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I build bridges between learners and learning opportunities. If you're struggling with reading and writing skills, look no further. Past and present students feel comfortable and build self esteem under my tutelage. I learn about the student's needs and learning style, then provide materials and encouragement designed to build foundations and skills that will last a lifetime. In addition, I work on computer literacy skills from standard operating systems operation to Office products, desktop publishing, and web design.

I have a 30-year combination of administrative management, education, and instruction in the workforce and higher education environments. I am a uniquely well-rounded tutor with degrees in occupational education and adult education with a minor in English. I tutored students in common core to pass GED/TASC testing. I taught at a community college as an adjunct instructor for Critical Reading and German. I worked at Central Texas College as a functional academic skills instructor for military members reviewing for ASVAB and promotion testing, as well as leadership training. Functional academic skills are those needed to pass standardized tests, such as, basic math, reading, and writing skills. Also included were graphical, mechanical, and organization skills. In addition, I taught computer literacy skills.

I have a background in Educational Technology, Information Systems and earned my Doctorate in Educational Leadership with a Specialization in Educational technology. Other educational areas include, English, Information Systems, and Occupational Education. I present at conferences, write for publication, and am the technology director for the Adult Higher Education Alliance.

I recently completed my doctorate degree in Educational Leadership with specialization in Educational Technology. My dissertation research helped me create a basic list of best practices for designing and developing massive open online courses. This followed a Masters in Adult Education with a technology specialization and a Bachelors in Occupational Education specializing in computer information systems and English.

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Anne’s Qualifications

Education & Certification

Undergraduate Degree: Wayland Baptist University - Bachelors, Computer Information Systems/English

Graduate Degree: Armstrong Atlantic State University - Masters, Adult Education and Leadership Educational Technology

Graduate Degree: University of Phoenix-Online Campus - PHD, Educational Leadership/Educational Technology-EED


Embroidery, reading, cycling, and hiking.

Tutoring Subjects

ACCUPLACER Language Use Prep

ACCUPLACER Reading Comprehension Prep

ACCUPLACER Sentence Skills Prep

ACCUPLACER WritePlacer Prep

ACT English

ACT Reading

ACT Writing

Adult Literacy


AP English Language and Composition


Basic Computer Literacy

College English

COMPASS Reading Prep

COMPASS Writing Skills Prep

Conversational German

Creative Writing

Digital Media


Essay Editing

GED Prep

GED Math

GED Reasoning Through Language Arts

GED Science

GED Social Studies


German 1

German 2

Graduate Test Prep

High School English

High School Writing

IB Theory of Knowledge


ISEE-Lower Level Reading Comprehension

ISEE-Lower Level Verbal Reasoning

ISEE-Lower Level Writing

ISEE-Middle Level Reading Comprehension

ISEE-Middle Level Verbal Reasoning

ISEE-Middle Level Writing


Mac Basic Computer Skills

Microsoft Excel

Microsoft Office

PC Basic Computer Skills

PCAT Verbal Ability

PCAT Writing

Social Sciences


Study Skills

Study Skills and Organization

Technical Writing

Technology and Computer Science

Test Prep


Q & A

What is your teaching philosophy?

Education reflects not the student's ability to learn, but the knowledge the student gains. Each person is able to learn. Each individual learns differently at a different rate, with emphasis on different strong points or abilities, to learn in his or her own way. With this in mind, through instructor observance, planning, and flexibility, any student can learn. Any teacher can teach any student. The ability to learn is reflected later in life through the ability to teach whether inside a classroom or out. In many ways, individuals teach the way he or she learn(ed); however, an instructor's responsibility is to gather as much information about the students as humanly possible through observation, and to adjust for (that individual's or all students') learning curve. In many cases, the majority of the students will be able to learn, but the instructor must be aware of students who are not learning. Planning ahead will help the instructor adjust to student learning levels. When teaching, material may be skimmed over easily; however, this does not mean that it should be taught that way. There is a core to every subject. If the subject core is not taught, or is overlooked, the student may not understand the concept behind what is being done, but may simply do it. The student may also not continue to learn the subject, may give up, or state that "I cannot do it." With preparation, the instructor can review the core information more closely adjusting to the knowledge level of the student(s). It is easy to forget the core and assume that the core information is already there because the instructor is comfortable with material. Preparation must allow for flexibility. It is not necessary to hold other students back rather encourage the student who needs extra or a different teaching technique. If a student does not learn in the way in which the materials are taught, the instructor has a responsibility to be prepared to teach that individual differently. If no students learn by the teaching technique, the instructor has a responsibility to change the teaching approach to that specific area of learning. Handling a student individually while maintaining the whole group is a necessity; providing core information at any level is critical; and, adjusting to help an individual compensate for differences in learning styles is a must. Through observance, planning, and flexibility, any student can learn.

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

Discuss student goals and objectives, and assess abilities.

How can you help a student become an independent learner?

Often learners cannot ascertain personal goals and objectives. In addition, learners may have personal roadblocks such as low self-esteem, motivation, and bad experiences. Helping a learner build self-confidence, establishing short and long-term goals and objectives, and then meeting those and acquiring study and learning skills, paves the way to independence in learning.

How would you help a student stay motivated?

Working with short-term goals and objectives can help build self-confidence, self-esteem, and demonstrate success. These small successes can help students stay motivated.

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

When encountering difficulty with skills or concepts, helping the learner chunk the processes into smaller segments can help find the problem associated with the difficulty. Addressing the minute problems helps develop critical thinking and overcome the difficulty.

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

First, encouraging reading in any form improves comprehension. Backing up to the appropriate reading level may be difficult; however, it will help build understanding. Second, practice with materials in all genres helps develop good critical reading habits.

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

Helping develop an understanding of the goals and objectives, then breaking down those into small, manageable bits, helps the student be successful.

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

Student successes are the biggest motivator and builder of confidence. By listening to the student's worries and stories, and addressing the issues first, a tutor can help the learner focus on finding the right path that best supports the student's learning style and level and helps build excitement.

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

Assessment is vital to helping the student focus on the materials. Many students are able to show understanding through quizzes or questions about the material; however, active demonstration of ability, problem solving, or critical assessment of material can also demonstrate success and understanding. A variety of methods should be used to test a learner's understanding.

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

Success is the greatest confidence builder. Providing opportunity for success through assessment or projects helps build confidence.

How do you evaluate a student's needs?

Evaluation comes through listening to the learner. Tutors should never assume that they know best. Listening to the learner provides needed insight into the learner's past problems and successes. The discussion helps the learner evaluate their own needs, goals, and objectives.

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

Ask questions and listen to the answers, and then allow the student the same opportunity. Be aware that sometimes the questions may be the wrong ones. Tutoring should be based on the student's abilities and learning style, not the way the tutor or teacher learns or teaches.

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

The materials depend on the learner. I have a wide variety of materials and games to use for tutoring. One of the first tools used is pen and paper. This helps put the learner's thoughts and aspirations down and visible. Second are short assessments to see what the student already knows. Finally, activities that focus the learner.

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