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University of Arizona (Philosophy)
Rice University (Master's)
Because I am employed full-time during the work week, I am only available to tutor on weekends.
In many ways I am uniquely positioned to teach difficult and troubled students, especially those who are bored with school because they are unhappy with themselves, smarter than many of their teachers, or both. First, I was one myself from grade school through my first year of college, so I have personal knowledge of what they are experiencing. Secondly, I have worked with students of all ages, and from a variety of ethnic and cultural backgrounds. Finally, I served four years as an instructor in a special program funded by the U.S. Department of Labor. The only students permitted were those who had been determined by their behavior and achievement to be at risk of dropping out of school. For each year that the program operated, my students measurably increased their math and English scores two school years for each one spent in the program. We also outperformed every other school participating.
My teaching experience includes both children aged four through eighteen, and adults of all ages.
My first task with any student is to convince the student that he or she really can succeed at his or her studies. The greatest barrier anyone faces which prevents academic success is disbelief in his own ability to learn.
I believe that all people can learn just about anything if they are willing to do the difficult and often boring work required in order to master the subject. It must be understood that making mistakes is a necessary part of the learning process. No student should ever be ashamed of his errors; instead, they are the steps of the ladder he must climb in order to reach academic success. Therefore, one of the first things I teach is that every mistake is an opportunity for successful learning. Once that psychological hurdle is passed, learning begins in earnest.
BA - University of Arizona in Philosophy with minors in English and math.
MA - Rice University in Philosophy with specialization in Ethics and logical structure of language. At the time I left my formal education, I was ABD for the Ph.D.
High School Civics, Arizona School for Boys (out of business)
High School Algebra and Geometry, Mt. Carmel High School, Houston, TX
All ages and subjects, Labuan Learning Center, Labuan, East Malaysia
Middle School English, Houston Independent School District (certified in secondary English). Four years' teaching in Project Excel at Deady Middle School, Houston, Texas.
At the Labuan Learning Center we had up to 20 students aged 4-18 from five different countries. Individual learning programs were developed for each student, and I functioned more as a choreographer, dancing from student to student, than I did as a classroom teacher. Many students were behind in their studies because their parents had been moved many times during the past years. Therefore, I placed those students on intensive remedial programs which enabled them to achieve grade level competency by the end of a calendar year.
During my last four years in the public school system, I was employed in a special program funded by the U.S. Department of Labor. All of my students were at least two years behind grade level competency in both English and mathematics It was also required that their families' incomes were below the US poverty standards. Most students enrolled were behind more than four years in English, mathematics, or both. In the course of a school year, using computer-aided instructional material, I consistently improved each student's mastery levels by two years or more in both English and mathematics.
Introduction to Philosophy, Houston Community College, Houston, TX; Introduction to Philosophy, San Jacinto College, Pasadena, Texas;
Business English, Business mathematics, variety of computer programs, Texas School of Business, Houston, TX Because I am employed full-time during the work week, I am only available to tutor on weekends.
In many ways I am uniquely positioned to teach difficult and troubled students, especially those who are bored with school because they are unhappy with themselves, smarter than many of their teachers, or both. First, I was one myself from … Read more
As far as we know, Mr. Lynn Circle is experienced tutor. He knows my daughter's weak points and is clearly planning to help. He got the points that we need. We will be continuing with him.
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Children with Asperger’s syndrome present a different sort of problem for their teachers. In many ways they are a delight to teach, if a teacher is confident enough in himself to accept that some of his students may be more intelligent than he is, and is open to accepting the fact that his students will directly and without hesitation challenge him intellectually.
Asperger's children often feel more comfortable with adults than they do with their peers. This is because they can relate to some adults on a purely intellectual level, whereas interactions with their peers involve social and emotional signals to which they are partially or completely blind. As a result, they become frustrated when trying to make friends, and often find themselves rejected because their peers also become frustrated with trying to communicate with an Asperger's victim their own age, yet do not know what is causing the problem. Therefore, childhood peers will reject the a child with Asperger's with comments such as, “He’s strange,” or “He just doesn’t fit in.”
For the Asperger's child, the result is confusion and the question, “Why do people lie? Why don’t they say what they mean?” It is impossible for an Asperger's child to recognize or conform to social norms such as saying, “I’m fine,” when it is obvious the speaker is angry, emotionally upset, or physically in pain. Nor can he engage in the sort of back to back teasing most children expect of each other; to him, the teasing is an attack, and he will react angrily. Similarly, often Asperger's children hate nicknames; they do not comprehend how a nickname, even a mildly derogatory one, is one of the ways in which groups of children (especially male) show acceptance for someone new. The other children expect the Asperger's child to accept and even delight in the nickname, and are taken aback when he instead reacts with anger or a strong rejection of the name.
Asperger's children often do not like to be touched or openly have someone else look at them. I believe that is because their childhood experiences with peers may have led them to connect a direct look and touching with aggression. Regardless of the cause, however, adults who teach Asperger's children need to be aware of such issues and work within them rather than try to force the children to conform to standard norms of behavior. For example, rather than looking directly at an Asperger's child when speaking to him, I have found that he is more comfortable and will listen better if I keep my eyes focused just above his head rather than on him. When depressed or upset, talking and listening usually works better to calm these children, whereas trying to hug or physically comfort them is simply one more threat added to whatever other emotional upsets they are feeling.
As I began, Asperger's children can be delightful students if and when their teacher understands their unique problems and ways of interacting with others. Many have very high IQ’s and revel in intellectual challenges. Once they have learned that their teacher accepts them as they are, often they can advance academically at a very high rate.
I take an analytical, functional approach to English grammar. In this way complex grammar concepts may be readily explained and understood by both native and non-native students.
I have taught 6th, 7th, 8th, and 9th grade English. I have also taught essay and term paper writing at the college level.
I have taught English writing, grammar, and oral pronunciation to students whose native languages include Malay, Hindi, Hebrew, Japanese, Chinese, and Spanish. English grammar and meaning is especially difficult for those students whose original language is not Indo-European. But even then, because the meaning of English words and phrases change with the contexts in which they are used, often it takes extended examples and discussion for a student to begin to understand the subtle differences between different words and phrases.
Patience is the most important characteristic of an ESL\ESOL instructor, patience and the imagination to develop a wide variety of examples the explain the differences in meaning between two closely related words, such as "placed" and "put".
In addition to having more than nine years of teaching adult learners, I specifically have 2 years' experience in teaching G.E.D. classes at Mansfield Business School, 1 year of teaching business mathematics and business English at The Texas School of Business, and more than a year's experience doing individualized tutoring of G.E.D. students.
Mathematics: Undergraduate minor in mathematics, including both integral and differential calculus, theory of numbers, and modern mathematics.
English: Texas Certified teacher, Secondary English.
I have both undergraduate and graduate transcripts available, if the student wishes to see them.
Certified Novell Engineer for NetWare 5.11, 5.1, and 6.5
Cisco literate; experience configuring Cisco switches, firewalls, and routers.
Experience trouble-shooting Windows 3.1, 95, 98, 2000, and XP
Daily use of Internet, Microsoft Word, Microsoft Excel, and other programs.
Experienced in diagnosing hardware problems and replacing parts from motherboards to power supplies; have built my own computers.
Currently working on certification in Windows Server 2008
Novell Certified Engineer NetWare 5.11, 5.1, 6.5
Experienced in configuring Cisco switches, firewalls, and routers
Experienced in designing IP4 schemas for networks.
Currently studying design of IP6 schemas
10+ years experience in the position of Systems Engineer
While working at Deady Middle School in the Project Excel program for at-risk students, many of the students with whom I worked, and who met the criteria for at-risk, were also special needs students who required individualized programs and personal attention in order to succeed. I believe that my own experience as a Special Education student in the 8th grade provided a certain empathy which enabled me to work successfully with these students.
Study skills begins with being organized and ready to work. It includes having rough outlines of what needs to be done, and knowing in advance what work needs to be accomplished.
I am a strong proponent of the SurveyQ3R method of study, and use it as the foundation for instruction in study skills.
Study skills need to be modeled for students; they cannot simply be told what to do, but have to be shown what to do and how to study. They need to be shown how to pace themselves, take timed breaks, and return to work.
Students also need to learn without distractions. Cell phones and instant messaging need to be turned off, though some students actually learn better with music in the background.
The most important thing for the study skills mentor is to be there to lead, instruct, observe, and correct the student's methods of studying.
Finally, although there is naturally some carryover from all subjects to others, the skills needed for successfully studying history and different from those needed to successfully learn mathematics. Students need to be taught the proper technique to use with each object and the reasons for the differences.
My experience includes 2.5 years working individually with students ranging from 4 - 17 in a Learning Center environment; five years of teaching, coaching, and mentoring inner-city middle school students in English and computers; four years of working with carefully-defined at-risk middle school students aged 14-16, and administering individualized programs for each student with the aim of increasing his achievement levels in English and mathematics 2 years within a single 9-month school year.
I am certified to teach secondary English and reading in the State of Texas, and hold a Master's Degree (ABD for Ph.D.) in philosophy with specializations in learning theory and the logical structure of language.
I have four years' experience teaching term paper and expository essay writing at the college level. These papers are required as part of the philosophy courses I teach; since most of my students are woefully unprepared to write at the level required by the class, I have to teach them these skills.