Romano’s Innovative Coaching
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Frequently asked questions
What is your typical process for working with a new student?
First, I put the student by building rapport. The first session is usually for orientation and setting goals and objectives. After chatting casually for several minutes, I inquire about the student's perception of his/her needs and difficulties. I assess feelings of self-concept, as much as possible. I inquire about what the student’s likes/dislikes, current study skills, distractions, and relationships at home and school. These things normally come out in casual conversation, depending on the age of the student.
I use traditional, creative, and innovative ways to conduct instruction. I like to alter means of learning during the session, or from one session to another. Students learn in various ways. To keep the student more attentive, I have at least one break during a 60-minute session, two during a 90-minute session.
I have had excellent student and supervisor evaluations. I enjoy working in a range of high-stress settings. I am an experienced coach, motivator, and mentor. I appreciate diversity, and I enjoy learning from others' experiences. I always work in a non-judgmental way, from a place of respect for all persons.
What education and/or training do you have that relates to your work?
Doctor of Psychology (Psy.D.). - Loma Linda University - Clinical Psychology 2006
Loma Linda, CA, USA
Master of Arts: Loma Linda University - Psychology 2002
Loma Linda, CA, USA
Certificate in Humanitarian Assistance: Loma Linda University - Humanitarian Assistance, Global Health 2000
Loma Linda, CA, USA
Certified Life Coach, Certified Resilience Coach, Certified Relationship Coach, Certified Transitions Coach
Symbiosis Coaching, 2021
Certified Coaches Alliance
Vancouver, B.C., Canada
Master of Public Health (MPH)
Purdue University Global
Chicago, IL, Online
Bachelor of Science, Cum Laude: University of La Verne – Psychology 1996
La Verne, CA, USA
Diplomat, Board Certified Expert in Traumatic Stress (D.A.A.E.T.S., B.C.E.T.S..)
American Academy of Experts in Traumatic Stress, National Center for Crisis Management
2009 Certified Trainer, Parent-Child Interaction Training (PCIT). University of California, Davis
2009 CANS Child and Adolescent Needs and Strength Assessment Certified Examiner and Trainer
2008 Parent-Infant Mental Health Certification, Fielding Institute, CA
2007 NCAST-AVENUW PCI Certified, University of Washington Nursing Feeding and Teaching Scales
2004 Domestic Violence Certification Training Program, Certificate; State of Illinois, Chicago, IL.
Department of Education, Riverside County Emergency Credential
Do you have a standard pricing system for your lessons? If so, please share the details here.
My prices are in a range according to a number of variables, including, but not limited to online or home visit and location, the age of the student, subject, supplies needed (supplies I need to tutor, and any supplies I may need to purchase to improve student learning), difficulty level, any diagnosed condition or deficit, number of sessions per week, length of sessions, length of tutoring in weeks or months, and family situation. Please talk to me if you need special consideration.
How did you get started teaching?
I have always liked teaching, and during college I wanted a job that I enjoyed.
What types of students have you worked with?
Various ages, abilities, levels, diagnostic considerations, students with IEP's and IDEA and 502 accommodations. I have worked with students of various ethnic, religious, socioeconomic status, gender, and orientations. I have also worked with parents who need to continue learning between sessions, behavior concerns, academic and learning observations and considerations, helping the parent understand assessment reports and upon request, will attend IEP meetings with parent/s to serve as an advocate, and/or work with the school for a more appropriate intervention plan.
Describe a recent event you are fond of.
I don't have my own children, but was honored to have my grandniece 5 days a week from 8 months through her kindergarten year. I was in graduate school at the time, learning more about assessing kids, helpful interventions, and the theories behind the techniques. She and my grandnephew were able to benefit from my education. I had already tutored during my undergraduate years, which made those techniques make much more sense. I would spend hours in the learning stores, looking at everything I could imagine using with "my babies". I spent a lot of money and got lots of great, fun things. Then I went to work. My grandnephew had some working memory problems because of the birth process. I assessed him, and counter to him believing he was "stupid", I helped him understand he had to use alternative ways of learning. He caught on quick, and pretty soon was up two grade levels! My grandniece had a household rich in learning, with fun activities, like counting bears and puzzles. She is now in her 20s, and smart as a whip! My grandnephew has a great job, is married to a wonderful woman, and they have two babies and cute as a button stepdaughter who adores him. My other grandniece, who was older, was always a smart and clever child. She has a good job and is newly married. She is a beautiful person, inside, and out!
What advice would you give a student looking to hire a teacher in your area of expertise?
Be sure and hire a teacher that you like, have the skills you need, and will work with you in a holistic way. The teacher should work at your pace, and not try to rush you through subjects you may not understand, in the interest of time. If you don't understand concepts, you must be able to stop the teacher and ask for clarification, once, twice, or however long it may take. If a student doesn't understand a concept I am teaching, and we have made a few tries with one method, I will try to change to another source, video, activity, etc... Not everyone can understand all authors of books for all subjects. Sometimes changing the way a subject is presented will bring the concept to light.
What questions should students think through before talking to teachers about their needs?
Be yourself, and state your needs the way you think and feel. If talking about a subject like math, it is best if you can state what problems you don't understand in terms of subject, actual problem, chapter, or level, and what is confusing you about the problem. Is it the way the question is stated, or is it calculating the problem, or maybe you know how to solve the problem, but don't understand the answer, or the point or subject of the question. Like, what purpose does this have, how will I use it in a job, how does this help me learn the next level, etc...