Elizabeth Kilgallon Tutoring

I evaluate where a student is in their studies and gather as much information as possible about their learning style. I observe how they organize their studies (notes or lack thereof :), and decide how I can best help. I start by asking some basic questions to either the parent(s) of the student or the student.

If a student looks pretty unorganized and needs help with this, we start by going through their materials and deciding what to keep and what to throw away. If a student is far behind on assignments, we would go through all that is missing (potentially contacting the teacher), make a compiled, concise, and manageable list of goals, and break them down into tasks. Next, we'd schedule when we, or the student independently, will complete the assignments with details of how they will get done and whose support is needed. Note: this process looks very different for an 8th grader compared to a 1st grader :)

After planning to the student's needs, we get right into the subject(s). I start by assessing where the student is already but doing some beginner questions and adjusting my lesson plan to how they feel about the content. I come with practice questions and my notes. While looking at my prepared notes, I write them on a fresh sheet for the student as we go over the material. The student always keeps my notes and practice materials for later test preparation. 

After the first lesson, each subsequent will review practice questions and any topics that seem shakey. We move onto the lesson for that day and do practice/assessment questions throughout the lesson. 

• Autism Specialist ​- Service Net, Inc. (1 year)

• Implemented therapeutic intervention based on DIR-Floortime for autistic children and those at risk for Autism Spectrum Disorder under age 3

• Collaborated with and coordinated communication between student's therapeutic team via telephone, Zoom, and in-person meetings

• Educational Support Professional​ - Public Elementary School (1 year)

• Worked primarily with a 5-year-old autistic boy and severe gross motor deficits and with other students  with learning disabilities, oppositional-defiant disorder, and anxiety

• Reviewed and implement IEP goals work to engage the child in reciprocal communication, use assistive technology, participate in classroom curriculum reaching his full potential

• Adapted successfully to remote teaching while continuing student engagement with at-home
  collaborative activities and fun, educational videos showing flexibility and ability to remain effective in times of stress

• Paraeducator ​- Montessori Elementary School (1 year)

• Guided autistic students to make academic life successful, rewarding, equal in opportunity, and fun

• Taught emotion regulation skills by working to stay regulated when her environment challenged her, in
  social interactions, and Montessori academic activities

• Implemented curriculum from Lead Classroom Teacher and therapeutic team including DIR-Floortime Therapist, Speech-Language Pathologist, Occupational Therapist, and Education Specialist

• Special Education Tutor​ - High School (2 years)

• Volunteered as a tutor to ensure academic achievement for students with learning disabilities and mental illness in-school support program, LINKS

• Coached students on executive functioning, organization, maintaining an agenda, and academic skills

• Planned successful and timely completion of assignments using Excel to track assignments with user-friendly schedules while developing students' study skills

$40 to $50 a session is what I have charged in previous independent tutoring roles. I am worth this price because of my experience tutoring diverse populations and my extensive preparation before each session.

I began tutoring in my sophomore year of high school and have continued through college. My first tutoring experience was for students who struggled with mental illness. I tutored these students in Chemistry, Calculus, Algebra, AP Psychology, and English, including essay writing. I also supported students who struggled with executive functioning with organizing, planning, using a planner and staying on task. I did this on a volunteer basis during high school, did so for pay independently while a UMass Amherst student, and continued to do so after graduating and moving to Connecticut to work at Yale.

I have tutored at the high, middle, and elementary levels. I am very comfortable with all of these. I was a paraprofessional in elementary schools for two years, mentored 5th graders to ease the transition to middle school, and worked as an early intervention specialist with children on the autism spectrum under age 3. I love working with ages 5-10 most, but I am comfortable with subjects and students up to 16 years.

I would look for someone experienced with and open to all learning styles and aware of diverse needs. If someone is a visual learner and your tutor sticks to lecturing, you will not reach your full potential! If you need to fidget in your seat and you don't have access to movement breaks, why should I expect you to understand a new math concept!

As a tutor, I search for your/your student's best learning method, whether drawing things out, writing what we say, recording sessions, showing videos, making mnemonics, color coding or anything that works for you. I also keep in mind that learning is not JUST the content! Flexibility in pacing and style of teaching is so important to look for in a tutor.

What have I missed - classes, homework, assignments, topics?

What am I confused about - when I'm sitting in class, when do I get frustrated, lose focus, or give up on an assignment?

What do I need help with, and what do I just need my teacher to tell me what to do? Which topics are really hard for me, and which ones do I just need the page numbers?

What is a reasonable timeline for me to get x amount of work done? What is realistic for my teacher's expectations of me?

Are all these above questions overwhelming? - Then I need a tutor who can help figure it out with me :)