The Hebrew University of Jerusalem, Israel (English Literature)
Pratt Institute School of Architecture and Design (Master's)
Adelphi University-Garden City (MEd)
I'm a veteran ESL teacher with Reading, Elementary Ed. and English 7-12 certifications who has published over twenty articles - mostly about teaching children with various issues and is ready to tutor your child. I am familiar with ELA and NYSESLATs. I have years of experience working across all grades 1 - 8. I am familiar with the curriculum in elementary and middle school. I specialize in bright children who are fidgety and unfocused. I have gotten two non readers to read fluently. One of my former ESL students thanked me for believing in her and pushing her when she arrived from Chile. She is at Harvard University on full scholarship. Five of my young elementary school students were considered ADHD or Speech and Language deficient. I slugged through with them and taught them to read and focus. All of them did well on their ELAs. One of them won a writing contest. All of them are reading at grade or above level.
I'm a veteran ESL teacher with Reading, Elementary Ed. and English 7-12 certifications who has published over twenty articles - mostly about teaching children with various issues and is ready to tutor your child. I am familiar with ELA and NYSESLATs. I have years of experience working across all grades 1 - 8. I am familiar with the curriculum in
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 been working in elementary schools for the past 20 plus years as a pull out teacher. I am familiar with all grade level curriculum plus all NYS assessments. I am familiar with literary works that promote critical thinking skills on each grade level. I know the books that captivate students and help them extend their attention span. I know which pieces of literature to pair together for meaningful compare and contrast essays which promote early SAT readiness.
I have been teaching ESL for the past 20-plus years. I learned a second language (Hebrew) when I was six years old. I understand the process of becoming fluent in a second language. I have undergone the process of becoming a fluent reader and writer in a second language. I understand what living two cultures (with different rules and expectations) simultaneously feels like. I understand that being successful academically in a second language is very challenging because nuances can easily be overlooked or misunderstood. I teach based upon my own experiences of breaking the code in a second language and going on to function as a professional in a foreign setting. I actually lived in Israel for five years and I had to compete with native Israeli speakers in my daily life.
I studied at a day school (yeshivah) from grade 1 through 12. I lived in Israel for five years in my twenties. I am so fluent in Hebrew that I was able to dream, count, and get angry in Israel in Hebrew. (These are the skills that only a true bilingual can do in a second language!) I taught Hebrew to young children in Temple classes and I also taught a group of adults who wanted to learn and/or brush up on their Hebrew skills. It was a very successful group.
I have four certifications, including reading. I have used visualization techniques when a child was distracted and I needed to determine if there were comprehension issues. I have some training in Wilson for decoding issues. I have jump started reading with three students who were struggling with polysyllabic words and could not read fluently, but for whom comprehension was intact.
Another student was in second grade when his mother called me. He was having issues staying on task in school and the teacher wanted to have him tested. I spent an entire summer working with him two or three times a week. At first he could not sit for more than half an hour. Gradually, with firm, consistent refocusing, he was able to sit for forty-five minutes. He was bright but disengaged. Today he is academically above grade level and won a writing contest. I am still working with him, doing enrichment. He scores well on his NYS assessments.
I am actively teaching both elementary and middle school students. I have also been tutoring after school for the past ten years. I have a repertoire of graphic organizers that I use as planning pages. I have published articles on education and, since I write, I help students take these planning pages and turn them into TDCs and three, four, or five paragraph essays. I use a brain splash as a first review of a topic in preparation for a test. Then I use an ABC subject list as an organized way to remember materials for a test. I have students make flash cards as study cards.
I still remember teaching myself the SAT vocabulary words. My forte is providing enrichment sessions for students. I pick classic books starting at the end of second grade. These books have rich vocabulary. The best way to prepare for the SAT is to start reading these books at an early age. I teach vocabulary from context and have the student make flash cards. I teach root words (for example, "geo" means earth, and words with "bene" mean good). I will teach opposites, verbs, adjectives, and adverbs with the same root when appropriate. I try to relate the new vocabulary specifically to the student to help them make a personal connection. For example, when teaching the word "reluctant" from a book, I will drag my feet and walk very slowly and show them what "reluctant" looks like. Then I may ask them what they are reluctant to do.
My forte is writing. I have had over twenty articles published. I cannot remember a time when I did not write. From poetry to expository, I love it all. I have take writing classes with Lucy Caulkins and with Natalie Goldberg (a writing guru). I can teach kindergartners the basic skills of "writing" by having them use graphic organizers and draw the various literary elements such as sequence, setting, character traits, cause and effect. This is the basis of all future writing. If an elementary student is having issues writing, I may ask that student to sketch before they write. My ESL middle school students have filled two notebooks this year with writing. Their essay writing has improved dramatically. I know how to structure the lessons to help the students through the writing process step by step at each grade level.