The University of Texas at Tyler (History)
I provide one-on-one re-teaching and guided homework time for your student. My goal is to supplement what your student is learning in the classroom – to act as a remote teacher’s aide.
I earned my Bachelor of Science in History from The University of Texas at Tyler, magna cum laude. I am certified to teach history and English in grades 6 through 12, and I've taught English I, II and III. I have worked as a substitute on each of the campuses in Coppell ISD, including a long-term sub assignment with a class of students on the Autism Spectrum. I have tutored in mathematics off and on since I was in high school.
While I've wanted to teach my entire life, I have a heightened passion for working directly with the doesn't-get-it-the-first-time student. My real interest lies with the student who struggles -- the student who needs genuine encouragement, additional one-on-one instruction, and innovative approaches in order to learn. I want to show those students that they can succeed in school.
Life happens. When an unavoidable situation (such as illness) occurs that prevents me from keeping a session, I will make every effort to notify you. Please notify me when your student will not be able to make a scheduled session. I provide one-on-one re-teaching and guided homework time for your student. My goal is to supplement what your student is learning in the classroom – to act as a remote teacher’s aide.
I earned my Bachelor of Science in History from The University of Texas at Tyler, magna cum laude. I am certified to teach history and English in grades
Amy is a a great tutor, very punctual and well prepared. She really helping my daughter in math and English. We will stick with her throughout the school year.
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.
Students who struggle with deficits in attending, with or without hyperactivity, are special to me. Their cognitive hard-wiring, so to speak, is different from the norm, so different teaching approaches are necessary to enable them to be successful in school. I incorporate strategies that accommodate the peculiarities of AD/HD, provide structure that promotes success and teach skills that enable the students to be successful independently.
I was diagnosed as “hyper” in 1978, long before “attention deficit” was part of the discussion, and my firstborn was diagnosed with AD/HD as a kindergartner, so I’ve spent the last 36 years dealing with the daily reality of AD/HD as both a student and a parent. In addition, I have completed over 30 hours of professional development specifically focusing on working with students who have AD/HD and continue to attend workshops and conferences as often as possible.
In Algebra I, we search for the unknown. It’s an abstract discipline – a process of logically analyzing patterns – that builds our problem-solving muscles and lays the foundation for all subsequent mathematics courses. While Algebra I presents many challenges to the student, it doesn’t have to be a miserable experience. I began tutoring in Algebra I in 1989, and I believe that even students who struggle in math can enjoy Algebra 1.
I hold a Bachelor of Science Degree in History, which I completed magna cum laude, with an emphasis in 19th American History. While an undergrad, I presented my history thesis on James S. Hogg at the East Texas Historical Association. I am also certified to teach history, grades 6-12.
For my Bachelor of Science Degree in History, I completed 30 hours of English. I am also certified to teach English, grades 6-12.
For my Bachelor of Science Degree in History, I completed 30 hours of English. I am also certified to teach English, grades 6-12, including grammar, writing, reading comprehension, proofreading and vocabulary.
Middle school mathematics, or Prealgebra, is a dynamic time of transition that extends the student’s basic elementary math in order to prepare for Algebra I and other more advanced mathematics. Prealgebra involves fluency with rational numbers and operations, proportional relationships, solve problems using expressions and equations, geometric formulas for 2D and 3D shapes, linear slopes and ordered pairs on the coordinate plane, and the interpretation and representation of data in a variety of charts and graphs.
Additionally, middle schoolers are introduced to graphing calculators and now have a financial literacy element to master that includes not only balancing a checkbook, but also creating budgets and net worth statements, how compound interest affects both savings and credit, and how to pay for college.