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Suzanne M
About Me
I love working with children. This passion began when my siblings and I would "play school" with our green Disney chalkboard. We would take turns being the "teacher", and I delighted in the feel of chalk in my hands. Upon graduating from New Mexico State University with a degree in elementary education, I became a fifth grade teacher with Las Cruces Public Schools. Again, I enjoyed the powdery feel of chalk in my hands, but this time, I wasn't playing. I took my responsibilities very seriously and with great joy. As life took me to other school districts and different grade levels, time replaced chalk with dry erase markers and district-developed instructional goals with common core standards. However, my love of working with elementary-age children has never been superseded. In reflecting on those years, I bring these research-based practices to the tutoring platform:--Parents are a child's first and most important teacher; communication with parents is vital to a successful elementary tutoring plan,--Working towards mastery in mathematics leads towards a student's confidence and independence in mathematics,--Incorporating a child's interests into the curriculum is more likely to help students develop proficiency than one that does not,--Instruction in handwriting should remain in the curriculum due to its association with fine/gross motor development, gains in reading and writing, and memory benefits,--Developmental ages and stages must be taken into account when planning and carrying out a tutoring session. For example, an off-task student may need a "wiggle break" or review of how to carry out an assignment before they can return to task,--Shaming is never an acceptable form of discipline. Teacher preparedness and pacing of instructional delivery have a huge impact on student behavior,--Horse, then cart: Establishing a student's base of information must precede hands-on mathematics and science for maximum retention of concepts, and--Training in HOW to test is likely to result in a reduction of test anxiety and higher test scores.
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