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Nariman

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I come from a multi-ethnic family who immigrated to Latin America from the Middle East during the early 1900s with hopes for a better and more comfortable life. They embraced Latino culture, attained fluency in Spanish, and successfully ran their own clothing business. In the mid-1960s, my grandparents immigrated to New York City, learned the English language, and settled in the place of my birth - Brooklyn, New York.
In the years of 1998-2002, I have completed a Bachelors of Business Administration with a concentration in Computer Information System at Baruch College, City University of New York. I graduated with Magna Cum Laude Honors, a cumulative GPA of 3.5, and as member of the International Golden Key Honors Society. Shortly thereafter, my career transitioned from business to education as I have pursued further studies in teaching. After having completed an array of graduate level pedagogical courses with the College of New Rochelle, Fordham University, Brooklyn College, and the College of Mount Saint Vincent, I successfully passed the following teacher’s New York State teacher certification exams:


Liberal Arts and Science Test (LAST)
Assessment of Teaching Skills-Written (ATS-W, Secondary)
English Content Specialty Test (CST)
Multi-Subject CST
English to Speakers of Other Languages CST (ESOL)
Literacy CST
Students with Disabilities CST


My first teaching experience began in the Fall of 2002. I taught English Language Arts and Literature to junior and high school students. During my teaching experience, I managed with excellent results, an intensive and cohesive workload of teaching based on NYS Standards. I prepared multilingual students for both the ELA and SS New York State exam. Majority of my students scored on or above state standards for their grade level, which is a great accomplishment considering that English is their second language. I directed, supervised, and taught, a research paper composition/computer technology class, in an intensive science research program for exceptionally talented students of grades 6 through 8. Integrating technology into classroom teaching has motivated my students to become high achievers as their diverse learning styles and needs continue to be met.
In 2010, I completed a Master of Science in education with a concentration in TESOL at the College of New Rochelle and took several professional development courses and workshops to enhance my knowledge and skills in the field of education. From 2014-2016, I was a full-time high school ENL teacher and coordinator at New Visions AMS III High School and part time adjunct professor of ENL and English at the Union County College.
I believe that my greatest strength as a teacher is my ability to inspire students to use their talents and resources available to them to expand their horizons and achieve their goals and aspirations. Many students who started out with a negative attitude towards learning were able to transcend their prior indifferences and develop the strong study skills and self-confidence needed to perform beyond their expectations. Moreover, by recognizing the diversity of linguistic backgrounds and cultures which characterize the students and their families, I was able to design lessons from all content areas to build cultural awareness and appreciation throughout the curriculum. I was able to utilize my knowledge, skills, and cultural sensitivities that are all crucial to meeting the needs of students, and especially those whose primary language is other than English. Throughout my many years of teaching, I have worked largely with students from diverse cultural, ethnic, and linguistic backgrounds. Through teaching, I have developed a profound love and appreciation for the children of my community. As I interacted with the students, I began to realize how deprived most of them were of a real and fair education. I dedicated my career to enriching these students’ lives with the fundamentals necessary to help them become self-sufficient and independent learners and contributors to society. By recognizing the diversity of linguistic backgrounds and cultures which characterize students and their families, I was able to design lessons from all content areas to build cultural awareness and appreciation throughout the curriculum. I was able to utilize my knowledge, skills, and cultural sensitivities to meet the needs of students whose primary language was other than English.
As an instructor, I always strive to benefit my students by helping them achieve the knowledge and skills needed in order to reach their highest aspirations.

Nariman’s Qualifications

Education & Certification

Undergraduate Degree: CUNY Bernard M Baruch College - Bachelors, CIS

Undergraduate Degree: Umm Al-Uura University - Bachelors, Arabic

Graduate Degree: The College of New Rochelle - Masters, TESOL

Hobbies

Nature activities, cooking, biking, skating

Tutoring Subjects

Arabic

College English

English

ESL/ELL

Essay Editing

High School Writing

Languages

Writing


Q & A

What is your teaching philosophy?

My teaching philosophy to is to adapt a fun and engaging integrated approach to teaching, and teaching students based on their multiple intelligence as to ensure maximum learning takes place.

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

Get to know the student's goals. Find out the student's strengths and weaknesses by administering a diagnostic. Discuss a teaching plan to maximize efficiency and effectiveness of the lessons.

How can you help a student become an independent learner?

By modeling a concept and teaching the skills needed to master it independently.

How would you help a student stay motivated?

I would keep the method and content relevant to the student, and implement engaging activities.

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

I would reteach it using different approaches and constantly check for understanding.

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

I would administer a diagnostic test to see the student's strength and weaknesses. Then, based on that, I would scaffold the text and question types for the struggling reader.

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

First, activate prior knowledge. Then, build background. Finally, teach a new concept.

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

One way is that I would make the content relevant to the student's interests -- after finding out what they are.

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

I would constantly check for understanding through formative assessments.

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

To build confidence, a student must accomplish a task successfully. In order for that to happen, the concept has to be scaffolded and built on.

How do you evaluate a student's needs?

I would evaluate it based on standards, goals, and a diagnostic.

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

I would first survey the student's needs and goals, and adapt my lesson plan to that.

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

I use education resources, the Internet, and student and teacher materials. Materials may vary from text to sound to video content, etc.