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Jackie

Seeing children achieve their goals in reading and math is my primary focus. I love working with you and your children to set individual goals for tutoring.

I have five years of classroom teaching experience from 2nd-5th grades. I have also tutored students from first grade through college level. Additionally, I have a Master's degree from Christian Brothers University with a reading specialist license track. My undergraduate degree is from Vanderbilt University in which I majored in elementary education and sociology.

I have experience working with students with learning disabilities, ADHD, and special needs. I am trained in the Orton-Gillingham based method of multisensory language arts instruction. I completed two summers of the Simultaneous Multisensory Institute of Language Arts (SMILA) training. This program is very similar to Wilson. I am currently employed as a Title 1 teacher.

I look forward to working with you to help your son and/or daughter succeed.

Undergraduate Degree:

 Vanderbilt University - Bachelors, Elementary education and sociology

Graduate Degree:

 Christian Brothers University - Masters, Masters of education in reading

Hiking, camping, biking, cooking, Irish Dance

College English

College Level American History

Comparative Literature

Elementary School Math

High School English

High School Level American History

Homework Support

MAP Prep

Other

Summer

What might you do in a typical first session with a student?

In a typical first session, I will evaluate the student's current level of performance in the targeted subject. Typically, this will include math and/or reading assessments so that tutoring can be individualized. After the assessments, I will discuss results with the parents and/or students, depending on the age of the student being tutored.

How would you help a student stay motivated?

Students are most fully engaged when they are given material that is both within their proximal zone of development, and contains content that interests the students. Students, especially those struggling with math and/or reading, can be reluctant to learn. By ensuring that instruction is meeting students where they currently are and working to bring them up to grade level, students are much more likely to be engaged. When the topic of study is of interest to students, students are more engaged. When working on math concepts, I will create word problems that address students' interests. By using students' names in the problems and topics of interest, such as sports or activities the students are in, the problems gain a sense of practicality and ability to relate. Use of a reading text with vivid imagery, such as National Geographic magazines, is a way of engaging reluctant readers in high-quality nonfiction text.

If a student has difficulty learning a skill or concept, what would you do?

If a student has difficulty learning a skill or concept, I would identify which elements are causing the issue. Often when a student struggles, he or she is missing prior information (building blocks) needed to master the current information. I would backtrack and fill in the missing areas first; then, revisit the difficult topic.

How do you help students who are struggling with reading comprehension?

Students who are struggling with reading comprehension typically have one of three major concerns. The first is that the student's decoding skills are not well developed. As a result, reading is a slow, laborious process. The student is using all of his/her energy to read the words, and needs to improve fluency before reading comprehension will improve. Secondly, a student may have a lower vocabulary. If that is the case, working on strategies to access new vocabulary will assist comprehension. Finally, many students need to be taught strategies for reading comprehension. Many students do not know how to break apart a text and find textual evidence. By working on close reading and teaching skills such as compare/contrast, outlining, and text structure analysis, a student's reading comprehension improves.