...problems. I also use educational technology tools and creative methods to improve reading comprehension. However, these skills are suitable for all students to learn, not just students with learning disabilities. I see students as they are now and who they will become. Since I view students as scholars, I have high expectations for them, including academic responsibility, increased organizational skills, and reflecting on their learning. They receive scaffolding to meet these expectations and thus experience...
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...when sharing successes and challenges. Teaching in an international setting has made me an effective collaborator. The opportunity to develop instructional units with colleagues from diverse backgrounds has informed my own understanding and guided my growth as an educator. By remaining open to new ideas, I've been able to introduce meaningful coding and technology initiatives into the classroom, and to successfully implement a behavior management strategy that emphasizes empathy and compassion. Building strong relationships with...
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...ambition in life is to empower people through education. Being a teacher is not just a job to me. Teaching English over the years in various countries has shown me how many opportunities these English skills give to those who are willing to study and work hard. I love being a part of that and my students see this passion for their empowerment immediately. Allow me to be part of your journey and equip you...
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...interest continued to expand through her work as a teacher at an urban elementary school in Atlanta, where she led her students to achieve significant academic growth. Wanting to gain a deeper knowledge about the issues surrounding education and levers for improvement, Mary attended the Harvard Graduate School of Education and earned her Ed.M. in Education Policy and Management in Spring 2015. Mary currently lives in New York City and works as a consultant for...
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...test scores. This includes Special Education and Learning Disability students. Some students attained post high school progress while in the third grade. When I trained other teachers, they got the same results. I was given honors by the Governor of Idaho. I have also taught abused children at a private school. Tutoring experience includes elementary Reading and Math, high school Algebra at the Houston ISD, and English as a Second Language to students and adults....
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...a senior at Bryn Mawr College majoring in Sociology and minoring in Child and Family Studies and Education. I am currently wrapping up my teaching certification program teaching American History in a Philadelphia public school. I have extensive experience teaching and tutoring English, History and essay writing with elementary, middle and high school students. I strongly believe learning is a collaborative, student directed process and I love helping students acquire long-term learning skills. My favorite...
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...a minor in Philosophy. Since graduation, I have been coaching wrestling at a nearby high school, as well as serving at a local restaurant. I have been tutoring students since I was in high school, in subjects ranging from simple arithmetic to advanced calculus to SAT preparation. I have even tutored middle school and high school Spanish! My clients have ranged from middle school students to college students. While I tutor a broad range of...
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...I came back to tutoring because I wanted additional work that would be meaningful and exciting to me. My passion is working with children and adolescents and helping to motivate them to learn. I work one-on-one with my clients and find our greatest success comes when I work to engage them, find what motivates them and will increase their interest in the material. In my spare time, I enjoy spending time with my daughter and...
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...five to six years which taught children of all ages and disabilities how to sing, act, dance and perform their own art in a multicultural community. I also have experience working as an elementary and middle school substitute teacher which means all of my certification and background check is up to date. It's always been my dream to motivate a child's life while inspiring, educating and creating a fun and safe environment for young children...
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...always enjoyed the power of education in life. I believe that curiosity can lead to so much joy. I enjoy learning as much as I do teaching. One thing I have learned is that every child learns differently. While there are larger techniques that can be used in larger settings, each child responds differently to what they're learning in their surroundings, and who they are learning with. Part of my love for teaching is figuring...
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...is Heather Lynne Sutton and teaching is my passion. I have a bachelors degree in Early Childhood Education, a masters degree in English as a second Language and am almost finished with a M.Ed in Teaching and Technology. I have 14 years experience as a teacher, especially with culturally diverse student populations. I love to travel, cook and read. I am a huge college football fan :) "Go Buckeyes"!! I look forward to working with...
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...students' needs. I have experience with children who have: dyslexia, dyscalculia, dysgraphia, add/adhd, developmental delays, neurological disorders, brain trauma, autism spectrum disorder, communication disorders and executive functioning delays. Favorite subjects include: elementary math (k-6), social studies, ELA and writing. Some fun facts about me include: * I am getting married in October to my wonderful fiance Harold * We have a 4 year old greyhound named Hector * I love Disney World * Travels include...
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...box approach to learning challenging concepts. In my experience, in order to help a struggling student, you must first take the time to get to know the student and work together to find an approach that works best for that student. I am passionate about providing students the opportunity multiple ways in which they can demonstrate their learning. In my spare time, I enjoy Sudoku puzzles, gardening, cooking and most recently have taken up knitting...
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...undergraduate degrees, I was a teaching assistant for the Introduction to Engineering class. I enjoyed working with the students and seeing them master the material over the course of the semester. Professionally, I have worked both as a programmer and as a marketer. I believe my greatest strengths are in teaching math and helping students prepare for standardized tests, including the GMAT. In my spare time, I enjoy cross country skiing, cooking, trying new restaurants,...
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I am a recent graduate from Washington University in St. Louis with a bachelor's in cognitive neuroscience. I have been accepted to medical school and will be starting next fall. In other words, I've had my share of standardized testing. I hope to make life easier for students struggling to overcome these hurdles, and maybe spark some enjoyment of learning along the way!
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...learning is more than my vocation, it is my passion. I tremendously enjoy learning about my students so that when I teach, I can engage them with whatever it is that they find most interesting. Students learn the best, when we've build a positive relationship with their teacher, find success in their learning and have fun throughout the process. My responsibility as an educator is to find out what excites every child and bring it...
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...Kindergarten through Eighth Grade. Though I've mostly taught middle school math and Kindergarten through 2nd Grade. I love working with kids who aren't getting the most from their abilities. Whether that's student with ADHD who haven't realized all the advantages that are part of that diagnosis or gifted students who have never learned to really slow down and work because they haven't really needed to, digging in and helping students do their very best is...
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...I tutored primarily English, Finance, and Essay Composition as well as any subject that students of my university asked for specifically. English and French were always my favorites since I loved those classes the most as a student. I really enjoy tutoring and teaching because it is so cool to find new ways to help each unique student and see them improve every session. I love helping students who struggle with test taking or essay...
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Our interview process, stringent qualifications, and background screening ensure that only the best ISEE- Lower Level tutors work with Varsity Tutors. To assure a successful experience, you're paired with one of these qualified tutors by an expert director - and we stand behind that match with our money-back guarantee.
Receive personally tailored ISEE- Lower Level lessons from exceptional tutors in a one-on-one setting. We help you connect with the best tutor for your particular needs while offering flexible scheduling to fit your busy life.
ISEE- Lower Level Tutoring FAQ
The Independent School Entrance Exam (or ISEE) is an accurate and widely accepted assessment available in Lower, Middle, and Upper levels. All forms of the exam include multiple-choice questions and a writing assignment. The number of questions and the amount of time a child has to finish the test varies by level. Varsity Tutors can help you connect with an experienced tutor who can help your child with all areas of the ISEE Lower Level exam.
The ISEE Lower Level is for students who are entering fifth or sixth grade. Your child will have two hours and 20 minutes to complete the exam. The test itself is made up of five different sections, including Verbal Reasoning, Quantitative Reasoning, Reading Comprehension, Mathematics Achievement, and the essay.
The Verbal Reasoning portion of the exam is broken down into two types of questions: sentence completion and synonyms. Both are designed to test your child's vocabulary knowledge and ability to reason. There are 34 questions in this section of the test, and students have 20 minutes to complete it. Your child's ISEE Lower Level tutor can work with your child to determine if his or her verbal reasoning skills are at or above grade level. If they are not, your child's tutor may use flashcards or word games to improve his or her ability in this area.
The Quantitative Reasoning portion of the exam has 38 questions that students must answer in 35 minutes. The specific mathematical concepts that are tested are designed to determine your child's understanding of math and problem-solving. It does not assess the amount of math he or she has learned, but instead how well he or she is able to think in a mathematical context. To help improve your child's score in this area, your tutor will help him or her with test-taking strategies such as reading questions carefully and identifying exactly what information is being asked for, along with crossing out information that is irrelevant.
The Reading Comprehension and Mathematics Achievement portions of the exam measure your child's ability to correctly answer grade-level appropriate curriculum-based concepts. The Reading Comprehension section has 25 questions, and students are given 25 minutes to answer them. The Mathematics Achievement section has 30 questions, which students have 30 minutes to answer. Your child's tutor can work with him or her to develop reading strategies and proficiency in mathematical operations in preparation for the test.
The final portion of the test is an essay question. Your child will be given a writing prompt that is appropriate for his or her grade level. ISEE does not score this portion of the test; it is sent to the designated school(s) along with the scores for the rest of the exam. Your child's personal tutor can work with him or her to develop writing strategies and the ability to quickly and concisely write responses.
The Varsity Tutors live learning platform enables you to schedule your child's private ISEE Lower Level tutoring session at a time and place that's most convenient for your schedule. Sessions can be held in a virtual environment or in person. Varsity Tutors can help you connect with an expert ISEE Lower Level tutor who is able to work with your child. To get started, contact Varsity Tutors today.
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Recent ISEE- Lower Level Tutoring Session Notes
Today we continued where we left off after skipping our session last week. The student's score on the practice test was great. His only real avenue for improvement is the vocab and essay sections of the test. Today we primarily worked on the essay portion. I decided to work on some prompts together in session. I want to get him to a point where he feels utterly comfortable and actually has fun with the essay. For homework I assigned one essay.
The student has shown how bright he is, so we are working on the best strategies for him to avoid making simple mistakes and how to go from "educated guess" to undoubtedly correct answers. Each section is very solid right now so it is just a case of building on a solid foundation and having him be prepared for anything that might get thrown his way.
Today we worked on sentence completions, synonyms and reading comprehension. The student is doing well practicing these sections of the test and we are continuing to work on learning new vocab words. We also started working on finding percentages of numbers and he is doing very well with this concept.
The student and I spent our time going over some concepts from the quantitative section of the test. He was very strong in his recollection of simplifying fractions. We built on this to go over ratios and proportions, which he picked up very quickly. We also discussed measures of central tendency. He needed a reminder about the formula for mean, but after this, he had no trouble finding mean, median, mode, or range. We finished by looking at some simple algebra problems and went over ways to solve these by substitution or estimation on the actual test. Next time we meet, we'll go into more detail about algebraic word problems and will reintroduce the verbal section.
This was my first session with this student, and I thought it went very well and ended up being even more productive than I had hoped for. Initially, my plan was to simply introduce him to the concepts, format and overall structure of the test so as to open his mind up to what sort of things he was going to be dealing with. After explaining the five sections and essay portion of the test, and what will be expected for each of them, I decided I could go ahead and go through some sample questions from each section with him. It gave him a clear snapshot of what the exam questions will look like, and he was very receptive to the information and took it in very well. We went through each question and I explained the answer and the reasoning behind it in detail so that he could see why the test material is the way that it is, in a sense.
I also had the student write a paragraph or two -- just about what his favorite thing he did over the summer was -- to gauge how he writes and see some of the areas he may need more attention with. I also spent some time asking him what are his strengths and what are his weaknesses to see what he said with regards to that. We discussed how to proceed best and what he would need support in with respect to any subject/ curriculum/ test-taking areas. I look forward to subsequent sessions with this student. He takes in information very well, so next week I feel I can begin assigning more practice work and doing more practice tests.
We went over basic math and algebraic concepts. We went through fractions, decimals, multiplication, addition, and subtraction. I look forward to our next lesson. We will review any homework given and move on to the next portion to assess his skills in the next category.