medical team working in tandem to a common goal.
I have tutored and subbed extensively in biology, and completed 4 credits in A&P at OCCC with a great professor. I retain a sharp interest in the subject and current data and also have all of my original notes and texts. I look forward to sharing what I've learned in my favorite subject.
I have tutored several students in the BOCES program who were diagnosed with autism. One student was "pervasively" autistic while the other was diagnosed with Asperger's Syndrome. My approach in both cases was "holistic" in the sense of incorporating art medium with the math and language component, as well as playing music. Establishing a rapport based on the students' interests and cognitive abilities is foremost in all teaching modalities, and is without exception with autistic learners. My tutoring was ineffably enhanced by working with these 2 exceptional individuals.
Learning disabilities like dyslexia are often and broadly diagnosed as neurological disorders in the processing of information crucial to mastering language skills. The array and degree of difficulty includes writing and interpreting/decoding the symbols which comprise language--be it written, read, or oral. Up to a third of my students as a public school tutor had some degree of reading impairment. I have studied Orton Gillingham, "Hooked on Phonics" and methodologies/techniques applied successfully by Dr. Thomas Rasinski. These all include the following: identifying and rote practices for recognizing/using the 44 sounds in English; identifying students' processing issues (beginning, last sounds, consonants, combo vowels (ea, ou, etc.); Breaking down by syllable, oral/chorus reading, rhyming practice to expand sight and word recognition, iambic poetry aloud for oral/mental adaption of rhythm and cadence; grammar by sound,example, writing by distinct interest topic, finish sentences, filling in the blank exercises. These are among the successful techniques I have used with students and my own LD son.
I was employed as a full time home tutor for the Middletown NY public school district for 6 years. I tutored elementary level students in all subjects, including ESL and math. I was assigned the most difficult cases by the program director, several of whom had severe behavioral/medical issues (ADHD, bipolar disorder, pervasive autism, Asperger's Syndrome). I specialized in teaching reading/writing using phonics as the foundation, and worked with school specialists as needed to enhance all aspects of teaching at the pre-K to 5 level.
I have had experience in tutoring students in learning English as a second language; my methodology includes the review of words that each language that have common latin/greek origin, and then teaching the English alpha sounds. The next step involves combining basic phonic sounds with word indentication in writing/sound. I have tutored one child who spoke Korean, using a translation dictionary that matched her alphabet characters to matching English sounds. The tutor will by neccessity learn the native language basics in the process, which is a boon to the instructor.
I have subbed and tutored in most public school subjects and grade levels for 7+ years, and am proficient in exam preparation for PSATs, SATs, ACT, AP, Regents and military entrance exams in the subjects of English, Spanish, History, Biology (Living Env., A&P), Earth Science, and Math up to Algebra 1; I am uniquely qualified to provide support for the verbal (i.e., written/essay) portion of the NYS SATs, by way of grammar, poetry and essay construction.
A strong foundation in study skills and commitment to good homework schedules is essential to students of all levels and grades, regardless of subject matter and level of grade being mastered. I have abundant materials and experience in this area of tutoring, as a teacher in both public schools and BOCES. This component of educational success can and should be part of the curriculum taught in elementary school, and maintained through the college years; it is a regular part of my tutoring sessions to aid the student to success.