I'm a Learning Specialist for primary aged students with extensive skills in teaching students who learn differently. I have Level 5 certification in Learning Disabilities, Early Childhood Education, Special Education, P-5. and am skilled in using many multi-sensory approaches to meet individual children's needs. I have a proven track record of success with struggling students in reading, organization, math, and language arts. My rates vary according to the needs of the students and may rang... [more]
Vocabulary is very important for students so that they are able to use a varied vocabulary in their speaking and writing. Depending on the ability of the student, I like to use Wordly Wise or Vocabulary Workshop. Both of these textbooks provide many different activities to help solidify the words. Some of these include using meanings, applying meanings, and reading the vocabulary in a story. There is also a fun activity at the end of each unit. I have taught vocabulary to students at many levels in the public and private sector. My certification goes through 2019.
I am a certified teacher through 2019 and have taught all levels of students for over 30 years. I believe that grammar instruction should be part of writing. For example, not every student needs instruction about the rules of capitalization so to determine what is necessary to teach, one needs to analyze their writing and proceed from there to provide instruction.
When teaching reading, it is critical to use a multi- sensory approach so that all the avenues for learning are utilized. Some of these approaches are S.P.I.R.E and LindaMood Bell which both have a decoding component as well as comprehension. It is also important in any reading instruction to include activities which focus on fluency and phonemic awareness. These activities will help the learner be a more fluid reader and the phonemic awareness activities will improve the learner's awareness of the individual phonemes or sounds in words. In my blog I cover the teaching of reading in more detail.
When teaching English, it is necessary to take your cues from the student's writing to determine needs, prioritize them, and then begin instruction to help them gain the skills needed to be good writers. When writing, the students should not be concerned with grammar, punctuation, or spelling. The time for this is during the editing phase. Otherwise, their ideas for writing will not flow. Many times this is difficult for them because they want their writing to be perfect the first time. Telling them that you are not concerned right now with grammar, punctuation, and spelling and that this will come later, usually helps them to let their ideas flow.
When teaching Reading/Language Arts, it is important to improve fluency, comprehension, and decoding skills by using multisensory approaches, traditional approaches, or remedial approaches depending on student's needs and profile. It is necessary to review and practice all other subject skills in the curriculum. I am certified by Georgia Professional Standards through 2019 to teach students PreK-5.
When teaching phonics, it is important to use a scientifically research based approach such as Orton Gillingham, S.P.I.R.E., or Wilson. It is also necessary to review often and provide repetition of skills. Students need to use the phonics skills taught when reading a passage. I am certified by Ga. Professional Standards through 2019 to teach reading which includes phonics. I have taught phonics for over 30 years.
I am certified by Georgia Professional Standards through 2019 to teach P-5, Special Education, Learning Disabilities, and Middle School which includes study skills. I have taught children with language based learning disabilities for 8 years at a Speech School, in Cobb County for 2 years, and at a Hebrew Academy for 5 years. Before that I taught special education in Dade County schools for 15 years. During my extensive teaching career, I have worked with most kinds of special needs students at all levels and found that each child responds to different approaches to learn which is why using a multi-sensory approach is so important. Getting to understand the individual needs of children is vital to develop a learning plan tailored to that individual student. When working with students with special needs, it is always necessary to establish eye contact before speaking. Using check-ins can work well to be sure information is received. It is also important to use a multi-sensory approach so that all channels of learning are tapped. Outlining can be helpful for organization as well as using visual charts with reminders. Prioritizing the important things to do first assists with organization. Managing behavior may be accomplished through re-direction, behavior charts, points etc. Each child responds to different methods, so getting to understand the individual's needs is so vital. More information regarding reading is on my blog. Check it out.
It is necessary to teach special needs students using multi-sensory approaches in reading, spelling, and language arts as well as math. Focus can be improved through re-direction, visual cues, auditory cues. Organization/study skills are strengthened through using visual reminders, binders, outlining. I am certified by Ga. Profession Standards to teach Special Education through 2019.
It is important to use multisensory approaches when tutoring/teaching students with ADD/ADHD. Using frequent breaks allows the student to move around and then re-focus. The tutor needs to be sure to have the student's attention before beginning instruction by making sure there is eye contact and using a multi-sensory approach when teaching so that all the channels for learning are tapped. Many times it is necessary to change activities frequently. I am certified by Ga. Professional Standards to teach students with learning disabilities which includes ADHD/ADD through 2019. I have worked with ADD/ADHD students in the private, public, and clinical sectors which has given me a unique perspective as to their needs.
Autism Spectrum Disorder (ASD)
Throughout my teaching career, I have taught many students on the autism spectrum including my own son. I have given lectures regarding teaching methods to parents and educators on a mission to Moldova. When working with children on the severe end of the autism spectrum, teaching them independent living skills and a way to communicate is important. This may be accomplished through pecs and visual charts for routines. When teaching students on the mild end of the autism spectrum, teaching social skills is vital. This can be accomplished by direct instruction and modeling behavior. There are many other components when working with this population. One must remember,as with all children, each one is an individual and has individual learning styles which need to be addressed as well as strengths and weaknesses.
When teaching dyslexic students, it is important to use multi-sensory approaches to teach phonics such as Orton Gollingham, S.P.I.R.E., and Wilson so that students have all available learning channels stimulated. It is equally important to review and practice rules for decoding so that they are learned and not forgotten. Dyslexic students need to use fluency programs such as Great Leaps. It is also important to use direct instruction to teach vocabulary in context. Comprehension strategies need to be reinforced through using visual cues such as Story Grammar Marker. Phonological Skills also need to be strengthened using S.P.I.R.E or other phonological programs. I am certified by Ga. Professional Standards through 2019 to teach Learning Disabled students which includes students with Dyslexia. In addition, my past teaching experience includes teaching dyslexic students at the Atlanta Speech School for 8 years as well as the Greenfield Hebrew Academy for 5 years.