Dellann B.

Dellann B.


Beaufort, SC 29902

Will travel 40 miles

$20 per hour.

4.18 34 ratings

Tutor and Individual Instructor; Certified Teacher

I have over 25 years of public and private school experience. Additionally, I have been a part-time adjunct instructor of history for fifteen years. I have also done homebound teaching for over fifteen years on a part-time basis. Currently, I encourage students to use a variety of online sources as well as interviews of persons involved in local government and/or businesses. Whenever possible, I incorporate local, national, and international news into appropriate subject matter. An ultimate g... [more]

American History

I have taught college level American History for fifteen years, and I have also taught the same subject from grades 5 through 12. My undergraduate major was American Studies, including history, political science, economics, and literature. My experience in standardized testing includes a score in the 94th percentile on the National Teachers' Social Studies Exam (now a part of the Praxis II series). To prepare for an exam required for graduation from high school, I would emphasize both a topical and chronological approach. Topics should include the Colonial era, the New Nation, the Articles of Confederation, the Constitution, settlements on the frontier, the important of sectionalism, the Civil War, Reconstruction, Industrialization, Immigration, the United States as a World Power, World War I, the Depression, the New Deal, World War II, the Cold War, and the later twentieth century. All of these topics relate to the complex problems of the 21st century. I am able to provide summaries as well as enrichment for each topic. Dellann B.


In addition to completing survey college courses in biology, including attending at required laboratory exercises, I finished a Coastal Environmental Graduate Course for Teachers. This course included numerous field experiences in the South Carolina Low Country. The University of South Carolina at Beaufort.the South Carolina Department of Natural Resources, and the Clemson Agricultural Extension Program provided presenters. In Spring, 2012, I accompanied fifth grade students on a trip to Hilton Head's Coastal Discovery Museum. Students participated in hands-on activities involving the plants and tidal marshes of the region. My interest in environmental biology coordinates with the teaching of geography and South Carolina History. I have lived on the edge of a wetland area which was once the home of an alligator. More recently, the habitat has become too dry for these animals. Recently I have participated in elementary and middle classes about biology. In one of those classes eighth grade students reviewed their biology content through an online "Jeopardy" game modeled after the long-running television show. Biology is especially important in view of the extremes of climatic change during the past five years.



My experience in the study of grammar includes not only English, but Latin and French. I have full certification as a French teacher as well as credentials in Elementary Education and Social Studies. The study of English grammar must be developmentally appropriate for the age of the students. When students are gaining reading skills in the primary grades, they should focus on one grammatical topic at a time. As a teacher introduces new topics, he or she should do a brief cumulative review so that the student uses previous knowledge. Activities which incorporate grammatical rules in simple games, especially puzzles, are most effective with students in early grades. More advanced students should learn to recognize parts of speech and their appropriate usage. Grammatical examples need continual reinforcement throughout elementary grades. At the secondary level, students should be able to distinguish inconsistent tenses, parallel structure, and precise changes of mood, including the subjunctive.

Microsoft Excel

I have used Microsoft Excel Spreadsheet programs to provide statistics about performance of students in specific subjects as required by educational administrators. Another function of Excel spreadsheet programs is to provide an accurate method for teachers to provide data about students who have received awards in different categories during a specific academic quarter. Other more advanced uses of Excel spreadsheet programs are to provide complex calculations for review of economic and/or financial data. Using data from these spreadsheets makes it possible to evaluate trends and to recommend actions in cases of poor performance. It is necessary for economists and financial analysts to keep abreast of the latest updates and innovations in Microsoft Excel Spreadsheet programs.

European History

My graduate history courses at Brown University included a course on the Renaissance and the Reformation. Other courses included a two-course sequence about English history. A related course focused on Puritanism. Foreign language study included the historical background of Ancient Greece and Rome as a I studied four years of Latin. I am certified as a French teacher. My studies included the political and cultural background as well as the language. As a part-time adjunct instructor of history at Park University, Marine Corps Air Station campus (Beaufort, SC) I taught survey courses of Western Civilization and European history.


I have taught high school French, and I have passed the national Praxis exams. My undergraduate and graduate courses in French have met South Carolina requirements for certification through June 30, 2016. I have traveled extensively in France, French-speaking areas of Switzerland, and in Morocco


I have training in math, including geometry. I received honor grades in high school, and I have had further training as a teacher. My most recent training was at a South Carolina Department of Education Professional Development Course for teachers. The title of the course was Response to Intervention in Math; this course provided strategies to use concrete examples before explaining abstract formulas. The study of geometry requires continuous updates as newer approaches make the topics more relevant to real life. The best math teachers help ease "math anxiety" among students.

Microsoft Word

I have been using Microsoft Word for about fourteen years at least. Additionally, my training as a teacher has included online professional development about Microsoft Word. Between June, 2005 and July, 2007, I completed around a dozen online graduate courses using Microsoft Word. These courses were part of an Master of Education Program in Secondary Education. The flexibility of Microsoft Word has been mademe a quick, efficient writer for all kinds of purposes. This program has helped me to solve problems because I am able to produce prompt, accurate written communication. Microsoft Word is constantly becoming faster and more efficient. Lifelong learners must follow the advances of this widely accepted program.

Microsoft PowerPoint

I have created and presented concepts in the form of a Power Point Presentation to accompany research I had completed in graduate course about best practices in the assessment of English Language Learners. Going through this process contributed to my understanding of the goals of the entire course as well as the findings of my research. There are frequent updates in Power Point programs as technology meets the ever changing demands of adults and children. Some Power Point presentations are a showcase for the latest innovations. In scholarly presentations it is important to strike a balance between explaining the accomplishments of research and engaging the viewers. Designing a Power Point presentation requires sound judgment in order to avoid alienating viewers with too many kinds of animations and large sections of text. Some Power Point Presentations may be excellent for professional development of teachers. On the other hand, Power Points about the Six Traits of Writing need to be simplified when they are presented to students in elementary grades.


My certification in Elementary Education includes a course about mathematics for elementary school teachers. I have helped students with Prealgebra as part of homebound instruction and in middle school classes. In July, 2011, I completed a professional development course, presented by the South Carolina Department of Education about Response to Intervention in Mathematics. This course was led by a professor who wrote a book he published about this topic in 2010. The strategies are especially relevant to Prealgebra which depends on strong basic math skills, including multiplication, division, using formulas, and solving word problems. An important concept is to have students go from concrete examples, including use of manipulatives, until they are ready to handle abstract, algebraic expressions. Reading and math are both essential for success in Prealgebra.


In high school I received a New York State Regents Diploma with honors. This document included my first three Latin classes where I received over 95% on final exams. The topics of my classes were translating original Latin selections from Julius Caesar, Cicero, and Vergil. The fourth year class read Vergil's Aeneid, an epic poem in the original Latin. I also completed an SAT Achievement test in Latin for which I received a score in the 700s out of a possible 800.


During the past school year I taught reading to students in Grade 5. A few of them read on a much lower level. Others were English Language Learners. I had a few students who received weekly reading tests based on oral reading. I observed that those who continued to find it difficult to read a passage aloud were the ones who lost their place often. Other students read well aloud, but they frequently reversed the positions of vowels and consonants in written work. One of my students rarely read entire passages because her eyes watered considerably while reading either silently or aloud. I recommended that her family take her for an eye examination, and they followed the recommendation. Later she used glasses for reading, and she had fewer problems.


My graduate school writing experience includes completion of a Master of Arts in Teaching with emphasis on History and Secondary Education. I wrote a history thesis about private and public approaches to urban poverty in the 1890s in the Northeast. I used several kinds of original documents from that time. I also have a Master of Education in Secondary Administration. I wrote papers for most courses, and I had at least one course about research methods. A couple of years after that I had to do a research paper about issues in the teaching of English Language Learners. I have taken numerous other graduate and/or professional development courses where I had to do a significant amount of writing. In addition to teaching in public and independent schools, I taught introductory history and Western Civilization courses as a part-time adjunct instructor at Park University at the Marine Corps Air Station in Beaufort, SC.


I have studied and taught United States and World Geography in sections of elementary and secondary social studies classes. I have also included geography in survey college classes of Western Civilization and European History. I have read many copies of National Geographic Magazine, and I have watched programs about World Geography on public and cable television. I also watch many weather programs which show different nations and their locations.


I have taught specific classes of English writing and reading to fifth grade and tenth grade students. My undergraduate major was American Studies. In addition to history and political science I had five courses in American literature. In graduate school I had intensive courses about English history from the Early Middle Ages through the World Wars. I also had a course about the Renaissance and the Reformation. My European History courses required considerable reading of English literature. I have also taught introductory Western Civilization courses at the college level. An objective example of my proficiency in the use of the English language is that I scored in the 85th percentile on the Miller Analogies Test which is used for admission to graduate schools. I have completed two Master's Degrees which required extensive reading and writing. Dellann B.

Government & Politics

I have taken specialized political science courses about national and local government. As part of my undergraduate American Studies major I studied United States Constitutional Law, and I have read and analyzed original Supreme Court cases. Through History and Political Science courses I have learned about the origins of American government and about various national and international issues. My knowledge of the Southeast was expanded through graduate courses about South Carolina Government and Politics. I have also taught high school and college American History courses which included considerable information about different levels of government.


I have studied psychology as an undergraduate. I took Educational Psychology as part of my Master of Arts in Teaching Degree. As part of the requirements for my Master of Education Administration Degree, I completed Introduction to Exceptional Children, which includes topics related to Educational Psychology. My certification in Social Studies included the National Teachers' Exam, later called the Praxis II, and one section of this test was about psychology. My testing score was in the 94th percentile nationally. During the 2010 to 2011 school year I taught 9th through 12th grade students in a general psychology course which had no prerequisites.

SAT Math

I have experience using the algebraic problems and calculations on the SAT Math tests. In 2011, I complete a specialized course for teachers about Response to Intervention in Math. A major concept which I learned is the importance of beginning with concrete (visual) examples and gradually using formulas and equations. Accurate reading of directions and all information is essential while solving problems on a standardized examination, especially one with limited time like the SAT Math test. Before making a final decision about the solution of an algebraic word problem, it is necessary to see that the answer applies to the practical issues described in the problem.


I have taught Grade 10 English, including literature, in a summer school course. I have also used literary selections in introductory college courses in Western Civilization, European History, and United States History. My undergraduate major was American Studies, which included several courses in American Literature. My graduate history courses at Brown University used examples of biographical literature as well as poetry and religious literature of the Renaissance and the Reformation. Other experience with World Literature includes four years of Latin in high school. When I was in tenth grade, I read excerpts of original Latin writing of Julius Caesar. My English teacher took several members of my class to a live production of Shakespeare's Julius Caesar. Everyone had a front-row seat in a small "Off-Broadway" theater. I have also taught French, another area of my teaching certification. Many English words have roots in Latin and/or French. To understand the full meaning of literary works it is important to a large vocabulary and a knowledge of historical literature.

World History

I have taught World History and Global Studies in public and independent high schools. Additionally, I taught Western Civilization and European History in introductory courses at Park University's Marine Corps Air Station Resident Center in Beaufort, SC. In high school I completed four years of Latin; the instructor went into depth about the Ancient Greeks and Romans. Our lessons included Roman military history. As an undergraduate I completed two terms of Art History. The course began with prehistoric cave painting and explored recent films, and abstract, expressionist paintings and sculpture. In graduate school at Brown University in Rhode Island, my courses included two terms of English history beginning with prehistoric times. Other topics included England's wars, major rulers, political and religious developments. Another graduate course focusing on the cultural Renaissance and the religious Reformation in Europe. My study of high school and college French dealt with the international political and intellectual heritage of this nation. In addition to travels in Northern Europe and the Mediterranean area, I studied French in Switzerland where I lived for six weeks with a family who spoke no English. I spent three weeks in Morocco where I finished two intensive French courses. The travel and courses dealt with the history of North Africa and its modern challenges. I continue to follow major developments all over the world.


I have taught a half-year secondary school course about personal finance. I used reports from CNBC financial reports as well as selections from The Wall Street Journal to inform my students of the latest developments. As a college student I completed an upper division course about money, credit, and economic activity. I follow daily financial reports through a variety of media.


The verbal and math questions on the GRE require reading and analysis of information for math questions. In math questions it is necessary to set up an equation to solve for an unknown number. In order to solve math questions, round off the number and estimate. Rules from Algebra I expedite solving equations. It is essential to plug the solution into both the original problem as well as the equation you have devised. The two sides of the equation must equal the same number to verify your solution. This type of problem is generic and similar to those on the Scholastic Aptitude and other standardized tests. Verbal sections include spelling errors and reading comprehension.


While I am neither an attorney nor a current law student, I am from a family of attorneys, and I have received A grades on the two law courses I completed. One was Constitutional Law which I took as a political science class. I thrived on reading original United States Supreme Court reports which show controversies and solutions. Additionally, I took a school law course as part of a Master's Degree program in Secondary School Administration. The cases involving students relate to the entire communities involved. All kinds of current events relate to law.


My qualifications to tutor students to prepare for the GED Exam are that I have academic preparation and current valid teaching credentials in Elementary Education and Social Studies. Additionally, I took a professional development course in Response to Intervention in Math (July, 2011) to provide practical strategies to help struggling math students. Additionally, I have had a Graduate Coastal Environmental Science Class administered by the South Carolina Department of Natural Resources and the University of South Carolina, Beaufort. I have taught students in local alternative schools and in classes to prepare for tests required for high school graduate by state governments.

SAT Reading

I have taught reading as part of content areas including social studies and English/language arts. My reading expertise enabled me to score at the 85th percentile on the national Miller Analogies Test, an entrance requirement for many graduate programs. Four years of high school Latin and teacher certification in French have strengthened not only my vocabulary, but also my knowledge of historical and literary allusions. An undergraduate major in American Studies has provided an excellent background for reading both nonfiction and fiction. I am prepared to teach students to read for comprehension even under the pressure of a timed examination.

SAT Writing

I have had experience teaching writing in introductory college classes. Additionally, I have taught English grammar and usage as part of an SAT Verbal preparatory course. While earning a Master of Arts in Teaching (Secondary History), I did thorough revisions during the writing of a thesis. A few years ago I completed an M.Ed. in Secondary Administration with over a dozen courses requiring a great variety of writing. As part of the admissions process for this program, I took the Miller Analogies Test and scored at the 85th percentile. My specialized training includes strategies to improve writing of English language learners as well as students from grades K-12.

Physical Science

I have collaborated with science teachers in middle and secondary classes. My undergraduate education included chemistry labs which had experiments related to physical science. Engineers in my family have applied and explained concepts in their work with engines. A first cousin frequently discussed his inventions in microelectronics and fiber optics.


I have studied and taught reading, writing and speaking as part of English, foreign language, and social studies tests. During the 2014-2015 I have been teaching reading and writing English Language Arts Classes for grades 9-12. I have also studied Latin for four years, and I have taught secondary French. Recently I have tutored students in editing skills for correct English usage. I have taught adults, adolescents, and elementary school students who are English language learners. My extensive travels in Europe and North Africa have provided further experience in communicating with individuals who speak little English.


GMAT is a test for admission to Master of Business Administration programs. A tutor must emphasize the kinds of skills required, including analytical writing, reason, verbal, and decisions about the amount of data required to solve a quantitative problem. It is essential to warn students that incorrect answers will lower their scores, but a student should choose the best possible answer after carefully reviewing choices. Another fact is that this computer-generated exam grades the answers as the student is working; questions are automatically adjusted to the level of a student's performance. Additionally, students may not use any kind of calculator or electronic device.


I am certified to tutor ASVAB candidates. I am a certified teacher who has taught college U.S. History and Western Civilization. In July, 2011, I took a course to help students perform better in all levels of mathematics classes. I have also taught classes to improve scores on the verbal section of the Scholastic Aptitude Test.

Art History

My mother was an art history major, and she took me to major museums throughout the United States. I have had two college art history courses which covered a variety of media from prehistoric times through mid-twentieth century. When I was in graduate school at Brown University, I took a course on the Renaissance and the Reformation. My high school studies of Latin and French as well as Art History in college were very helpful in the study of the Renaissance. I have included art history in my college teaching of Western Civilization and European History. I have also used Art History in teaching of high school social studies. I have traveled extensively in Europe, especially in countries bordering the Mediterranean Sea. In 2008 I traveled in Morocco as a part of a French Study Abroad Program, and I saw Roman ruins there.


I have recent specialized training for both the math and verbal sections of the PSAT test. For math I have the textbook and handouts from a summer, 2011 Response to Intervention in Math class taught by the professor who wrote the textbook. This material has practical strategies for solving problems and understanding concepts. Reading and vocabulary depend on continuous growth, never last-minute preparation. Skimming techniques must focus on main ideas to maximize use of time. It is essential to continue without stopping for a difficult question. Once a student attempts all questions, he or she should review the omitted questions to make the best choice.


I taught four years at a nationally and internationally known independent school in Connecticut. During my time at that school the girls school joined an even more famous boys school, and the two schools have continued to thrive as one of the most highly regarded college preparatory schools in the United States. I have taught and tutored students from grades 1-12. I am prepared to help students with reading comprehension, math, vocabulary, and reasoning as well as test-taking strategies.


My spelling experience goes back to earliest grades as a student when I excelled in all skills related to reading and vocabulary. After standardized testing showed that I was three years above grade level for several years, my school district asked me to skip from seventh to ninth grades. Then I graduated third in my class after going directly into ninth grade. While in high school I took four years of Latin, and three years of French, and I was the top student in both of those subjects which require accuracy in spelling words in a foreign language. I have taught high school English, Social Studies, French, middle school social studies and English/Language arts. I am both a visual and auditory learner, and my success in spelling reflects diligence in my study habits.

ACT Reading

I have specific strategies for reading comprehension. Each sentence and paragraph must be read thoroughly. Do not attempt to answer questions before reading an entire paragraph. Go over each question slowly, and find the reference to a particular sentence or phrase within the paragraph. Review all the possible choices, and select the one which corresponds to the vocabulary and meaning of the section of the passage you read.

ACT English

I have taught writing, including English usage to Grade 10 students. In 2010 I completed a graduate 3-credit course about assessment of English language learners. This course covered reading, writing, and discussions among current teachers about strategies to improve the reading and writing skills of their students. I have completed two Master's Degrees. Both graduate programs required many kinds of essays.

ACT Math

In addition to certification in ACT Math, I have completed a 2011 professional development course about Response to Intervention in Math. This course emphasizes strategies where a student proceeds from concrete examples to abstract formulas. For all the math subject areas covered on the math section of the ACT careful reading is essential. A student must evaluate every word of a question as well as the language and numbers in each possible answer. Since a student has 60 minutes to complete questions, it is imperative to use every minute efficiently. Making charts and drawing pictures help students to visualize the aims of a question. In this manner it is possible to reach the correct answer in word and other math problems included in the ACT Test.

Elementary Math

As part of requirements to pass national examinations in elementary math, I took a specialized course about the kinds of problems students need to solve. I had much of my instruction from a retired math teacher. Another resource which provides an interdisciplinary approach is the Discovery Channel's Culture and Math series of DVDS. These presentations begin with Ancient Egypt. There are examples of the spread of new concepts from Ancient Egypt to Ancient Greece. Other topics include Roman and Arabic contributions. Mayan math and its base-20 standard receives attention in this series. In July, 2011, I completed a three-day course, Response to Intervention in Math. I have a book and handouts which accompanied the course which covers fractions, decimals, percentages, and strategies for solving word problems. I also have sample 8-minute tests to determine the progress of students with low scores on standardized tests. I have information about a variety of websites and math games to motivate students who need additional help in math.

Managerial Accounting

I worked with a Certified Public Account for seven years as I did bookkeeping for a small family business. Other experience includes studies of business conditions for four college economics classes. I routinely read sections of The Wall Street Journal, and I also watch business reports on the CNBC cable channel which covers current national and international financial conditions. I also took a one-day professional development course about globalization, and the constantly changing conditions of international and national trade. The course was organized by the South Carolina Economic Council and the Moore School of Business at the University of South Carolina, Columbia, SC.

Financial Accounting

I worked with a Certified Public Account for seven years as I did bookkeeping for a small family business. Other experience includes studies of business conditions for four college economics classes. I routinely read sections of The Wall Street Journal, and I also watch business reports on the CNBC cable channel which covers current national and international financial conditions. I also took a one-day professional development course about globalization, and the constantly changing conditions of international and national trade. The course was organized by the South Carolina Economic Council and the Moore School of Business at the University of South Carolina, Columbia, SC.


I had four economics courses in college, including macro and micro, American Economic History, and Money, Credit, and Economic Activity. I follow daily CNBC Business national and international news reports. I also included a variety of economics topics in a twelfth grade personal finance course which I taught during a period of upheaval in both the United States as well as in many international markets.


I had four economics courses in college, including macro and micro, American Economic History, and Money, Credit, and Economic Activity. I follow daily CNBC Business national and international news reports. I also included a variety of economics topics in a twelfth grade personal finance course which I taught during a period of upheaval in both the United States as well as in many international markets.

Elementary (K-6th)

I am fully certified to teach elementary subjects k-6 according to my South Carolina teaching credential and my passing score in the Praxis, formerly the National Teachers' Exam. My teaching experience includes working with students individually for homebound instruction as well as substituting in grades kindergarten through grades eight in Beaufort County. I have also done volunteer work with pre-kindergarten through sixth grade in a summer camp in Hardeeville during the summer of 2009.


I have had phonics training in Latin and French language classes, as well as in English grammar. I had four years of Latin, and I am a certified French teacher. I have taught 10th grade English and English/Language Arts at the 5th and 7th grade levels. To better help English language learners, I took a graduate course about language assessment, including phonics. I have also taken specialized English courses about phonetic symbols shown in dictionaries.


I had approximately six years of piano lessons, and music theory classes once a week for three years. I am able to teach reading of music, and to explain the connection between basic math and music. I have been to many concerts in major cities in the Northeast, and I listen to classical music frequently. Frequently I am able to recognize excerpts from concertos, symphonies, and operas before I hear the titles announced.

Study Skills

I have taught courses to improve study skills for ninth graders. That course emphasized the importance of efficient organization and use of time. Students learned to remove distractions from their environment both in school and at home. There was considerable emphasis on strengthening skills in math, a weakness for many students. I had additional training in this subject in a July, 2011, course about Response to Interventional in Mathematics. I have also taught Scholastic Aptitute Verbal preparation. That course covered many strategies to develop a strong vocabulary. Another area I have concentrated on is to improve reading comprehension and making the best possible use of time doing reading for standarized tests.

Special Needs

My training in Special Needs consists of receiving an A in 2007 on a Graduate Course, Introduction to Exceptional Children through the University of South Carolina at Columbia. This course focused on technical information about a variety of disabilities including hearing, vision, speaking, and learning problems. There were sections about the latest Federal legislation to promote inclusion of disabled students in regular classrooms. I learned related information in a School Law Course as another requirement for my completion of a Master of Education in Secondary Administration. My experience with special needs students includes those in Pre-Kindergarten through Grade 12. Since August, 2012, I have volunteered to help individual students with special needs in elementary schools. At local Department of Defense Elementary and Middle Schools, I have collaborated with teachers and resource teachers for students with speech, hearing, and learning disabilities. Earlier in my teaching career I tutored a wide variety of partially disabled students in homebound programs in two different districts.


I have experience teaching English language learners in both elementary and high schools. Most of these students have been Hispanic. I have helped a Hispanic high school ESL/ESOL teacher when she has been away at meetings. We have helped these students complete academic assignments and expand their English vocabulary using the latest available technology. I have also helped Hispanic students expand their knowledge of English as they learn French. That language is easy for these students to grasp on account of the common Latin roots of the two languages. In effect, these students are becoming tri=lingual, and they are expanding their educational and career opportunities.


I have had personal experience with treatment by physicians and assistants of different ages and experience from the United States, Germany, and France. The Medical Careers Admission Test is looking for more than knowledge of such subjects as organic chemistry, biology, and physical science. There are writing samples which including reasoning and judgment. I know a college classmate who went to medical school in her forties after being an art major as an undergraduate; her knowledge and sympathy for her patients led to her receiving high ratings. My uncle was an internist with the Veterans Administration, and he always considered the safety and comfort of his patients, and he never promoted medications with unknown side effects. To prepare for the MCAT I would use tutorials in individual scientific subjects, tutorials, and timed practice exams through the free interactive online Learning Express Program which is available to anyone with a valid email address. This program is offered by the South Carolina State Library system and the websites of its local libraries. No private company profits from the use of the program. Test preparation includes review of answers as well as explanations of ways to improve. Anyone who needs additional tutorial help can find it at college and Advanced Placement levels within online research resources from library websites. Further help is available through free Ebooks. Some of them are in pdf (Adobe) format, and they are easy to download. I have used Learning Express materials for a variety of students, and they are highly effective preparation for the time constraints of high stakes exams.

College Counseling

I have recommended different kinds of post-secondary education to my students in public and independent schools. Additionally, I have guided students in further educational plans as a part-time adjunct instructor at a university with a branch at a nearby Marine Corps Air Station. I have also tutored students for a variety of college entrance examinations, including the writing, reading, and math sections of the Scholastic Aptitude Tests. Other examples of college preparation have been tutoring for the military ASVAB which may lead to post-secondary educational benefits available to active duty and reserve branches of the armed forces. Some students need to complete remedial tutorials in English writing and reading comprehension as well as mathematical reasoning and computation tutorials. Without a full range of skills students may be unsuccessful in preparation for college.


I have worked with children of many grade levels who have ADD and/or ADHD. Some of these students have been on medications sometimes. When the medications make the students calmer, there are other issues. Parents are very apprehensive about lengthy use of medications when side effects can be unpredictable. My strategy is to motivate the student by offering a variety of learning styles including visual, auditory, and kinesthetic. Reading is very stressful for some students in elementary grades. Keeping the place from line to line is a great challenge for students who have difficulties with concentration. Using a colored marker under the line is effective for some students. Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder are two diagnoses often used by psychiatrists, psychologists,counselors, pediatricians, and general physicians. Instructors should not apply these terms to individual students without consulting with the family and the entire team of providers who might be involved with either a child or an adult. Family members should consider the diet and lifestyle of a child or young adult who is unable to concentrate. In 2013 diet, including all kinds of snacks, artificial ingredients in drinks, and excessive sugar and/or sugar substitutes may cause different reactions. Audio/visual distractions may have a detrimental influence on concentration if a child and/or young adult spends too much time watching video games or other activities viewed on a computer. A parent/guardian, friend, or sibling may help by sharing observations. In conclusion ADD/ADHD are two terms whose significance requires revised interpretations as a greater variety of stimuli may interfere with concentration. This statement means that neither a single medication nor a limited approach will improve these two conditions.

Autism Spectrum Disorder (ASD)

Autism includes a variety of conditions. Each case must receive individual attention to help the child or adolescent achieve to his or her greatest potential. In the 1940s the classification of autism gained more attention. Since 2000 those children, adolescents, and adults with high functioning autism have received more successful interventions. The term Asperger's syndrome applies to some of these cases. It is essential for families to seek help from teachers, psychologists, physicians, and nutritionists to improve the quality of life for those with a diagnosis within the autism spectrum disorders. My training and experience includes personal experience with adolescents and young adults with high functioning autism and/or Asperger's syndrome. In 2007 I received an A on a University of South Carolina graduate education course entitled Introduction to Exceptional Children. Part of this course was a unit about children, adolescents, and adults with diagnoses of conditions on the autism spectrum disorders. I recommend the 2004 Paperback edition of Developing Talents (Careers for Individuals With Asperger's Syndrome and High-Functioning Autism by Temple Grandin. The author has experienced Asperger's syndrome in her own personal life, and she has a variety of realistic, practical suggestions. In one of the high schools where I taught a young man who was an outstanding writer was diagnosed with Asperger's. His social skills were sporadic. One of my daughters has had at least one diagnosis of Asperger's. She has had several kinds of high academic achievements, but she has also had to deal with emotional issues and jealousy of peers. I know that an individual with high functioning autism requires a patient tutor who realizes that a person who succeeds academically may have difficulties in other situations.


My qualifications in biostatistics include graduate studies of statistics in Beaufort County, SC about ecoloogy and public health, two subjects of biostatistcs. The course featured field trips to natural habitats, landfills, and a water/sewer authority. These experiences documented the governmental policies to protect the safety of human, plant, and animal populations in this region. Other graduate courses included research studies about the continual decline of the lives of children in much of South Carolina, especially along Interstate 95. These problems result from limited opportunities for employment, and deteriorating schools and housing. I worked several years in one of the school districts included in the 2004 documentary film, Corridor of Shame. I have written research papers about the role of crime in these regions.


For seven years when I was not teaching, I was a vision therapy assistant to an optometrist who specialized in treating children and adults who had dyslexia and related learning disabilities. I have had a graduate course, Introduction to Exceptional Children, including Learning Disabilities, as part of an M.Ed. in Administration which was my second Master's Degree received in August, 2007. That degree was from the University of South Carolina, Columbia, SC. I have taught students diagnosed with dyslexia. They were auditory learners who found it difficult to spell words correctly; they frequently transposed letters within words. Younger students with dyslexia confused lower case b's and d's as well as q's and p's. I have known optometrists who helped students with dyslexia by observing them while they were reading. Students with dyslexia may be able to read the letters on an eye chart 20 feet away. Dyslexic students may find it difficult to read. They may experience watery eyes, headaches, and squinting. Occasionally optometrists and some ophthalmologists give dyslexic students weak reading glasses and eye exercises to help them to keep their place while reading. If I learn that a student has been diagnosed with dyslexia, I would like to know who made the diagnosis, and the kind of recommendations made. I heard that Nelson Rockefeller, former governor of New York State, had a history of dyslexia. Above all, dyslexic students can and should receive help from a number of sources. Dyslexic students are often very creative and intelligent. They deserve every opportunity to reach their potential.

Microsoft Windows

I have been using Microsoft Windows for at least fifteen years. As a certified teacher who retired recently, I learned to use various Windows programs through professional development courses offered either by school districts or by state department of education. A common problem using Microsoft Windows is to open too many windows at the same time. This problem causes the computer to perform too slowly. If an individual needs to save a particular website, it is best to bookmark the page and/or add it to favorites. The age of the computer and the Internet server are other factors to consider. Many public libraries and schools update computers frequently. Office supply companies have technical support, especially if an individual purchases a computer from them. These are a few suggestions to help successful use of Microsoft Windows.


As a teacher, I have taken a number of Praxis I and Praxis II Exams. A few of these tests were under the older National Teachers' Exams. On all tests I have taken I exceed the required scores on my first attempts. These tests are administered by the Educational Testing Service which sells materials specifically designed to prepare for each kind of test. I have always purchased such materials and made them the basis for my test preparation. Praxis exams are timed, and it is very important to go on to the next questions, and to leave any question temporarily blank in order to go through all questions. After attempting all questions, a successful candidate returns to previously unanswered questions. The candidate should eliminate two out of four choices, and then evaluate all possible reasons for making a final choice. Praxis exams cover (educational) professional knowledge, that is, the appropriate actions a teacher must use in relation to superiors, to students, to parents, and to other members of the local community. A teacher must review subject matter, including math, science, English/Language Arts, social studies, fine arts, and/or foreign languages. There are other specialized topics. In addition to knowledge of specialized content, a teacher must remember that he or she must be an outstanding role model who is able to show leadership in an emergency or any unexpected situation. Praxis questions may ask the testing candidate to explain how to handle dangers to students. A successful teacher needs to contact administrators, school nurses, or other support personnel when specialized help is needed. Foreign language teachers need to explain how they would organize and administer a successful study abroad program for secondary school students. I had such a question on a Praxis II exam a few days after I returned from an outstanding college level study abroad program. What I observed during the program I attended gave me the confidence to plan both academic and social parts of a study abroad program. Other subjects have field trips and other appropriate enrichment programs which teachers need to plan and supervise.


My tutoring experience has included a variety of examinations for admission to post-secondary educational institutions. An example is outstanding vocabulary which is required for effective reading comprehension. Helping students edit their writing from elementary level through introductory college courses is relevant to preparing students for sentence corrections on the TEAS. My knowledge of algebraic formulas and strategies for solving word problems enables me to guide students in the various math sections on the TEAS. During the summer of 2011,I had specialized training to help struggling math students by using concrete examples before explaining abstract concepts.

Criminal Justice

I completed an undergraduate political science course, Constitutional Law. This course, in which I received an A, required reading of U.S. Supreme Court decisions in the original form. The cases were sometimes brought by individuals in both criminal and civil matters. Other cases came to the U.S. Supreme Court on appeal from lower Federal Courts as well as State Courts. Criminal Justice at the high school level or in a technical college requires students to listen to an instructor discuss scenarios where law enforcement officers take action to investigate and/or take measures to bring an accused individual before a grand jury for investigation of an alleged crime or to have an individual incarcerated prior to a trial. This description is a summary of issues related to criminal justice. Additionally, I have had courses in Maryland and in South Carolina about state and local government. These courses dealt with conditions which led to higher rates of crime, especially in crowded urban areas. Students in high schools and technical colleges learn about practical topics which they will use if they eventually train to become law enforcement officers.

Social Studies

I have teaching credentials in Social Studies from two states. My undergraduate major was American Studies, including history, political science, government, sociology, and literature. My first Master's Degree was in history and secondary education. I have taught Social Studies from Grades 5 through 12 in public and independent schools. Additionally, I have taught introductory college U.S. History, European History, and Western Civilization. Other knowledge which helps me includes the study of four years of Latin in history and certification in French, and teaching experience with that subject.


I have had instruction about the history of film in a college art history class. While living in the Northeast, I attended an adult education class about Japanese films. Later I used the Japanese film, The Seven Samarai, to illustrate the Japanese feudal period. This film influenced the American Western, The Magnificent Seven. When I was a child, my family went to a number of foreign films, especially British comedies. When I studied French in Lausanne, Switzerland, my class went to see French movies and discussed them in French. France is known for its annual festival in the French city of Cannes on the Mediterranean. I have used numerous foreign films in the teaching of college courses, especially Western Civilization. Now I watch numerous foreign films on television. Both American and foreign films reflect the popular culture of the times they represent. Every educated person needs to keep abreast of the latest trends in film.


In high school I had four years of Latin; yearly topics included original writing from Julius Caesar's Gallic Wars, Cicero's orations, and Vergil's Aeneid. My tenth grade English teacher took us to a small "Off-Broadway" version of Shakespeare's Julius Caesar where we had seats in the second row. We also read and discussed English translations of Homer's Iliad and Odyssey. Edith Hamilton's Mythology was another source of enrichment. I used this background when I wrote a research paper about Shakespearean Comedy and Greek and Roman influences on the plays. I learned about Classical Art in an Art History Course. In graduate school I completed a history course about the Renaissance. This course had extensive reading about the influence of Ancient Greece and Rome on the sculptors and painters of the Italian Renaissance. I have taught college survey courses about Western Civilization. These classes had sections about ancient Greece and Rome. My travels included visits to the Parthenon in Athens, Greece, to the ruins in Pompeii near Naples, Italy, and to the ruins of the Roman city of Volubis near Fez, Morocco.


I have over four years of experience as a homebound instructor for students with illnesses, injuries, and/or emotional problems. I have also helped parents prepare applications to school districts for homeschool instruction. Other services I have provided for homeschooled students have been to verify that they complied with any requirements to take various exams required by individual states.