Mary Baldwin College (Psychology Human Services)
Roosevelt University (MEd)
Walden University (PhD)
Naturally a teacher since I was a very young teen, I enjoyed telling stories and exploring games and academics with young children. Later I directed child care centers and became a college adjunct professor at Mary Baldwin College, specializing in psychology and sociology. I belong to Virginia Professional Educators which recognizes qualified teachers.
My teaching philosophy is to assist another to learn, which includes inspiring motivation by inculcating the reasons that learning is beneficial: (1) learning reveals answers to questions; (2) learning provides means to acquire skills needed by society; and thus (3) learning leads to a reasonable control of one's personal environment. The teacher tailors this basic three-step method to the interests and aptitude of the individual student. All of my students begin with a perfect score, then work to keep that score, as I assist them. Learning is basic ABC: A = Action, B = Believing in oneself, and C = Consequences. Naturally a teacher since I was a very young teen, I enjoyed telling stories and exploring games and academics with young children. Later I directed child care centers and became a college adjunct professor at Mary Baldwin College, specializing in psychology and sociology. I belong to Virginia Professional Educators which recognizes qualified
I will tutor either individually or two students of similar ages together in the same family for the same rate.
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.
In my health psychology doctorate curriculum, I learned basic teaching methods for those with ADD/ADHD. I had already learned to assist my elementary school age granddaughter (who took medication for ADHD) with her homework. It is necessary to (1) remove distractions, (2) organize study materials, and (3) make study expectations very clear PREVIOUS to beginning any study session, (4) then consistently stay on track. It is also necessary to take breaks for relaxation and fun, thus encouraging the student's cooperation.
My tutoring with University Instructors (2002-2009) involved K-College students: some in class settings, some in public libraries, others in their homes. I assisted these students in reading, writing, study skills, science, and math. I was especially effective with K-3 and Middle School. I served as a substitute Kindergarten teacher periodically in the Charlottesville, VA, area.
I also directed and taught in child care facilities (in VA and IA) from 1984-1992, which included after-school age children. I was delighted to assist them with their school work at parents' requests.
I have reared 3 children of my own, helping them with their school homework. My son is now an independent financial advisor, one daughter graduated math major and works at State Farm hdqtrs in IL, and my other daughter is a math specialist in the public school system in Charlottesville, VA.
Additionally, I have tutored students in 2nd - 4th grades in the VA Public Schools, in study skills, math, and reading.
When a student in elementary, middle, and high school, I scored highest in math in our region in the Iowa Basic Skills testing.
All three of my children, as well as myself, are honor students in academics. I have taught college undergraduate students study skills and helped them improve their reading, writing, and literature research. I served as a tutor for several years till 2009 with University Instructors in Richmond, VA. I assisted students K-College in language arts and math. My best professional reference is from a College of William and Mary graduate whom I tutored in 2004-2005. She is now a successful high school teacher in New York.
I have helped Vietnamese and Spanish adults and children improve their English skills. Speaking often to one another with easy words is the most effective way to learn English, rather than concentrate on grammar rules that often change. Preschoolers "speak" their native languages well. Then picture books with words introduce them to reading and writing. The same method works with adults.
Additionally, four Russian students lived with me for an extended summer in Williamsburg, and this cultural/language exposure also assisted my abilities to teach English as a second language.
General Education tests individuals' knowledge of basic secondary (high school) education concepts. I assisted my three children through high school and honors graduation. Additionally, I have helped youth and adults of foreign languages (Vietnamese, Spanish, Russian) to learn to read, write, and grasp general subject knowledge and life skills.
Helping college psychology students with their research paper required my stringent attention to grammar. Also my public school tutoring of elementary students focused on reading and writing correctly. Grammar - the art of placing words properly both verbally and in written form - is an important means of clear communication.
I completed a Nursing Curriculum course on Nutrition. In the 1990s I also coordinated the USDA Child Care Food Program which required personal training in nutrition. In turn, I was required to teach nutrition to the day care providers whom I supervised. Their menus for children's meals had to meet the requirements of the USDA Food Pyramid.
I have tutored K-College in reading and writing. Most of my tutoring during the 7 years with University Instructors involved K-2 grades individual and small class modes. We concentrated on "sounding out" words to read properly, as well as memorizing the exceptions. Then I taught students to write simple sentences using the reading words with which they had become familiar. Rewards were smiles, hugs, and stars on a chart.
My own three children graduated highschool with honors due to their abilities to read and write well.
I taught four psychology courses for Mary Baldwin College in Virginia until 2008, and have tutored in psychology since then. I completed doctoral coursework in health psychology 2004.
I have enjoyed tutoring 2nd and 3rd graders in the public school system in small groups as well as individually. I find that students of this age become especially fascinated with the discovery of learning.
I have three adult children who passed their college preparation tests with high scores, then went on to graduate from the College of William and Mary. I also helped another Wm & Mary student during her junior/senior year, as well as a Governors School of Richmond student with his high school graduation requirements.
I completed doctorate work in health psychology, combining my expertise in:
1) child development workshops, 2) teaching college child psychology, 3) CEUs in Special Education, 4) tutoring K-3 public school students and 5) licensed professional counseling.
Additionally, my granddaughter, though gifted in art, during her K-6 years was diagnosed ADHD. I was successful in assisting her with her school work by:
1) helping her to organize her study materials, 2) insisting on short term focus by relating school material to other activities she enjoyed, 3) making study as fun as possible, and 4) consistently finishing tasks that were started, while making it clear to her what SHE had accomplished so that she could feel pride and develop self-respect.
I have many years of experience in teaching others the study skills I have found to be successful. I was employed by my alma mater MBC as adjunct professor 8 years (1999-2008). I served as tutor with University Instructors 7 years (2002-2009), and have tutored privately since 2009.
In addition to completing graduate courses with honors which required me to research and write many essays and theses, I have also taught undergrad students how to write their college papers. One of my best references is from a high school teacher in New York whom I tutored during her senior year at the College of William and Mary. Having recently taught K-3 reading and writing has helped me simplify those basic foundation skills. Assisting middle school students, who have fascinating emerging adult identities, has added a creative flair to my experience. The latter experience likely helped motivate me in 2007 and 2009 to publish two children's historical fiction books, which are now also e-books, and the first two of a series.