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Cindy

Bachelors, Elementary Ed/Early Childhood

Northwest Missouri State University, William Woods University

About Me

I received my Bachelor of Science degree in Elem. Ed./Early Childhood from Northwest Missouri State University. Three years later I obtained my Masters Degree in Curriculum and Instruction from William Woods University. Later that same year, I received my certification in Special Education grades K-12.Over the last 20 years, I have taught/worked with all grades K-12. I have taught in both public and private schools, and I am currently teaching in a residential therapeutic school. I definitely enjoy new challenges and working with a wide variety of students! Although I love working with all students, I am most passionate about working with elementary/middle school students who are struggling in the areas of math, reading/writing, and language. With my wide range of experience and knowledge, Im able to personalize a plan of study for your child, and then work closely with you and your child to reach their goals. My belief in education is very solid. In order for a child to have success in their lives, they first need to have an appreciation for learning, and experience the rewards of that learning. As your childs tutor, I will help to bridge the gap between your childs learning and success. With my enthusiasm and dedication, your child will be able to learn through a variety of teaching techniques and fun learning activities!

Education & Certifications

Northwest Missouri State University

Bachelors, Elementary Ed/Early Childhood

William Woods University

Masters, Curriculum and Instruction

Q&A with Cindy

To help a student with reading comprehension, I would use the following techniques: 1.) I would monitor the student's comprehension and make sure the students are also aware of their own understanding of what was read. 2.) Metacognition is "thinking about thinking." Have students use reading prediction activities prior and after reading, have the student identify where the difficulty in understanding occurs and what it is, and then have the student restate the difficult sentence or passage in their own words. The students could also look back or forward in the text for help. 3.) Using graphic and semantic organizers to help illustrate concepts and relationships in the text. These also help students organize their thinking of the story. 4.) Using the Question-Answer Relation Strategy encourages students to learn how to answer questions specifically and more completely. 5.) I would have the students generate their own questions about the text, and then have them summarize what they just read. Effective comprehension instruction can help students become purposeful, active readers who are in control of their own reading comprehension.