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Nicole

As a double major in English and Secondary Education from Nevada State College I am qualified to teach any subjects related to English, including subjects like creative writing, thesis writing, and modern grammar. I have experience in teaching, and tutoring. I taught a supplementary psychology 101 class at Nevada State College, and currently work within a local school district as a tutor for students K-12. I also did personal tutoring with college students attempting to pass the writing section of the PRAXIS or other career oriented tests.

I enjoy tutoring because my methods are out of the box. I’m perfect for students who aren’t made in the mold that standard education and testing are designed to cater to. I chose English as my subject to teach and tutor because it is a topic that allows me to get to know my students, to find out what really matters to them so that I can motivate and inspire them based on their own interests.

Students are not often addressed personally, or given the information relative to real life scenarios that answers their never ending question of, “Why do I need to know this?” My philosophy is to do more than educate, but illuminate on why things matter and how they relate to real life situations.

Outside of tutoring, I love to read and play the guitar. I’m in a rockabilly band and spend a lot of my off hours seeking out new music or new music festivals to spend my weekend and summers at. I also have a dog that I love to spend time with hiking and walking around the park.

Graduate Degree:

 Nevada State College - Current Grad Student, Secondary Education with English Emphasis

Guitar, Music, English, Reading, Hiking, dogs

College English

Comparative Literature

Creative Writing

Expository Writing

Fiction Writing

High School English

Homework Support

Introduction to Poetry

Other

Persuasive Writing

Poetry Writing

Study Skills

Study Skills and Organization

Summer

What is your teaching philosophy?

My aspiration and goals as a tutor are what any tutor's goals should be; I want my students to succeed more than anything else. I want them to have lifelong learning skills that promote metacognition, reflective thinking, and problem solving skills that will get them through whatever profession they may be seeking. I want them to be able to critically think themselves through any situation that comes up, and I want them to be well established and intelligent because these are things that will get them far. I want to inspire out of the box thinking, and the ability to find a creative alternative to the standard or normalcy expected from society.

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

Introductions are vital. Before starting in with the topic at hand, it's crucial to get to know each other and set a comfortable ground. After introductions, ask questions to find out exactly where we need to begin.

How can you help a student become an independent learner?

Teaching healthy and smart study habits is the best way to help students become independent in their learning. Teach the right resources, effective research methods, and how to brainstorm or organize thoughts.

How would you help a student stay motivated?

I help students stay motivated by first discovering what matters to them. Many teachers will tell students it's "what they have to do" or that their future success is related to their success in school. Some students aren't motivated by generalized success statements. Therefore, I find out what matters to them and use motivational practices based on their responses.

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

If a student is having difficulty with a concept, I wheel it back. Find a point within their grasp of knowledge and scaffold from there.

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

To overcome struggles with reading comprehension, I begin with pre-reading strategies. Start with vocabulary, visuals that assist with the story, and asking what they already know about the topics. Then, during reading, I ask questions to make sure they understand each of the concepts or vocabulary words within context. Then, of course, post-reading strategies, which involve connecting what we've read to a personal life experience, making it relevant and easier to understand.

What strategies have you found to be most successful when you start to work with a student?

Scaffolding is the most success strategy I know. Without a foundation of knowledge and a clear pathway of information, the end goal will always be too confusing.

How would you help a student get excited/engaged with a subject that they are struggling in?

Introduce them to why these subjects are interesting. First, find out what the student thinks is interesting, and then relate it to what we are working on.

What techniques would you use to be sure that a student understands the material?

Open-ended questioning is the best way to make sure a student understands the material. I ask them to apply what they've learned to something within their lives or to something they've learned or read before.

How do you build a student's confidence in a subject?

Helping a student understand a subject will build their confidence. Giving constant and genuine positive feedback when they make improvements and encouraging comments is also crucial.

How do you evaluate a student's needs?

Assessments are necessary for evaluating a student's needs in any particular subject. Formal assessments and informal assessments are equally important, although informal assessments are better for tutoring sessions.

How do you adapt your tutoring to the student's needs?

Each student is unique; no method works the same for every student. If a particular method is not working, I slow down, back up, and go through other methods that may fit this student's style better.

What types of materials do you typically use during a tutoring session?

I try to use more than just standard worksheets and readings. I attempt to hit all types of learners, so I use visual aids, videos, music, and games if necessary.