I received my BA in Political Science from Indiana University and a Masters Degree in Public Affairs from University of Colorado. I worked for many years in public relations for both for profit and nonprofit organizations. Under the umbrella of public relations for these organizations, I worked primarily as an editor and a grant writer. I took time from those positions after the birth of my oldest child. I discovered teaching because of my desire to home school my oldest son. He has high functioning autism and was having difficulty learning in large classrooms. It was a rewarding period. We worked together on math and reading and writing. Out of all the subjects, the one I found the most enjoyable to teach was writing. I enjoyed watching ideas develop and helping to translate them onto paper. I would like to share that knowledge and help a new group of kids develop into strong writers. I believe writing is what separates the good student from the great student.
As I discovered teaching my son, creativity is the key to learning. Not every student responds to the same methods of teaching. It is the responsibility of the tutor to determine how the student learns best; then, adapt their style to match the pupil. In the end, its all about learning and discovery for both the teacher and the student.
Education & Certification
Undergraduate Degree: Indiana University-Bloomington - Bachelors, Political Science and Government
Graduate Degree: University of Colorado Denver - Masters, Public Administration
tennis, running, traveling
Q & A
What is your teaching philosophy?
I believe in helping all students reach their full potential.
What might you do in a typical first session with a student?
Get to know the student and their likes and dislikes. Then, use that information to help them achieve their goals.
How can you help a student become an independent learner?
I would give the student some objectives, small at first, to increase confidence.
How would you help a student stay motivated?
I would use creative approaches to learning. Not every student responds to the same teaching methods. It's my job to find ways to reach them.
If a student has difficulty learning a skill or concept, what would you do?
Immediately take a break from that concept. Then, try and use that time to ask them questions to help lead them back to the right answer.
How do you help students who are struggling with reading comprehension?
I might use everyday situations that might relate to the comprehension questions being asked. Or, I break it down into more manageable questions, and then build back up.
What strategies have you found to be most successful when you start to work with a student?
It all depends on the student. Some students are drawn to structure. I would begin by asking direct questions. Other students find structure repellent. We would begin by circulating around the task at hand; but, maybe unbeknownst to them, with smaller circles until we have completed the work.
What techniques would you use to be sure that a student understands the material?
Again, it depends on the work. If it's a reading prompt that they have completed, I may have them read their answers aloud to hear how it sounds. Then, I might ask questions about the material and listen to their responses.
How do you build a student's confidence in a subject?
Usually by starting small. With every correct answer, no matter how trivial, their confidence grows until we have built up to more difficult material.
How do you evaluate a student's needs?
Ask questions and listen to the response. It's imperative that a good teacher be a good listener first.
How do you adapt your tutoring to the student's needs?
I would look at the individual needs and wants for their subject and tailor my instruction to fit their needs.
What types of materials do you typically use during a tutoring session?
I like to use a variety at first and find what the student responds to the best.
How would you help a student get excited/engaged with a subject that they are struggling in?
First, I would begin small to boost their confidence. We might talk about ways that that subject helps them in everyday life. Then, over time, increase the difficulty of the questions so it doesn't seem so overwhelming.