I believe that all students can learn! Each student's learning style is as individual as his or her own fingerprints. As we work together to find your student's best learning style and modalities, we will also be working towards creating a life long love of learning.
I have been teaching since my graduation from Warner Pacific in 1988. Aside from teaching a Second Grade class in 1990-1991, my experience has mostly been in Substitute Teaching. I found that one of my strengths was to follow the lesson plans left for me by the teacher, but then explain it in a new and exciting way. For instance, if the teacher left a multiplication sheet, I would pull out the unifix cubes or beans so the students had a visual. I have taught every subject at every grade; in Oregon, having a Master's Degree certifies a substitute teacher to teach all grades and all subjects as well as junior college.
I feel that I excel as a tutor. I home schooled 5 of my 7 children while regularly substitute teaching. Each of my children that I homeschooled had a combination of learning styles and intelligences. With every student that I tutor, I feel that one of my biggest strengths is looking at the each student's specific study materials (handout, book, website) paired with getting to know and assessing each student. This allowed me to come up with a way to explain the material in a way that the student will understand.
Education & Certification
Undergraduate Degree: Warner Pacific College - Bachelors, Physical Education
Graduate Degree: Lewis & Clark College - Masters, Education
playing guitar, singing, baking ,reading (fiction, non-fiction, mystery, technical), learning Spanish, learning sign language, singing, playing guitar, baking, and listening to all types of music (classical, country, gospel, contemporary Christian)
Q & A
What is your teaching philosophy?
We would revisit the phonetic building blocks of the English language. If they are still sounding words out, we have to chart words per minute that they feel comfortable with and maybe take a step back (a grade back) until we know what grade reading level the student last felt comfortable in and build from there. I build phonetic understanding because if the student is pronouncing the word improperly due to lack of phonetic training then the words don't make sense. We also need to connect experiences to the sentences the student is reading. For instance, if a kindergarten student is reading about driving a car, some of the concepts don't have a connecting experience. Therefore the student will not be able to anticipate the vocabulary nor the contextual cues. So, final answer, 1) revisit Phonics, 2) back up in grade level until the student feels comfortable with wpm, and 3) expose students (by conversation, videos, field trips, etc.) to a wider set of experiences.
What might you do in a typical first session with a student?
I would ask the student to read aloud to me from their favorite book. I would ask them to count to 100 using a 100's chart. I would ask the student what they have from school as homework. I would ask the student what they think they know about the subject we are tutoring in.
How can you help a student become an independent learner?
I would practice self-driven study habits with the student. Habits such as 1) drawing pictures that remind them of the meaning of the vocabulary word, 2) writing and spelling a word out loud three times in a row in order to get the spelling of that word correct on the spelling test, and 3) using the "9's trick" in multiplication.
How would you help a student stay motivated?
Depending on the age of the student, I would motivate the younger student to fill up a grid card with happy face stickers for incremental successes, and they would turn in a filled card for a larger prize. I would also encourage the adult in the home to hang an A+ paper on the refrigerator for a week and then add it to a notebook of the students best efforts. For an older student, I would encourage them to keep track of all tests and required class work in a subject binder, and we would plot the scores of all of the student's quizzes, tests, etc. as we worked together. Hopefully, the student would see a marked improvement as they used the tools.
If a student has difficulty learning a skill or concept, what would you do?
I would try to present the information in each of the traditional modalities, which are aural (learn by listening to info), visual (learn by seeing and watching the materials or experiment), and tactile (learning by doing, touching, manipulating the materials personally involved). If none of those ways of learning seemed to be working, then I would use them in combination. Finally, I would ask the student to be my teacher with as much of the subject matter as they could grasp, thereby seeing how much of the learning was getting through.