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Lauren

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I have been working in education since 2002. I was a tutor for several years, working with K-12 students and students visiting community college writing centers.
I'm currently an adjunct community college English Composition and Reading Instructor. I also taught English Composition and Creative Writing courses for three years at the University of New Hampshire.

I have a B.A. in Philosophy from UCLA, an M.F.A. in Writing and a Cognate in College Teaching from the University of New Hampshire, and I have completed the coursework for an M.A. in English Composition from San Francisco State University, having also completed graduate level certificates in Teaching Composition and Teaching Post-Secondary Reading.

I aim to provide transferable skills for my students by developing strategies for success that reach beyond the expectations of English Composition coursework. That is, I teach students strategies for the type of reading and writing they will do in all of their courses, from coursework in the humanities to the hard sciences, for example. The teaching certificates I recently earned for teaching composition and teaching post-secondary reading provided extensive education in regard to reading apprenticeship, writing across the curriculum, and digital literacy. I have been able to apply this knowledge in the classroom, helping students to achieve the necessary skills for college or university level work.

Lauren’s Qualifications

Education & Certification

Undergraduate Degree: University of California-Los Angeles - Bachelors, Philosophy

Graduate Degree: University of New Hampshire-Main Campus - Masters, Writing

Hobbies

reading and fiction writing

Tutoring Subjects

12th Grade Reading

12th Grade Writing

ACCUPLACER ESL Prep

ACCUPLACER Reading Comprehension Prep

ACCUPLACER Sentence Skills Prep

ACCUPLACER WritePlacer Prep

Adult Literacy

College English

College Essays

Creative Writing

Elementary School Reading

Elementary School Writing

English

English Grammar and Syntax

ESL/ELL

Essay Editing

Ethics

Expository Writing

High School English

High School Writing

Literature

Middle School Reading

Middle School Reading Comprehension

Middle School Writing

Philosophy

Phonics

Public Speaking

Reading

Social Sciences

Test Prep

Writing


Q & A

How can you help a student become an independent learner?

Rather than requiring a student to passively take in information, I ask students to actively participate in their own learning process by way of allowing for a more student-centered approach. What I mean by this: I ask students to first convey what they already know. We then move on to what they wish to know and how to go about attaining this knowledge. This approach fosters independence, as students learn the steps needed for tackling a once daunting task. A student-centered approach will help foster a sense of self-efficacy.

What is your teaching philosophy?

I aim to provide transferable skills for my students by developing strategies for success that reach beyond the expectations of English Composition coursework. That is, I teach students strategies for the type of reading and writing they will do in all of their courses, from coursework in the humanities to the hard sciences, for example. The teaching certificates I recently earned for teaching composition and teaching post-secondary reading provided extensive education in regard to reading apprenticeship, writing across the curriculum, and digital literacy. I have been able to apply this knowledge in the classroom, helping students to achieve the necessary skills for college or university level work.

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

I would incorporate many strategies for reading comprehension and help my student develop certain habits of mind for the reading process. An example strategy: Preview (Predict) Preread, and Code. PPC is a procedure that helps readers activate schema before reading. PPC allows readers to make use of the clues the text offers and to systematize their note taking. PPC helps make efficient use of the time spent reading by providing a method for collecting their thoughts, questions, and responses during the reading process.