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University of RI, summa cum laude (Early Childhood)
I am a patient, caring, experienced, certified, highly qualified teacher who enjoys teaching young children. For the past 16 years I have been a Kindergarten - 2nd Grade teacher working with children of diversity, including learning and behavioral, in the RI public school system. I have implemented several Reading programs focusing on Balanced Literacy: Phonics, Phonemic Awareness, Comprehension, Fluency, Vocabulary, and Writing. Math programs include: EnVisions and Investigations. Basic to abstract skills are addressed in both areas. One-on-one, I assess your child's skills to target his/her academic weakness(es) and develop goal(s). My well-prepared, meaningful lessons support your child's individual needs with research-based strategies and effective 'tried and true' instructional techniques that work. Progress monitoring is on-going; strategies change as necessary. In spite of learning challenges, proficiency can be achieved.
Well organized, flexible, punctual, friendly, and a non-smoker, I feel confident that my experience and style are a good match for all young learners. Professional references presented upon request.
I look forward to meeting with you! I am a patient, caring, experienced, certified, highly qualified teacher who enjoys teaching young children. For the past 16 years I have been a Kindergarten - 2nd Grade teacher working with children of diversity,
$40.00/hour per student. $35.00/hour for 2 students during the same lesson, $30.00/hour for 3 students during the same lesson. Price adjustments for 2+ hours/week. Flexible, and all must be punctual.
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In Early Childhood discrete math means using countable sets, whether finite or infinite. These include algorithms and real problems. Students study whole numbers or integers which are rational numbers. This includes positive (and negative) numbers, zero ~ all counting numbers. As early as Kindergarten students are introduced to rational numbers expressed as a quotient of a fraction ~ i.e., The pie is cut in four pieces. I ate one piece. That's one part of 4 parts of the pie. Expressed as: 1/4 Taught as simply as that.
I am Early Childhood certified for Birth to 2nd grade. However, if your child is a 3rd or 4th grader struggling in reading, writing, comprehension, fluency, vocabulary, grammar, etc., and math I can offer remediation that can get him/her on grade level.
I am proficient in Microsoft Windows, and have had opportunities to allow young learners to use/navigate through it. Students are taught to find the educational Literacy and Math websites which have been approved by the district for additional support/interventions. Other sites include tracking weather conditions for a Science ~ Air & Weather unit, Wester.com (2nd grade), and letter writing using an on-line site format.
Phonics is simply the association of letter recognition and the speech sounds they represent. It is the ability to correctly sound out letters and blend these sounds that allows a student string these letters in order to read words. Phonemic awareness is the ability to hear, id, and manipulate phonemes (sounds). Reading and writing are developed through this skill. Reading involves decoding ~ the process of breaking apart sounds and recognizing patterns to read successfully. Encoding is used in spelling to write letters by the sounds heard.
Many students face challenges in these literacy areas. Sorting pictures by first (onset), middle, and final sounds is just one successful preliminary intervention to improve phonics and phonemic awareness.
Through the years I've employed many proven strategies that work for struggling students.
In Early Childhood, study skills means the reinforcement of lessons taught through homework practice. I also consider DEAR(drop everything and read)time a daily practice activity. Therefore, a Reading Log is part of weekly homework. Typically for my students I create and/or use pre-made but engaging, relevant worksheets for homework. Whether in Literacy or math, these involve concrete skills and more challenging critical thinking. For example, in Literacy, answering comprehension (including 'why?') questions and/or grade-level retelling of a short story is a staple. In Math,'showing their thinking' on paper about how the student solved a story problem rather than just completing algorithm worksheets develops thinking abstractly. Many young learners struggle with this as they are not yet solid in number magnification (more and less than). When sharing out these problems, students discover other strategies to the same end.