I believe in a solid foundation, so we begin at the beginning and work our way up, stopping to fill in blanks as needed. In reading, I mix visual, auditory and kinetic learning as needed.
I prefer to work with my students very closely using the tools of assessment, commentary, followed by a second assessment. There's no pressure in this. It's just to make sure the students are all on the same page and absorbing the material.
For the most effective teaching, I prefer my students to involve a physical part of themselves to be involved in the whole learning process, whether visual, auditory, or hands on methods. I have also found it best to allow my students to walk through a problem while I coach them so they can have actual experience and confidence giving them the ability to learn how to solve problems independently.
I can't really say I have one single methodology or consistent habits. I want any teaching I do to be as effective as possible, which means that me, my students, the physical space, etc., all contribute to how I will approach a subject or teaching experience. Overall I value fairness and doing whatever it is I can do to maintain students' engagement.
Because of my previous teaching experiences, I am qualified to teach all components of English instruction: grammar, literature, reading, and writing. I have taught literature courses in Greek/Roman/Norse Mythology, Shakespeare, American Literature, World Literature, and British Literature, including the corresponding history involved in the creation of each.
My teaching methodology includes the following: *Assess the need of each student with a pretest or by viewing past performance *Intentionally reteach the skills that need improvement by providing explanation of area of improvement, guided practice, independent practice, and quizzes *Provide a tutor-made test at the end of the lesson
I see what the student is being asked to do and what she/he can do, usually accomplished by looking at past work samples and having them do a diagnostic assessment for me. Without this information, any planning I did would be guesswork.
My teaching methodology is to be inter-active. I do not lecture, I teach by engaging my students and make them a part of the experience. I keep tutoring personal and flexible. No two students are alike in personality or learning skills. No one style fits all. I teach to the student not have the student, not force the student adapt to my style.
As an English tutor, I devote time to understanding and practicing the function of essay writing -- I consider it an important skill in applying for colleges, in addition to a significant part of the SAT. I pay close attention to both spelling and grammar, and the various ways to approach improvement in both.
I teach using both traditional & proprietary methods. Teaching a single student allows for a more personalized technique , whereas as teaching a class requires a more generalized approach. The fundamentals of effective instruction for full literacy are essentially unchanging in either case.
My teaching methods come from the ideas of Lev Vygotsky's "scaffolding" -- the building of knowledge upon existing knowledge. I prefer to have students take notes during the process of prewriting and researching, as well as when organizing, so they can revisit these whilst revising their essays (or other texts, depending on what we're doing).
Getting to know student strengths and weaknesses is the first step in designing lessons that will address the specific difficulties that need development. In addition, getting to know the type of learner I'm dealing with helps me understand what strategies to pull into my lessons.
I teach using a lot of metaphors and similes to get difficult points across and come of with fun and silly tricks to remember things easier. The way I teach will depend both on what the student needs help with, and the way the student can learn the easiest. As a writer myself, I make sure that my grammar is as perfect as I can manage and I pride myself in having a broad vocabulary.
My teaching method includes a combination of instruction to new material and application to the students life to make the methods more understandable and relatable. I also allow time for questioning and construct my way of teaching as I discover how the student learns best.
I use Student-Centered Methods of Instruction Differentiated instruction is the teaching practice of tailoring instruction to meet individual student needs so that students can move onto the next standards or topics when they’ve mastered what they’re currently working on.
I adjust my teaching to each student. I usually begin by having the student read text out loud, specially formatted a phrase at a time. This is read out loud before hearing it spoken. This is ideal for correcting bad reading habits. Then we progress to reading a punctuation interval at a time; this is ideal for improving comprehension and improving fluency.
A teaching method is something that can and should be extremely variable, as is every student's learning style; this is why I adjust MY teaching method accordingly. The method in which I employ is solely based on that of what I mentioned above: the learning style of the student.
I start my lessons by providing a pre assessment to determine where my student is struggling. Then dive into the content and do a post assessment toward the end of the lesson to see what he has learned afterwards.
My methodology is to model NOT tell students how to do what I ask. I choose subjects to read and write that my students will enjoy and don't want to end, taking suggestions from them. The expectation is that my students and I dialog ... I'm not a lover of monologue. Students participate more when they have a stake in what's going on and enjoy it.
Teaching is more than just a career. It's not what I do, it's who I am, my calling. I believe that every student can learn, it's a matter of finding the right strategy in order to increase learning. Student engagement and student interest is most important. Students must be valued, and must be the center of learning.
I base my classes on student engagement, creativity, personalization, and collaboration. I believe we all learn best from assignments being meaningful and important. Therefore, my teaching is founded on relevant projects that are interesting. Through this approach, I then incorporate the skills.
I have a Master's Degree in Reading. The first step is to diagnose the area of concern through a series of tests to identify the specific problem that the student is having.
I provide a systematic framework utilizing multi-sensory instruction based upon Lindamood-Bell Learning Processes' techniques for struggling readers in order to help them catch up to grade level. I also provide assessments that help identify a client's underlying strengths and weaknesses related to reading, spelling, and comprehension.
I am currently pursuing my undergraduate degree at UCLA in both Political Science and Communications. I graduated from Downey High School in 2016 as Salutatorian (#2 out of 1000 graduates) with a 4.8 GPA. I will be offering lessons to high school and middle school students looking to improve their overall mastery of English grammar, syntax, and composition.
I can give lessons to high school age and younger. Whether it's going over the structure your essay should match, or helping with grammar, I can do anything! Just let me know what you need help with and I will build my lesson around you.
My lessons are individualized and tailored to meet the needs of your child's, based off data collected from Diagnostic assessments. My mission is to put the "fun" back in learning, where students are motivated and excited to learn. At the same time, I instill morals and hold all students accountable for their own learning and academic success.
My teaching methodology is to engage students through the use of multi-sensory activities and lessons. Every student is an individual that has specific goals and needs, and the use of differentiation of instruction can help to meet the unique needs of each student.
By spring of 2019, I will have a Bachelor's degree and be certified to teach anywhere from K-8. I have also worked with students younger than kindergarten while at a daycare. I base my lessons off of the needs of the students. This depends on whether the tutoring needs to be aimed towards spelling, writing, editing, reading, etcetera as these each require different structure.
I provide tutoring to students who are in elementary school (Grades 1-6). I believe in teaching to the student's capabilities, and not what a piece of paper tells me they can do. I enjoy hands on lessons that put the student's learning front and center.
My teaching methods are based strongly on modern pedagogical approaches to comprehensive education for your student. My goal is to not only create excellent students of English, but also to create excellent critical thinkers with the ability to realize their ambitions and goals.
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Perfect! Émilie est une enseignante de français merveilleuse et engageante. Elle est très patiente et crée un environnement favorable pour les gens de tous les niveaux de français. En utilisant son intérêt pour le théâtre, elle crée des leçons...
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