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I currently hold a Master's Degree in Special Education: General and Adaptive Curriculum. I am currently a Special Education Teacher at the high school level. I have worked in education for the past 13 years. My knowledge in this field includes working with students at the early childhood, elementary, middle, and high school levels. I also have experience working with all types of disabilities including but not limited to: Specific Learning Disabilities, Visual Impairment, Hearing Impairment, Orthopedic Impairment, Autism, ADHD, Multiple Disabilities, and SED. I also have experience with assistive technology and how to incorporate this into lessons.

My personal and professional experience in education has allowed me to believe all students can learn regardless of ability. Each student learns at his/her own pace. In order for learning to take place, it is important to establish rapport with the student and foster a nurturing environment. I believe that you must build on the student's strengths and praise the accomplishment no matter how large or small. In order for the student to be successful, you must believe in him/her.

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Amanda’s Qualifications

Education & Certification

Undergraduate Degree: American InterContinental University-Online - Bachelors, Business Administration and Management

Graduate Degree: University of North Carolina at Charlotte - Masters, Special Education


I enjoy spending time with my family, reading, and exercising.

Tutoring Subjects


College English

Elementary Math

Elementary School Math

Elementary School Reading


FCAT 2.0 Prep

High School English

Homework Support


ISEE- Lower Level

ISEE- Middle Level


Middle School Math

Middle School Reading




Special Education


SSAT- Elementary Level

SSAT- Middle Level

Study Skills

Study Skills and Organization


Test Prep

Q & A

What is your teaching philosophy?

I believe that all students can learn, given a nurturing learning environment; an environment that is positive, engaging, and builds on the individual interest of each student.

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

In a typical first session with a student, I would provide an engaging, positive learning environment. We would do icebreaker activities, which would include introductions and a learning style inventory. This would allow me to know the individual student's interests, likes/dislikes, and the way in which the student would learn best.

How can you help a student become an independent learner?

I can help a student become an independent learner by providing a lesson which would include the objective to be achieved, a focus/review, teacher input, guided/independent practice, closure, and an evaluation/assessment of student learning. Utilizing this method allows for the teacher to provide the instruction, and then turns it around to the student, making him/her responsible for his/her learning.

How would you help a student stay motivated?

I would help a student stay motivated by keeping the learning environment engaging. This can occur by utilizing a variety of learning activities including but not limited to: technology-video clips, Google apps, education sites, etc., injecting enthusiasm into all student communication, giving the student information/resources when they are not expecting it, and being accessible to the student even when the tutoring session ends.

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

If a student has difficulty learning a skill/concept, I would reteach that skill/concept in a different way.

How do you help students who are struggling with reading comprehension?

I help students who are struggling with reading comprehension by providing a variety of different types of reading strategies. I utilize graphic and semantic organizers, questioning, summarizing the story, reciprocal teaching, and guided reading to help build reading comprehension skills.

What strategies have you found to be most successful when you start to work with a student?

The strategy that I have found to be most successful when working with a student is to build rapport with the student. Explain the expectations at the beginning of the session. Once this has been established, build instruction and learning around the student's likes/interests. If learning is fun, engaging, and interesting, the student is more likely to learn.

How would you help a student get excited/engaged with a subject that they are struggling in?

I would help a student get excited/engaged with a subject they are struggling in by making the material fun. I would learn what the student's interests are in to build the particular lesson around those interests, and to ensure learning is taking place.

What techniques would you use to be sure that a student understands the material?

The techniques that I would use to ensure that a student understands the material would be to utilize formative assessments throughout the lesson.

How do you build a student's confidence in a subject?

I build a student's confidence in a subject by providing a lesson that incorporates direct instruction, followed by guided practice, and then independent practice. During these stages in the lesson, I ensure that I am providing consistent praise and encouragement. I provide feedback in a timely manner, and make sure the student feels comfortable to ask questions.

How do you evaluate a student's needs?

I evaluate a student's needs by assessments including but not limited to: observation, essays/journals, interviews, performance tasks, demonstrations, teacher-created tests, rubrics, and self/peer evaluations.

How do you adapt your tutoring to the student's needs?

I adapt my tutoring to the student's needs by providing a positive learning environment. If the student is struggling with the content, I reteach the lesson. If the content is too easy for the student, I adapt the lesson to make it more challenging for the student.

What types of materials do you typically use during a tutoring session?

The materials I typically use during a tutoring sessions includes: visuals, video clips (if applicable), guided notes (if needed), and constructive responses.

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