Elizabethtown College Elizabethtown PA (Education)
Radford University (Master's)
Virginia Tech - Doctoral course work in Counseling (Graduate Coursework)
For 33 years I have devoted my professional life to the education of elementary and middle school students. I have taught grades 3-5 and middle school English and Social Studies for a total of 18 years. Throughout part of that time, I was employed by the Dept.of Defense Dependents Overseas Schools, and taught for a total of ten years at American schools in Okinawa, Germany, Korea and northern Japan. I also taught in Pa. and Va.
Teaching American children in foreign countries also created an exciting and rewarding opportunity to teach ESL to Korean and Japanese students. This has enriched my career beyond measure and continues to enhance my current teaching as a tutor of adults who want to learn conversational English.
After 18 years in the classroom, I earned a Master's Degree in Counseling from Radford University, Va. and have 15 years of experience as an elementary and middle school counselor. Working with children in any capacity - as a teacher or counselor - has been rewarding and memorable in the most positive ways. I feel so fortunate to have been able to contribute to the lives of hundreds of young people throughout my career.
Tutoring children, teens and adults in ESL/ESOL and English and language arts is my current passion, and I consider it a privilege to be a part of this learning process.
Working with children and adults on an individual basis is a great joy, and I bring my experience, patience and dedication to this process. For 33 years I have devoted my professional life to the education of elementary and middle school students. I have taught grades 3-5 and middle school English and Social Studies for a total of 18 years. Throughout part of that time, I was employed by the Dept.of Defense Dependents Overseas Schools, and taught for a total of ten years at American
I would like to say that it is pleasant to study with Nancy, she is a creative problem-solver. She is also sensitive to the needs of her students and makes appropriate changes in her teaching. With clear, concise explanations Nancy breaks down complex instructions so that students are able to understand and reach her objectives
Very patient and attentive. My daughter just loves Nancy. She takes her time with her and has given my daughter the self confidence she needed
My son has great ideas in his head but has always struggled and labored to get them on paper. When they end up on paper, there are additional problems with sentence structure and grammar, which was reflected in his SAT score. We originally contacted Nancy to help improve my son's SAT score, but we think she will be able to help improve his overall writing. She has a very patient approach that my son responds to. She goes line by line to review what is wrong with a sentence and gives specifics on how to improve it. Additionally, she goes over tricky grammatical rules that will help not only on the SAT but in any written essay. My son actually leaves each lesson excited and positive about writing.
Nancy has taught me writing and pronunciation. I like about Nancy that she have prepared her lessons. She is a master teaching grammar and she is able for explaining very clear not only how to correct most common mistakes but also complex issues that I need for improving my TOEFL score.
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 am certified as a catechist by the Diocese of Richmond, Va. and have taught Sunday School classes for four years at my parish in Salem, Va. The curriculum is called "Faith First" (from the Legacy Edition) for grades four and five. Introducing students to this program is a rewarding and gratifying experience and one which I feel privileged to teach.
Teaching Bible studies to interested students is a special interest of mine, and my experience and success in this area are documented by the Director of Youth Education at my parish.
Throughout my teaching career, I have taught many students who were dyslexic in elementary school as well as middle school. They have unique learning needs which need to be tailored to their specific learning challenges.
Most of these students do not perform well under pressure and can quickly be discouraged if their needs are not recognized and addressed in a "non-threatening" teaching environment. Their styles of learning require creativity, patience and understanding from their teachers.
My tutoring experience with dyslexic students has been rewarding, as indicated by their marked improvement on formal tests. These are bright individuals, and it is a privilege to teach/tutor them.
I have taught elementary school for 18 years and have been an elementary counselor for 15 years.
I have taught countless numbers of students in traditional class settings and have provided countless hours of individualized instruction in all subject areas.
In tutoring students/adults, my methods are tailored exclusively to the needs of the learners - at their pace, their levels and our mutually agreed upon goals and expectations.
I have taught handwriting throughout my entire career as an elementary teacher. Cursive writing, which is seen and taught less and less, is still a viable skill which could benefit students in ways which will increase their capability to communicate using pen/pencil and paper. Students who have difficulties manipulating a pencil can use pencil guards to help them become more comfortable with writing. With manuscript (writing) on the decline, students' printed writing should be meticulously taught for purposes of legibility. I can teach this.
I lived in Seoul, Korea for five years when I taught 4th and 5th grades for the Dept. of Defense Dependents Schools at Seoul American Elementary School. The students were children of U.S. servicemen, and a majority had mothers who were Korean; thus, the students were bilingual.
While there, I immersed myself in the Korean language and became conversationally fluent; as a result of this, I was hired by KBS (Korean Broadcasting System) and was the American co-host of a Korean children's TV program which aired five days a week in the morning. I did this for ten months. This particular show highlighted a segment on English instruction which featured young Korean children who appeared on the show...from all over Korea.
As a result of my extensive interest in "everything Korean," I became (and remain) well educated in Korea's remarkable history and customs.
I am qualified to teach the cultural norms and history of Korea to students of any age or country of origin, even though I am no longer fluent in the Korean language.
As an elementary and middle school teacher, I taught phonics to students as an essential component in teaching children to read. Without a firm foundation in phonics, students can be handicapped in reading - and this can continue throughout adulthood. Phonics provides the "bedrock" of learning to read, and teaching this skill has been part of my 33 years of experience as an educator of elementary and middle school students.
My experience in public speaking includes: lector at my church, presenter (endorsed by the Diocese of Richmond) of numerous seminars on child abuse prevention, facilitator of conflict mediation workshops. I have taught (and tutored) students and adults in the skills of public speaking by teaching relaxation skills, voice modulation techniques and confidence building strategies. Speaking effectively before a group is a vital communication skill. I can help with this!
Throughout my career in education - both as an elementary and middle school teacher - as well as an elementary and middle school counselor, I have devoted countless hours to helping students develop good study skills including better time management and organization. Students who require these skills often lack a sense of focus, and a significant part of helping them acquire better study habits involves helping them to become less distracted and more on-task centered. Helping students one-on-one and/or in small group setting with study skills strategies has resulted in their improvement and confidence in subject mastery.