Philosophy and Legal Studies.I discovered the academic Philosophies during my first semester as an undergrad and I immediately fell in love. I switched Majors the next semester and never looked back. After graduating with a Major in Philosophy and a Minor in Government, I worked for several years as an outdoors educational instructor. During this time I found a passion for helping others, especially young people, achieve more than they thought they could. After working outdoors for several years I began to look for something more long-term. A former peer, who was themselves attending Law School in California, suggested that I would do well in the Legal fields. On their suggestion, I took the next LSAT exam and four years later I received my J.D. having discovered yet another passion, this time for legal analysis.When it comes to tutoring, my approach is always personal. I believe that everyone is capable of understanding information if it presented to them in the correct way. What the "correct way" is, isn't always clear from student to student. The first job of any teacher or tutor is to understand the student and only then can the tutor present the information in a way that connects with the student in the unique way that the student learns.Because of this, I often will engage students in discussion that is designed not simply to assess their understanding but more so, to cement the information in a way that isn't merely academic but also practical.

I received my master's degree in English, with an emphasis in Teaching Writing and a minor in TESL (Teaching English as a Second Language), from Humboldt State University in Arcata, California. Since completing my degree in 1997, I have taught English Composition, Developmental Writing, and Reading Comprehension for both native and non-native English speakers at various community colleges in California, Illinois and Washington. I also have extensive experience working with Japanese students as I spent four years living and teaching English in Japan. Through the JET Program, I taught high school students for two years. I also worked as an Assistant Language Teacher from 2010 to 2011, teaching English to elementary and junior high school students (5th through 9th grades). Additionally, I operated my own English conversation school, in which I taught small group and private lessons for children and adults. For the last 6 years, I've been teaching at Shoreline Community College where I've taught English for academic purposes for international students, as well as ESL courses (all skills: reading, writing, grammar, listening/speaking) for students of all levels, from beginner to advanced. I have almost 15 years of experience teaching in college classrooms, as well as in smaller, private conversation schools and one on one tutoring. My specialty is in teaching writing, especially coherence, organization and development of ideas in an essay. My classes, whether face to face or online, have always been places where students can improve their skills in writing, reading and critical thinking through learner centered as well as collaborative methods. Often, I feel that my strength lies in establishing meaningful relationships with students that has helped many become more confident communicators and helped them on their college and career pathways. This year, I completed two certificates online: TESOL and Teaching ESL online. I have also been tutoring elementary and junior high school students in Language Arts, Social Studies and Science. I really enjoy tutoring, because it gives me the chance to work with students of all ages and backgrounds individually, to help them to reach their language goals and to become more confident in their studies. It's my goal to help students overcome their fears, and to become excellent communicators in English as well as confident writers.

I am a graduate of San Jose State University's graduate school of Mass Communications, and I have been a professional published magazine writer and editor for over 30 years, and a high school and college level tutor for six years. I own and operate a communications consulting company, and have been an adjunct college professor in Northern California for 12 years, teaching beginning and advanced writing, critical thinking, film analysis and humanities courses.Improving writing skills requires hands-on practice. As a writing tutor, my approach is to quantify specific concept areas that require improvement and then focusing each tutoring session with practical exercises that help students hone their skills, while at the same time recognizing personal growth and achievement to master specific goals.In my spare time I enjoy vegetable gardening, hiking, live theatre, and watching sports.

I am a Computer Science major currently studying at CSU Sacramento starting in Spring 2016. I studied Computer Science and Engineering for three years at Sierra College, taking math, science, and computer classes for the duration. Teaching is something that comes pretty easily to me - I've been a tutor for many people before, including friends, family, and classmates. Currently I am able to tutor in math, but soon I will be expanding that to include Computer Science, Chemistry, and Physics.My students tend to be pretty successful because I'm easy to get along with; I'm friendly and easygoing. I understand that school can be difficult and stressful - I've been there, and lived it, and been on both sides of the tutor/student relationship. I will move at your pace, and when you're having difficulty I can be the resource you need to make it much more manageable.

Hello there! My name is Deisha, and I LOVE my job. Tutoring is wonderful in that I help each student learn their individual potential and see that anything is possible!I am currently in the honors program at USC to receive my masters in social work for clinical counseling. I believe I am patient, understanding and excellent at building foundations that will stay with you for a lifetime.I would love to help you with your educational pursuit and I will make sure that frustration is never felt again. It is my goal to make sure each individual student achieves their maximum potential, you are all super stars I am only here to remind you of this during your journey.Happy studying and I will talk to you soon!

I am a dual-degree graduate student, currently working on a Masters degree in Health Administration in combination with a Doctorate degree in Occupational Therapy at Pacific University. I received my Bachelors of Science in Kinesiology with an emphasis in Therapeutic Exercise and Rehabilitation along with a minor in Sociology from California State University, Sacramento. I have tutored classmates and friends for about two years now, and currently tutor for a Human Movement/Anatomy course at a local institute. Anatomy and Math are my favorite subject areas to tutor. Both subjects have a number of ways that they can be taught and learned. I find that my grasp on both of these subjects allows me to adapt my teaching style and approach to best accommodate the learning style of the learner. Outside of academia, I enjoy playing indoor soccer, exercising, reading books, and absolutely love listening to music.

I simply love tutoring children as well as adults in a variety of subjects. It's the best feeling in the world when you help someone grasp a concept! My experience (both paid and unpaid) range from helping second graders become proficient readers to helping young adults with college level Microbiology concepts. I am a fun, down to earth and patient tutor :) I cannot wait to become a part of your educational journey!

I am a current 3rd grade teacher in Utah. I have been teaching for 18 years. Teaching is my honor and privilege. I do my very best to ensure that every child learns at their highest potential ability. I work hard to make lessons engaging and fun. If something isn't working, we pivot and change. I want all my students to be successful.

I have been teaching for over 10 years and have loved every minute of it. I knew I wanted to be a teacher in the 5th grade. I enjoying helping students believe in their abilities and strengthening what they are weak in. Working through these weaknesses and getting them to believe in themselves and what they are capable of opens so many doors to them and makes anything they put their mind to possible in the future. I went to Sonoma State University for my BA in History and went on to Sacramento State for my credential and some graduate courses. I have since worked at an independent study charter school for the past 7.5 years and am now substituting for some of the local districts.I look forward to making a difference in more student's lives and helping the achieve the education they deserve!

It feels wonderful to be able to teach and mentor others. I believe education is the way to success and I wish for the success of all. I received my undergraduate degree in psychology at California State University, Sacramento. From there, I began working with children diagnosed with Autism Spectrum Disorder and other intellectual/developmental disabilities. I earned my Masters degree at University of the Pacific in Psychology with an emphasis in Applied Behavior Analysis. While there, I taught research methods and statistics at the undergraduate level for 2 years. I am now finishing my PhD in Clinical/Counseling Psychology. I have completed several research projects, published research, and co-written chapters in books. Clinically, I have taught parents in several behavior strategies to help decrease their child's problem behaviors and increase acquisition of skills. I have worked with children as young as one and adults as spritely as 65. I am happy to tutor a variety of subjects (e.g., math, English, and general study/organization skills). I am determined to see a smile at every session! Additionally, I expect everyone is feeling more confident by the end than when they started. Confidence is key! I love teaching my children to be curious and confident. When I am not teaching or playing with my children, I love to read, watch Marvel or Disney movies, ride roller coasters, and go on camping/fishing trips.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.

With associate degrees in Math, Physical Science, and Life Sciences, a BS in Biology, and an M.Ed. in Teaching Mathematics, I am passionate about fostering a dynamic, interdisciplinary approach to education. For over a decade, I have taught students in grades 3-12, creating inclusive, engaging spaces where critical thinking thrives and connections between subjects come to life. Education is my calling, and as I pursue an MS in Biology with a concentration in policy making, I strive to inspire students to see the profound interconnectedness of knowledge and its impact on the world.