Sam Houston State
Sam Houston State (Master's)
I retired in 2010 after teaching Elementary aged students for 33 years. I have experience teaching 5th grade, 3rd grade, 2nd grade, and also Special Education. I have a Masters in Reading (Elementary Reading) and am certified in Special Education and ESL. I have also worked as a Reading Specialist at the elementary level and completed the Master Reading Teacher training through Region VI.
I retired in 2010 after teaching Elementary aged students for 33 years. I have experience teaching 5th grade, 3rd grade, 2nd grade, and also Special Education. I have a Masters in Reading (Elementary Reading) and am certified in Special Education and ESL. I have also worked as a Reading Specialist at the elementary level and completed the Master
Louise took my nephew and assessed him for the first appointment. She made it seem fun and like it was enjoyable to learn. She really kept him from feeling like he was being singled out due to falling a little behind. She also took him around the library and had a way of drumming him up so that he was excited about reading (which he has not shown a lot of interest in). We should have many more encounters with her and I look forward to seeing how she plans to catch him up.
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 an elementary teacher for 33 years, I have worked with lots of students in the classroom who were diagnosed with ADD/ADHD. I have had training on techniques that work with these children. In addition, I have done personal research on this subject because I have a 10 year old grandson (who lives with me at this time) who has been diagnosed with ADHD within the past 2 years. For this reason, I have recently "refreshed" my information on dealing with the problems that ADD/ADHD children encounter in an effort to help my grandson function well in an educational setting.
I am a retired elementary teacher with 33 years experience. During the last 5 years of my employment, I received training in working with dyslexic students. As a special education teacher, I also worked with students who had dyslexia as well as administered tests for those students. In addition, my training in the Master Reading Teacher program also had extensive information/training on working with dyslexic students.
I worked for 33 years as an elementary teacher. I have experience working in 5th,3rd,2nd, and Special Education (K-4). I also worked as a Reading Specialist (K-4) for 2 years and Special Education (K-4) for 3 years. I have a BAT in Elementary Education and also a Masters with emphasis on Reading. I also completed the Master Reading Teacher training through Region VI. In addition, I am certified in Special Education and ESL.
I feel like I would be qualified to help someone study to take the GED just from all my personal educational experience. I also taught for 33 years in the public education field, mostly with lower elementary (K-4) levels.
I worked on grammar with my students in the classroom in preparation for the TAKS test which was administered for the 1st time in 3rd grade. I worked with 3rd and 4th grade students to prepare for the writing/grammar portion of the test as well with 2nd grade students in preparation for practice TAKS tests which we gave in the district where I was employed.
I have worked as a Reading Specialist and also a Special Education teacher. Part of the curriculum that was covered for my K, 1st, 2nd, and sometimes 3rd grade students was phonics. I have taught vowel sounds, etc., to students of various ability levels.
I worked with 3rd and 4th grade students to help prepare them for the writing portion of the TAKS test. I also worked on proofreading with 2nd grade students in preparation for taking a practice TAKS test which was administered by the district where I worked.
Reading was the main focus of the work I did for my Master's degree. I also took the Master Reading Teacher course at Region VI. For 3 years I had the title of Reading Specialist in my district until funds ran out for that position. I then became a Special Education teacher and worked on all aspects and levels of reading instruction with K-4 students.
During my 33 years of teaching in public school, I worked with many different types of students, including those with learning disabilities, ADD/ADHD, dyslexia, and autism. I was able to adapt my lessons and activities to fit the needs of these students so that they could be successful at what we were learning.
Spelling was a part of the course load which I taught for many years as an elementary teacher. I also worked with students in spelling when I worked in Special Education.
I am a retired elementary teacher with 33 years of experience. During that time I worked with all levels of students (K-5)in all subjects, including teaching students how to organize their materials, work space, etc. I taught them how to study, reading carefully, paying attention to items in boldfaced type, taking notes for older students, etc. I would feel very qualified and comfortable teaching study skills and organizational skills to students.
I taught for 33 years in public schools. During my time as an educator, I worked with students at all levels (K-4) and also helped prepare them for standardized testing, such as TAKS, as well as teaching test prep skills. I feel like I would be qualified to help someone prepare to take a standardized test, such as TAKS, because of my extensive public school experience.
Vocabulary was an area which I taught when I worked with 1st, 2nd, 3rd, & 4th grade students. Vocabulary was taught in different areas, such as reading, science, and even math. It was all intertwined and was an integral part of instruction in each of those grades as well as when I worked in Special Education.
I worked for 33 years as an elementary teacher (K-4). As part of my job, I worked with students to prepare them for the writing portion of the TAKS test. This included proofreading, grammar, and spelling. Personally, I am also very good at proofreading and spelling and can usually tell if something isn't spelled correctly or doesn't sound grammatically correct. In my personal and professional life, I am often asked to proofread papers, etc. for my husband, children, and grandchildren as well as being used as a proofreader by my co-workers when I was teaching.