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San Jose State University (Sociology)
San Jose State University (Teaching Credential) (Graduate Coursework)
My experience with tutoring began with teaching survival English to neighbors in La Puente, California. Subsequent experience teaching English as a Second Language included classroom experience through Metropolitan Adult Education, and teaching immersion English for a summer program for Japanese high school students as well as teaching English to international students from grades 2 through 8 at a private boarding school. I also had the experience of tutoring in the context of a 'pull-out' program at an elementary school whereby I would tutor a student, or several students together on English vocabulary and usage before returning them to their class.
My teaching experience after obtaining a standard elementary teaching credential in California also wove together the strands of classroom teaching and tutoring. Student teaching in 1st and 6th grades and classroom teaching experience in 3rd and 5th grades prepared me for coordinating a tutoring program at my alma mater, San Jose State University. I trained college students to tutor elementary school children and followed up with them throughout their tutoring tenure. The one-on-one teaching experience which began with homeschooling our son in the 2nd grade spanned the years through our son's high school graduation and then the high school graduation of his sister 3 years later. As part of our homeschooling, I also taught history, public speaking, and interpretive (dramatic) speaking to small groups.
Subsequent to homeschooling our children, I taught a year-long course in writing to a small group of upper elementary age children. I also tutored two adult students in English as a Second Language through a company sponsored program. Volunteer experience teaching Sunday school and mentoring continues the pattern of experience with younger pupils and adults alike.
As a young adult, while between other assignments, I helped my mother out in her 3rd grade class by taking charge of a small group. Seeing the 'aha' moment which followed instruction has fueled my interest in instructing students ever since. My experience with tutoring began with teaching survival English to neighbors in La Puente, California. Subsequent experience teaching English as a Second Language included classroom
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Elementary (K-6th) Competency.
My credentials for tutoring for kindergarten to the 6th grade include certification and experience. The state of California upgraded my 'Standard Elementary' teaching credential, valid for grades k - 9, to lifetime tenure on June 24, 1980. The credential authorized me to teach "any subject in kindergarten and grades one through nine in a self-contained class ..." (footnote 101) Three years of successful full-time California teaching experience as authorized was required for the attainment of the lifetime credential. (footnote 122)
Subsequent to the award of this credential I was an instructor at San Jose State University in charge of a tutoring program for children referred from local schools. In that capacity I trained college students to tutor grade school aged children, particularly in the areas of reading and writing. (Operation Share/Quest Program, San Jose State University, 1981-1983).
The tutoring manual I edited for the Quest program highlighted a tutoring approach called "chunking" which is applicable to tutoring in any subject area. "Chunking" simply means to limit the knowledge set to be presented and to include reinforcement before continuing on with another "chunk". After my position as director for the Quest program, as a homeschooling parent I put into practice much of the Quest tutoring methodology, including the systematic presentation of phonics, the use of "language experience" to develop reading and writing and multisensory instruction. While our son was receiving "whole word" instruction in the first grade, I began informally teaching him phonics at home. I saw the world of reading open up to him. The "language experience" approach was a great tool in bridging reading to writing instruction as he began his 2nd grade year at home by authoring a book which I wrote down for him and he illustrated. The "Sing, Spell, Read, Write" curriculum I used with our daughter in the 1st grade captures the reading instructional recommendations cited by John Bald, "Phonic work should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language..." (Using Phonics to Teach Reading and Spelling, John Bald 2007)
Not just in beginning reading instruction, but throughout home teaching of grades K-6, I sought to put into effect a rich learning environment with hands-on teaching units. More formal instruction and curriculum ensued as the grade level increased, and more subjects were added, but the importance of reading and writing skills remained at center point.
I have shared a high view of my professional qualifications, instructional experience and tutoring methodology for the benefit of anyone who may wish to contact me for tutoring for K-6th.
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