A photo of Sheri, a tutor from Howard University

Sheri

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I have been an educator for the past 6 years. I have also tutored 2nd – 5th grade student in math, increasing students' standardized math scores by 12 percentile points. In addition, I have taught literacy skills to English language learners in the United States and abroad. Previously, I have tutored college students in English, Social Sciences, Humanities, and Dance. I have also developed curriculum, assessed children, facilitated intervention strategies, and chaired individualized education plan meetings. Currently, I am Safe and Supportive Schools Coach where I assist schools in developing support systems to support academic success for all students. I support principals to develop school-wide academic and positive behavior support strategies, provide training to school staff, and provide individualized coaching to teachers.

Sheri’s Qualifications

Education & Certification

Undergraduate Degree: Howard University - Bachelors, Psychology

Graduate Degree: San Francisco State University - Current Grad Student, Early Childhood Special Education

Hobbies

Reading, hiking, dance, travel, surfing, singing, and animals

Tutoring Subjects

College English

Elementary Math

Elementary School Math

English

ESL/ELL

Essay Editing

High School English

Homework Support

Math

Other

Phonics

Psychology

Social Sciences

Special Education

Study Skills

Study Skills and Organization

Writing


Q & A

What is your teaching philosophy?

I take a constructivist/naturalistic approach to teaching and seek to provide students with opportunities to learn both independently and with adult guidance. Like scientists, students develop hypotheses based on previous experiences and test them when confronted with new experiences. However, if a student is unable to construct meaning independently due to a lack of prerequisite skills or experiences, then the student will need the assistance of an adult or more knowledgeable other to provide scaffolding so that they are able to construct meaning and incorporate this new experience into a schema. It is key to link assessment, goals, intervention, and progress evaluation to better understand the student's current skill level (zone of proximal development) so that embedded learning opportunities that address these skills can be planned within the student's daily activities so that they can gain functional skills that can be utilized across environments. Therefore, I believe that it is important to continually check for understanding, reinforce knowledge across environments, and fade support as a student develops independence.

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

I would seek to build a rapport with the student. I would also review what the student is working on and assess their current skill level. I would then establish expectations and next steps.

How can you help a student become an independent learner?

I help a student become an independent learner by assessing their current skills and providing support to address skill gaps. I provide scaffolded support so that students feel successful while increasing the difficulty level of the work. I also continue to spiral back to previously taught skills to ensure the learning is retained.

How would you help a student stay motivated?

I help students stay motivated by building a relationship with my students, learning their interests, and making the session relevant and engaging.

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

I would cycle back to where the student feels successful and assess which skills are needed for the student to successfully complete the task.