I have thirty years experience teaching and tutoring middle school, high school, and college level students. I am still a full-time English teacher at a well-known college prep all-girls high school in Park Slope, Brooklyn. In addition to teaching all grades and levels of English, I work very closely with the seniors on the college essay process, and with the freshmen on building their critical reading, writing, and thinking skills. My years of experience as a teacher and tutor have taught me to tailor the lessons and activities I create to meet the needs of students across a broad spectrum of abilities and expectations - short and long term.
Working with my current students on the school newspaper and the literary/arts magazine affords me yet another venue for encouraging strong, confident, and creative readers/writers. This year, our newspaper, Skyline, won four awards at the Tablet high school newspaper competition: 1st AND 2nd place - best editorial; 1st place - best personality profile; 2nd place - best editorial cartoon.
As department chairperson in English for the past eighteen years I have kept up to date on educational trends and requirements [local, state, and national] and have incorporated those new standards into my lessons and tutoring.
When appropriate I can work with- communicate with a classroom teacher to make the tutoring sessions more meaningful/valuable.
Recent students, with whom I worked on their college applications and essays, are now enrolled in such places as Princeton, Harvard Law, Annapolis Naval Academy, Sophie Davis, and McAuley Honors @ CUNY.
Former tutoring students have graduated from the University of Chicago, Brandeis, MIT.
References are available on request.
I enjoy watching students grow in knowledge and in confidence. I love the"'aha" moment when a student gets a concept and can use it and own it independently and confidently.
The goal of tutoring, beyond the mastery of a particular skill, is not more tutoring but independence - the sense of "I've got this." for the student.
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I have a first session to learn what the practical needs are - a paper, improving a grade in class, enrichment - and what the long range goals might be (if these differ from the immediate need). If possible, I review recent work the student has done in English to ascertain both the level of ability, level of challenge the student is used to, and a few other subtle points about the students' habits that are likely to be reflected in an assignment the student has completed. I spend time talking with the student during that first meeting - assessing the student's sense of her/his ability/difficulty, and the like. We work to set realistic goals - either around a required expectation [ a paper, a test, iimproving a report card grade, or personal improvement goals separate from a class]. We then begin our sessions in earnest, and I tailor, tweak, or modify, as the sessions procede.
I have more than thirty years of experience as an English teacher in middle/junior and senior high schools. I have taught and tutored extensively with students aged ten to twenty.
My degree is in English. As department chair at my current place of employment, I keep abreast of reqiuirements and trends in English - specific to such exams as the NYS ELA Common Core Regents and the two AP English exams, as well as general trends regarding technolgy and English, literacy, and other pegdagogic issues.
$75.00 per hour. $100.00 for an hour and a half.
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