I vividly remember the stress and strain I experienced while preparing for the ACT and SAT respectively. I had a tutor - but I never felt comfortable asking questions or informing him that I did not understand.
My mission since becoming an educator has always been to provide students with a safe space to express their challenges and academic shortcomings with the assurance that they would not be judged. Furthermore, I wanted them to know that we would work to find a viable solution to the challenge before us.
This mission has proved be quite successful. I have worked with students in grades K-12 on writing, reading, and occasionally math instruction. Far more often than not, the outcome has been successful.
It has been successful because I worked to create an atmosphere of complete transparency, and I learned to pay careful attention to each of my students. Therefore, I could identify academic challenges or misunderstanding that in some cases they were not aware of themselves.
Creating an open space that leads to transformative work is my special gift. I would be honored to share it with students through this platform.
Dillard University - Bachelors, English
Garrett-Evangelical Theological Seminary - Masters, Theology
What is your teaching philosophy?
Every student can learn. Every student can excel beyond their wildest belief. They can do this when they believe in themselves and have a teacher and community that believes in and supports them.
How would you help a student get excited/engaged with a subject that they are struggling in?
I set smart goals. I meet with the student and we talk about our goal for the week. (i.e., 1st Grader: By the end of the week, I will know 2 additional sight words.) When students know what is expected of them and when, they rise to the challenge.
What techniques would you use to be sure that a student understands the material?
I rely heavily on the gradual release model. It starts with me giving direct instruction and providing examples. From there, we transition to "We Do," where the student is working through the examples with me. From there, we end with the "You Do," where the student is doing the heavy lifting and answering questions or applying reading strategies that I've taught and modeled for him/her and practiced with him/her.