A photo of Linsey, a tutor from Boston College

Linsey

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I attended Boston College where I earned a B.A. in Secondary Education and English. I started my teaching career in Maryland where I taught ninth grade English for four years. At the end of my last year, I was accepted into a graduate program at New York University. I moved there in 2008 and began teaching at a transfer school in Brooklyn while attending graduate school part time. In 2011, I was awarded a M.A. degree in International Education. I finished my teaching career at a performance based assessment school in Manhattan before I moved back to MD in October.

Although I am seeking a full time position outside of the classroom, I still enjoy supporting student learning. I know what it is like to struggle in a class (I still cringe when I think about geometry!) and I would love to help someone who is facing similar struggles in English. As long as the student is willing to put in the work, I will do whatever I can to help him/her master the task and be successful in the course.

Linsey’s Qualifications

Education & Certification

Undergraduate Degree: Boston College - Bachelors, Secondary Education-English

Graduate Degree: New York University - Masters, International Education

Hobbies

traveling, cooking, going to the movies, reading a great book

Tutoring Subjects

College English

Comparative Literature

English

English Grammar and Syntax

Essay Editing

High School English

Homework Support

Literature

Other

Reading

REGENTS Prep

Study Skills

Study Skills and Organization

Summer

Test Prep

Writing


Q & A

What is your teaching philosophy?

I believe that a teacher should facilitate the student's learning process. It is my job to guide students as they analyze a text or as they work on refining a piece of writing. I don't want students to just focus on getting the "right answer". For example, if students are working on analyzing a short story, I want the students to wrestle with it. I want them to draw out its meaning and then be able to defend their interpretation of the story with specific evidence from the text. If they get stuck, I will model text analysis with a different story so they can understand how to pull it apart and analyze its elements. If they understand what they need to do at that point, I will send them back to the original story to work through it on their own. Some students might need more support, so then I would use guiding questions as we work on the text together. Whatever strategies are used, it is important that students feel that they have ownership over what they are learning and understand its place not only within the course, but also its relevancy to their other subjects and their aspirations for the future. I want them to have confidence in their abilities. Developing their skills in English and gaining a deeper understanding of the content will serve them well not only in future English classes, but it will enhance their ability to excel in their other subjects.