I'm a Millennial M.O.B. (Mom of Boys-8 and 11) who loves crafting, spending time with my pup, and meeting new people. I relate to students and their parents who are struggling with school; I understand that it takes more than just being smart or hard work. As a parent of a gifted child with Type I ADD and a savant, kinesthetic learner with Type II ADD and a communication disorder I want to share things that worked in my house and show students how to channel their awesomeness. This "Momma-bear" understands every learner and family is it's own ecosystem. I'm excited to meet you or your learner.
When learning is tough, a new approach might move an individual towards self-efficacy and finding the aforementioned approach is where my graduate level OT(Occupational Therapy) training is useful; I possess skilled knowledge in activity analysis, learning theory, adaptation and accommodation to improve a student's engagement in learning. These skills apply across subjects and ages; many of the tools are the same for young and older students.
Education & Certification
Undergraduate Degree: University of Cincinnati-Main Campus - Bachelor in Arts, English
Graduate Degree: Xavier University - non degree, Occupational Therapy
sewing, cooking, reading, listening to music and podcasts, driving my sons to sports, volunteering with children and seniors, and napping with my dog.
ACCUPLACER Arithmetic Prep
College Application Essays
Elementary School Reading
Elementary School Writing
High School English
High School Writing
Middle School Reading Comprehension
Middle School Writing
Q & A
What is your teaching philosophy?
I hope to guide learners to methods that meet their constellation of abilities. I believe in building systems so those methods can be applied to varying subjects, independent from me. Tutoring is a collaborative relationship; I can only teach what you show me you want to master.
What might you do in a typical first session with a student?
Introductions set the tone for the tutoring process. Communication in the first session usually includes: Student/Parent: -expectations -context for the situation -methods used and outcomes -things outside of the problem that might interfere with learning, like lack of time. I come to listen, ask questions, and figure out how much work is between us and meeting the student's expectations. I tend to provide immediate ideas based on observation, and will tell the student where I notice strengths and opportunities. I like to assist with assignments due or look at related content for about half or more of the session. I leave time to wrap things up and give 1-3 tips to work on until our next session. I want us all to leave smiling and pumped to meet again.
How can you help a student become an independent learner?
Learning requires a match between the individual, the method, and the content. Once we find the right tools together, the content will become easier to master.
How would you help a student stay motivated?
The key to motivating students is building a relationship where the student experiences success, feels comfortable asking questions, and is celebrated for hard work. This requires listening to the student and paying attention to the student's preferred task strategies, and formatting sessions so the student practices these strategies with support.
If a student has difficulty learning a skill or concept, what would you do?
I'm constantly observing how the student's whole body integrates information; these observations inform me, as the tutor, about what is working and what we methods we need to try. For example, if one tool for visual attention to text isn't working, we talk about what's off and try tools until one is just right. I tend to use models of problem solving that involve ongoing updates about what's right, what's off, and what's just right; we can work strategically to maximize outcomes.
How do you help students who are struggling with reading comprehension?
Reading comprehension is a matter of working with a student to apply tools to the text. Struggles usually relate to learning the tools instead of the content. Tools can be vocabulary, understanding structure and literary elements, or a specific sensory approach to the text. Together, we will build on small successes as the student practices using the tools best suited for her unique learning style.
How would you help a student get excited/engaged with a subject that they are struggling in?
I'm supporting my boys daily as they struggle with content or re-working material into their respective learner styles. Tools to address the immediate and underlying problem become ways to celebrate every success. When you're winning lots of little battles, it's much easier to see one's progress and continue to build on that progress. Nonetheless, I bring enthusiasm to everything I do, which tends to pump up others.