Send Susan a message explaining your needs and you will receive a response shortly. Have you already emailed Susan or another tutor? If so, you have an account! Sign in now
If you select this option, WyzAnt will ask interested tutors to contact you by email if they are able to help. A maximum of five different tutors will email you and none of your personal information, including your email address, will be released.
College of William and Mary (English)
University of Maryland (Master's)
University of Maryland (Communication) (PhD)
When I teach....
My first job is to create a learning environment that students enjoy. I love learning something new, so education has always fun for me, except when I was learning nothing. Boredom is painful, so I work hard to avoid it. I don't want to receive it, nor inflict it on others. Once I find out what a student enjoys, what he or she enjoys, whether content or activity or energy, becomes part of our interaction.
My second job is to set high expectations for student achievement. I don't believe that kids say, "Man, I hope I fail this." Deep down, everyone wants to be successful, even if acting blasé about achievement. If I set the bar high enough, the high bar will be stimulating. When someone is motivated, he or she can achieve amazing things. It's a cycle that feeds on itself: achieving a challenging, motivating goal feels great, so we do it again.
My third job is to assure that my students and their ideas are treated with respect. This is so important because others' respect for ourselves and our thoughts builds our confidence, helps people take risks, makes it okay to not be perfect, but encourages us to try any challenge. Let me be a good bad example: I'm a terrible athlete, but my biggest enemy in that field is my fear of looking foolish and my belief that I will fail. I don't remember giving myself respect or getting from others for my ability in sports. Many feel that way about certain academic subjects. But respect for them and their ideas is essential to build confidence to try. Respect is the intervention that turns self-fulling prophesy into self-confidence and winning.
My fourth job is to expect from me the highest standards of instruction, coaching, and evaluation. Fortunately, I love prepping to teach. I love puzzles and mysteries, so figuring out how to get one or many students to "get it," to reach that "ah ha!" moment, I find FAScinating.
My fifth job is to show students how to use what they know and what they like to open doors that seem locked. I have tutored students who said not only "I cannot write," but also "I hate trying to write." However, if I turned the content of the paragraph to their interests (bugs, skateboard physics, horses, surfing, rappers, ancient history, the World Series, whatevah!), words flowed easily, descriptions showed depth of understanding through detail, ideas intrigued readers (oh, and BTW, the writer, too, was intrigued).
My sixth job is to prepare students to contribute their skills and knowledge to their communities, their workplaces, and their families. Learning is one of those things that grows as it is spread around. It doesn't get scarcer; instead, sharing brings satisfaction to the sharer as well as to those who were helped. Equally important, when learners see learning make a difference in the REAL world, learning becomes more intriguing.
My seventh job is to find my highest personal satisfaction in learning FROM my students. This is why teaching is really not a job for me, but a joy. I get so many ideas from my students. They astound me with their insights, move me with their caring and concern for others, make me laugh as often they as possible.
My eighth job is to develop in students a sense of intrigue and reverence for learning. Reaching this goal is easy if I have completed my other seven jobs; fascination with learning grows out of all the rest. When I teach....
My first job is to create a learning environment that students enjoy. I love learning something new, so education has always fun for me, except when I was learning nothing. Boredom is painful, so I work hard to avoid it. I don't want to receive it, nor inflict it on others. Once I find out what a student enjoys, what he
Susan is awesome. She's a pro at identifying her student's strengths and weaknesses, then putting together a plan for optimal results. My daughter just took the SAT. She stated how well prepared and confident she felt since working with Susan. Three of our friends have also tutored with Susan for both the ISEE and SAT, they too were extremely pleased with Susan's approach to teaching.
Susan was a great SAT tutor for my daughter. She was able to identify trouble areas and coach on how to master them. My daughter developed a much better mastery of the material.
Susan was exactly what my daughter needed to allow her to take her SSAT math test with confidence and come out with a shining scores!
Susan is a excellent tutor. She is very helpful and very nice. I having been tutoring with her for over a month working on SAT prep and my junior thesis. She has helped me improve my writing by helping me how to organize my thoughts, which now makes it much easier for me to write a paper. Whenever I have a question, I am able to call or email her and she replies instantly.
Thank you so much! What a lovely reference!
Let me know when you need one!
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 spent nearly 30 years in varied corporate settings (banking, publishing, insurance, software development, transportation, health) as a training director. One of my responsibilities was creating the annual career development plan for each business I served. The training curricula I designed and managed developed skills needed in specific jobs.
My ability to see patterns helps every client; I dig below job titles to the skills in a given role that may be used in other roles. This helps clients see how to leverage what they already know in new positions.
Since starting graduate school in 1968, I have taught public speaking. I taught the subject to 8th graders, company presidents, middle managers, and college freshmen. My coaching reinforces what my client does well, but also offers alternatives for behaviors that do not help the speaker. Public speaking can be a means to another end: improving writing skills for students who struggle with writing but have strong oral communication. I love the way that succeeding in public speaking improves an individual's self-esteem.
Having spent years studying and teaching others how people learn and how to make learning easier, I use my expertise in that area to build mini-lessons for each student and each session that focus on the student's particular learning style, preferences, strengths, and challenges. I prefer to focus first on leveraging a student's skills to improve scores (which builds confidence and self-esteem), then to add new skills to tackle the tough questions.
Currently I teach English part time at Norwich University.