I have been tutoring students aged 2 to 70 for the past fifteen years. I specialize in working with students who have a diagnosis of ADD, ADHD, Asperger's, Autism, Bipolar Disorder and Depression. As both a tutor and a classroom teacher, I developed an understanding of individual learning styles and all sessions are geared to the student's immediate and long term needs. I have prepared students for the ACT, SAT, GRE, TOEFL, SSAT, ASVAB, and national AP exams. During the 2011-2012 school ... [more]
I am a swim instructor with twenty years' experience and am qualified as a WSI. I have taught Red Cross Swimming Lessons from Aqua Babies/Aqua Tots to Porpoise Club, the highest level of lessons that our YMCA offered. I am certified in Silver Splash water exercise and have taught water exercise classes that concentrate on toning and core development. In addition to teaching lessons, I served as assistant deck supervisor and teacher trainer for two years.
I hold two BAs in English -- one in writing and one in literature. I have taught English in the classroom and at the adult level in community education. I currently work at a community college where I work with students of writing and literature as a professional tutor.
Government & Politics
I have completed all the courses for a BA in psychology. I shall be handed the degree this spring, because I am staying in school to complete a public health science degree, as well. I am interning at a shelter for women who are victims of human trafficking, and I am currently engaging in psychological research with the research psychologist Dr. Matthew Olson.
I have been a teacher for sixteen years and have been preparing students for standardized tests for over a decade. As both a teacher and the mother of a high school senior, I recognize the extent of the emphasis that college admissions boards place on ACT scores During the 2011-2012 school year, I worked with twelve young people who were about to take the ACT for the first time, or who were planning to retake the exam for a higher score. Among the nine students who retested for a higher score, one raised the score by five points, seven raised scores by 2-4 points, and another raised the score by 1 point. I have worked with students on every aspect of the ACT, and am qualified to serve as a reading tutor for the following reasons: 1. I hold two degrees in English, one in writing and one in literature. 2. While teaching at a small private school I served as a reading resource teacher to both elementary and high school students. A fair number of the high school students had learning differences in reading. A fair number had high potential in reading. While preparing to become a multi-subject resource teacher, I interned with a woman who held an MS in reading education and became certified in a number of reading pedagogies. In addition to covering the reading portions of the test, the ACT students and I work on vocabulary enhancement and on ways to quickly eliminate one or several of the possible answers to each question. We also discuss ways to reduce the amount of time it takes students to complete the exam, thus giving them confidence regarding finishing on time while also finishing accurately. I specialize in teaching teens and adults who have learning differences, i.e. dyslexia, and other challenges such as Autism, Asperger's, ADD, ADHD, Bipolar, Unipolar and clinical depression. In particular, I have had great success teaching reading to students with ADD, ADHD and dyslexia.
I have been studying art history for most of my life. My father is an artist and he began teaching me to identify the names, style and works of the great masters. Since that time, I have continued to study art history independently and via continuing education classes. I am able to identify works from ancient civilizations as well as the Roman and Byzantine civilizations. I know specific works and artists from the Renaissance and Baroque periods, as well. My favorite periods of art and consequently those about which I have the most knowledge, are Romanticism, Art Deco and Impressionism. I have extensively studied the works of Monet and Manet and am particularly drawn to the works of John William Waterhouse. I also enjoy the art of the Harlem Renaissance and Surrealism, particularly the works of Salvador Dali. I have visited the Louvre, the National Gallery of Art, and the Chicago Art Institute among other outstanding galleries in the United States and throughout the world. I have completed courses in the works of Salvador Dali, Rembrandt, Degas and Abstract Expressionism. I have participated in performance art and appreciate pop art and computer art, as well. My daughter is a graffiti artist and draws and paints realistic works as well as paintings in the style of Cubism. I have read extensively on both the lives and works of Picasso, Georgia O'Keefe and Art Deco artists. Art courses have also covered the various media and I am particularly drawn to oil paintings, acrylics paintings and metal sculpture. I have assisted in the creation of Native American bead work, pipes and war clubs and have learned the traditions of of Lakota and Apache artistic creations. I enjoy body art, particularly mendi and highly artistic tattoo creations. My personal media include calligraphy, mosaics, pencil drawings, weaving, quilting and other Arts and Crafts pieces.
I hold a degree in Music from Saint Mary's University of Minnesota, Winona. I have been teaching piano and voice lessons for over twenty years. Over the years I have researched the various curricula for students of piano, and I most frequently use the Faber and Faber and the Alfred methods for ear training. Both methods contain specific ear training exercises and students have an ear training session at least every other lesson if they are taking a lesson on a weekly basis. For more advanced students of both piano and voice, I use the ear training opportunities in Dr. Walter Piston's book "Harmony." Dr. Walter Piston is the late Professor Emeritus of Music Theory at Harvard University. In addition, I supplement ear training with music from a variety of genres and from among my own compositions.
I worked for two years as a resource, music and physical education teacher in a small private school in rural Minnesota. The majority of my students there were in grades K-6. Each day I met with a group of six students who had progressed beyond their peers in reading, spelling and mathematics. I taught them Saxon Math, designed my own spelling curriculum and chose reading books with advanced vocabulary and literary devices that still dealt with subject matter appropriate to the ages of my students. In addition, I worked with students who had learning disabilities or who had fallen behind in the same subjects. We used the Orton-Gillingham method for basic reading skills, and I again designed a spelling curriculum. Most of my students were deemed high performing or high potential, although many of them required unconventional teaching methods in order to reach that potential. I therefore learned how to teach to a variety of learning styles and to adapt to the needs of students with ADD, ADHD, Asberger's, Autism, Post Traumatic Stress Syndrome and Depression. I also learned to identify the various emotional, physical and social stages of elementary aged children. I completed courses in "Teaching Diversity," The Multisensory Classroom," "Curriculum Design (K-6)," and "Non-violent Crisis Intervention." I studied classroom management under Sister Mary Gwendolin, the first principal under whom I worked. Sister Gwendolin had been teaching for over fifty years at that time and her methods for maintaining control of a classroom have been invaluable to me any time I have worked with elementary students. I also taught Spanish to grades K-2 for one year in a suburban private school in Minnesota. Again, I provided a multisensory experience for children and allowed them to move about the classroom after the formal part of the lesson. They had the options of reading simple books in Spanish, identifying animals or parts of the home and classroom in Spanish, listening to Spanish music and dialogues or writing their own stories in the Spanish language. This experience taught me a great deal about how much teacher intervention is required at the various grade levels and I learned to adapt my presence in these activities depending upon which grade level happened to be in the classroom at any given time. I would very much like to be certified to tutor elementary education students, and I do have a preference of grades 3-6 over K-2, although I shall certainly consider younger students on a case by case basis. (Note: I prefer to teach "natural" reading and am not an advocate of phonics as I have noticed that children who learned to read phonetically tend to be very poor spellers. I believe that those students who are required to learn reading through phonics would be better served by another tutor. Again, this can be examined on a case by case basis.)
I hold a degree in Music from Saint Mary's University of Minnesota, Winona. I have taught General Music in a classroom setting at both Hill School and Saint John's Catholic School in the Twin Cities area. In those capacities my students ranged in grade levels from kindergarten to ninth grade. Classes included music theory, music history, basic instrumentation, vocal music, sight singing, ear training, and exposure to a variety of musical genres, operas and musical theater productions. We also included units in dancing and composition. I expected students to take music classes as seriously as they did classes in any other subject, and I kept strict accounting of students' grades and progress. The courses offered special units on Jazz and the Blues and the Ancient, Baroque, Classical, Romantic, Modern and Post-Modern Eras of music. Students were expected to identify key works from each era by listening to recordings of the works.
I have been teaching piano and voice lessons for over twenty years, and have worked with students age two to seventy-five. I hold a degree in Music with an emphasis in Piano from Saint Mary's Unversity of Minnesota, Winona. In addition, I studied under a master conductor for five years and have conducted choirs and bands of various sizes. Lessons are geared to the individual goals and learning styles of students, so each lesson is unique. Lessons include the study of repertoire, technique, ear training, composition, music history, composition and theory. My students compete in state contests and present recitals according to their wills. I work closely with family members to keep them appraised of students' progress, and I particularly enjoy working with adult students, offering the encouragement that they need to begin or renew the study of an instrument. Having studied more than fifteen piano curricula, I feel that Hanon is the most desirable method for learning scales and technique. I generally use the Faber Method for Repertoire, Basic Theory, Ear Training and recital preparation. At times, I find that the Afred series is more appropriate to some students' learning styles. Advanced students are allowed to choose among genres of music they wish to master. I include Jazz, Blues, Folk and Popular music in the lessons of students who enjoy those styles. Advanced Theory and Ear Training students work with Harmony by Walter Piston, the late Professor Emeritus of Theory at Harvard University. I am particularly pleased to welcome students with Asberger's, Autism, ADD, ADHD, Bipolar Disease and Clinical Depression into my studio. Music can be intensely therapeutic and necessary for students with concentration difficulties.
For the past five years I have included academic coaching among the services that I offer to tutoring students. Often this academic coaching begins with assisting students in time management, organization and study skills. Having completed the Franklin Covey course in time management, I have an excellent method with which to assist students in learning to plan and prioritize their study time. We review the subjects the student is taking that semester and prioritize those assignments/projects that must be completed daily and weekly, such as daily math homework or the history reading assignment, as well as those assignments that require steady attention over longer periods of time, such as History Day projects or long papers. Many students also require assistance with simply getting their study materials organized. We sit down with textbooks, notebooks, folder and backpacks and go through materials piece by piece. Those pieces which must be saved are kept in folders -- one folder for each subject. Extraneous pieces of paper are thrown away. One notebook (preferably matching the corresponding folder) is delegated for each subject, as well. I prefer to have student color-code their materials as this saves them time when hastily grabbing a notebook or folder on the way to class. Once students have organized materials and are learning to organize time, we begin developing specific study skills. Study skills include proper note-taking methods, learning proper outline form, developing mnemonics to assist the student in remembering a significant amount of material simultaneously and preparing and using flashcards. I teach students to pick out the main ideas in texts and to skim with extreme accuracy. They learn to identify key words that are likely to be on an exam or lead to information necessary to answer homework questions. For students who are aural learners, I often compose rhymes or chants that assist them with remembering material. We also discuss and plan the study environment. Some students study well in absolute silence. Some study better to music. Others prefer to work in certain types of rooms, such as rooms with more light or rooms in which they are especially comfortable. If the student is unsure as to what kind of environment might be most helpful to him or her we experiment with environments until we find one that enhances the study experiments. Finally, we discuss rest and nutrition. A student who has slept very little or who has not eaten all day must first address his or her bodily needs before sitting down to study. Exhausted and hungry students are more likely to have shorter attention spans and less likely to retain information as they study.
I have been performing on stage as both an actor and a musician since the age of four. My acting credits include "Twelve Angry Jurors," "The Boor," "The Glass Menagerie" and "The Effect of Gamma Rays on Man in the Moon Marigolds." My musical theater experience includes "The Sound of Music," "Finian's Rainbow," "Guys and Dolls," and "Anything Goes." In addition to acting and singing in the above and other productions, I served as Music Director for performances of "Anything Goes" at the Minnesota History Theater. As a certified makeup artist, I have also served on the crew of several productions, assisting in designing and applying makeup schemes for actors and performers. I have directed several children's plays including "Mrs.Piggle Wiggle," "The Nativity Story," and "The World of Christmas." As a singer, I have studied vocal projection and operatic technique. I have performed operatic arias in various productions, concluding that portion of my performing career with a performance of "O Mio Babbino Caro," a difficult coloratura aria from the opera "Gianni Schicchi" by Giacomo Puccini.
I hold a degree in Music from Saint Mary's University of Minnesota, Winona. Intially, I carried a voice emphasis but switched the emphasis to piano when my voice teacher retired. I have engaged in Classical voice training for nearly thirty years, and have a number of operas and musical theater productions to my credit. In addition, I served as vocal music director for a production of "Anything Goes" at the Minnesota History Center. After completing a music degree, I studied for five years under a master conductor and have conducted choirs comprised of both children and adults for over fifteen years. Although I am a lyric soprano, I am familiar with and able to perform selections from both the mezzo soprano and coloratura soprano repertoires. My students have represented all vocal ranges, from true basses to coloratura sopranos. In order to expand my repertoire, I studied the pronunciation of Italian, Russian and French. I speak Latin (sung Latin and spoken Latin are pronounced differently), Spanish and German in addition to English. I am currently conducting simultaneous studies of music in Amharic and Hebrew, and hope to add works from those languages to my repertoire very soon. My teachers have included Mrs. Lisa Giertych, Dr. C. Stephen Koch, Dr. Walter Hinds, Dr. Don Hoiness and Ms. Oksana Bryn. As an instructor, I emphasize outstanding breathing techniques, excellent diction and bringing the tone into the "mask" of the face in order to avoid a thrown-back tone that can lead to nodules on the vocal cords. While I was Classically trained, I toured as a Gospel singer and a Folk singer, and now sing Jazz, the Blues and Popular music by preference. I am happy to allow students to explore the genres of their choices once they are well grounded in basic vocal techniques.
As both a classroom teacher and a tutor, I regularly worked with students with special needs. Among those students regularly assigned to my classroom were students with Autism, Asperger's, ADD, ADHD, hearing and speech impairments and full or partial blindness. In each situation, I sought the advice of parents and other educators in how to maximize the classroom experience for students with special needs. As a result, I came to understand the personal boundaries necessary for students with Asperger's and Autism, the needs of students with ADD and ADHD to remain kinetically engaged throughout the day, the necessity of using large visuals, not speaking to the blackboard and directly facing students with hearing difficulties, and informing those students who were entirely or partially blind of ways to obtain audio transcripts of our books. I became an excellent resource for learning materials for persons with special needs, and constantly added to a database of opportunities for students to enjoy a full classroom experience. As I private tutor, I have deliberately sought clients with special needs, particularly students with Autism, ADD, ADHD, EBD and Asperger's, as I especially enjoy working with those students. I know how to make any workspace accessible to students with wheelchairs or walkers, and have completed courses in remaining entirely engaged with and respectful of students with special needs. I have had service animals in my classroom, and have experienced explaining to other students that the service animal is not a "pet," but a real part of a person's daily life and survival, and that the animal must be respected at all times for the work it does to allow someone to live a fuller and more independent life. I have worked with students with Cerebral Palsy, Prader-Willi Syndrome, learning disabilities and Downs Syndrome and am acutely aware of ways to help students succeed and feel part of the mainstream in classrooms that include other students with special needs and classrooms in which the student might be the only person with special needs. I am trained in First Aid, CPR, Non-Violent Crisis Intervention and appropriate holds. I thoroughly enjoy working with students with special needs, and am happy to adapt any classroom or tutoring area to make students comfortable and mobile during our time together.
My experience with ESL students took place both inside the classroom and in private tutoring sessions. As a classroom teacher, I worked with students from Columbia, Venezuela and Chile as well as students from Russia and the Ukraine, and a student from Israel who spoke English but wanted to improve her pronunciation. One-to-one and in groups we worked on English grammar and syntax as well as vocabulary and pronunciation. In addition to engaging in one-to-one English conversation with me, the students conversed with one another in English. Students used visual cues such as flashcards to identify nouns and verbs in English. We also used audio CDs from Rosetta Stone to work on diction and syntax. Students prepared short speeches in English in order to hone public-speaking as well as English speaking skills. As a private tutor, I spent time with several students who had Somali as their first language and a student from Ethiopia who spoke Amharic. We followed many of the same patterns as were used in the classroom, but, having much more one-to-one interaction, were able to carry on more individual conversations in English. Some of these students were preparing for the TOEFL and we used sample tests as part of our lessons. I am currently teaching English to a middle-school aged student in Timor Leste. This is happening via snail mail as there is no electricity in her village and she is unable to access a computer. The process is slow but definitely worth the effort!
I am a certified tutor in HTML and have been designing web sites since 1998. My first clients included law firms with US and international offices. Since that time I have designed sites for personal trainers, flower shops, educational facilities and engineering offices. I used and continue to use design software such as HTML Editor,DreamWeaver,Adobe Creative Suite, XML and ColdFusion. I have taken courses in Web Site Design, Writing for the Web and Web Based Marketing. In addition, I have supervised teams of Web designers, proofreaders, editors and coders. Every one of my Web design projects has been delivered on or before deadline to extreme client satisfaction.
I have taught various aspects of biology for the past five years. Each course included in-depth units in zoology, the study of animal life. Students performed behavioral experiments with rats and mice in order to study learning potential and patterns in rodents. Students learned the designations of animal life from the least to most specific: Kingdom, Phylum, Class, Order, Family, Genus and Species, and were able to define each designation. We participated in projects with the Como Zoo in Saint Paul, MN, applying skills in providing contained animals with play stimulation. The classes studied the genetics of animal life from drosophila melanogaster to complex primates such as apes and chimpanzees. In addition to the above, we observed birds and squirrels in their natural habitats, taking note of how weather patterns, industrial activity and the obvious vs. the remote presence of human beings affected the behavior and environment of groups of animals.
I have owned and operated a small business that provides unique learning experiences for twice-exceptional students for the past seven years. As a small business owner I am required to do my own marketing, meet with current and potential clients, manage the financial aspects of the business and hire additional personnel. Prior to owning my own business, I served as general manager for a number of retail shops. In this capacity I was responsible for hiring, training, the explanation and presentation of benefits packages, scheduling, team-building, visual displays, ordering of new inventory and filing daily, weekly, monthly and quarterly reports to our corporate headquarters. I have completed business courses in the following areas: 1. Team-building 2. Maketing 3. Multimedia Marketing 4. Crisis Intervention in the Workplace 5. Business Management 6. Sales Management 7. Motivational Management I am familiar with a vareity of POS software as well as QuickBooks and all Microsoft office programs. While working in advertising, I handled all accounts payable and accounts receivable for the advertising department of a local newspaper. I am aware of current trends in business and business management, and was one of the first business people in Minnesota to begin designing marketing for social media.
Since the age of 12 I have been using ASL to communicate with people who are hearing impaired. I am able to fingerspell with extreme rapidity and have an adequate vocabulary of signs. In addition, I have taught students with hearing impairments both in a classroom and in a one-to-one setting and can offer students of ASL practical knowledge pertaining to proper etiquette when persons with hearing difficulties are present. While I greatly respect that using ASL should happen only when a person with hearing difficulties is present, I appreciate the need for students of ASL to practice in a learning environment. I consider myself very capable of tutoring those in ASL I and II, but would ask that clients who are more advanced work with a tutor who is actually an ASL interpreter.
I have been using QuickBooks for the accounting needs of my small business for the past seven years. In addition to using the program for invoicing clients, I use it to track my small business expenses and to keep track of payroll when I occasionally have consultants working with me. QuickBooks is also an excellent way to keep track of current and potential contacts in order to maintain existing clients and target potential business opportunities. I also use QuickBooks to generate reports pertaining to gross and net profits, monthly quarterly and yearly bottom lines and information for tax purposes. I am currently using QuickBooks Pro 2012, the most up-to-date version of the software. I am adept at handling all QuickBooks functions and would be happy to work with small business owners and/or accounting students to help them master this online accounting tool.
I have been assisting students with preparation for choosing and gaining admissions to universities for over a decade. I hold two degrees in English, and my experience includes tutoring teens and adults in writing essays and personal profiles for undergraduate and graduate program applications. In addition, I have assisted students and their families in conducting extensive research pertaining to secondary school and university profiles and admissions requirements. I also assist students in preparing for standardized tests including the ACT, SAT, ASVAB, GRE and SSAT. In the last twelve months, I have worked with nineteen students who were preparing to enter undergraduate or graduate programs, and I am always happy to take new college counseling clients.
In my roles as classroom teacher, private music teacher and private tutor, I have encouraged the placement of students with ADD and ADHD in my classroom and studio. As a resource teacher, I worked with ten students, six of whom had ADD or ADHD. I studied teaching methods that allow students with those diagnoses to engage in multisensory learning experiences. Students were allowed to be tactile during class insofar as they did not disrupt our time. They were spaced apart and allowed to work in their own space. We worked with classical music in the background and some students responded to aromatherapy as well as color therapy. I completed several continuing education courses in gearing the curricula to ADD and ADHD students, the neurology of ADD and ADHD, and the student with ADD or ADHD in the classroom. I currently work with five students with ADHD. They are comfortable and attentive, and three of them have raised failing grades to B's as a result of our tutoring sessions. As a private music teacher, I conducted in-depth research for the lesson curriculum most suited to students with ADD and ADHD. The Faber and Faber piano method is exceptional in that it engages multiple senses and presents material in a variety of different ways in order to accommodate all learning styles and attention spans. I am well aware that fewer parents are choosing to medicate children with those diagnoses and I am happy to work with students regardless of whether they are medicated. As an adult with ADD, I offer empathy and insight for which many parents and students have been grateful. Working with young people with ADD and ADHD has been one of the most fulfilling occupations of my life, and I look forward to a continued professional relationship with these students.
I have been studying art history for most of my life. My father is an artist and he began teaching me to identify the names, style and works of the great masters. Since that time, I have continued to study art history independently and via continuing education classes. I am able to identify works from ancient civilizations as well as the Roman and Byzantine civilizations. I know specific works and artists from the Renaissance and Baroque periods, as well. My favorite periods of art and consequently those about which I have the most knowledge, are Romanticism, Art Deco and Impressionism. I have extensively studied the works of Monet and Manet and am particularly drawn to the works of John William Waterhouse. I also enjoy the art of the Harlem Renaissance and Surrealism, particularly the works of Salvador Dali. I have visited the Louvre, the National Gallery of Art, and the Chicago Art Institute among other outstanding galleries in the United States and throughout the world. I have completed courses in the works of Salvador Dali, Rembrandt, Degas and Abstract Expressionism. I have participated in performance art and appreciate pop art and computer art, as well. My daughter is a graffiti artist and draws and paints realistic works as well as paintings in the style of Cubism. I have read extensively on both the lives and works of Picasso, Georgia O'Keefe and Art Deco artists. Art courses have also covered the various media and I am particularly drawn to oil paintings, acrylics paintings and metal sculputre. I have assisted in the creation of Native American bead work, pipes and war clubs and have learned the traditions of of Lakota and Apache artistic creations. I enjoy body art, particularly mendi and highly artistic tattoo creations. My personal media include calligraphy, mosaics, pencil drawings, weaving, quilting and other Arts and Crafts pieces.
Autism Spectrum Disorder (ASD)
I have been tutoring students with Autism for the past six years and have also taught students with Autism in a group classroom setting. Young people and adults with Autism are my favorite students with whom to work. I recognize and respect the boundaries these students must establish in order to maintain a personal level of comfort. I also respect the structure that a person with Autism must have in order to live comfortably. I enter that structure slowly but determinedly, and with the understanding that a student's reaction to a situation can vary from session to session and even within a single session. I am therefore extremely adaptable to student's needs, knowing when to push slightly and when to realize that tutoring time is no longer going to be effective on any given day. I have taken courses in teaching students with Autism and in the neurological characteristics of people with that diagnosis. I am constantly seeking new information and subscribe to and financially support the Autism Society. They are a never ending source of information and support for people with the diagnosis as well as those who offer teaching and encouragement. Many people with Autism are highly gifted intellectually. Another of my specialties is working with gifted and talented students of all ages. I have completed courses in teaching gifted students and as a classroom teacher had a class comprised exclusively of high performing and high potential young people, some of whom had a diagnosis of Asperger's or Autism. I am anxious to work with more students on the Autsim spectrum and welcome the challenge of helping them to meet their academic goals.
Ballet is a form of dance that takes its vocabulary from the French language. The main teaching methods in ballet are the Cecchetti, Vaganova (Russian),Royal (English), Ecole Francaise (French), Bournonville (French with Russian influence) and Ballanchine. The Cecchetti method emphasizes core body strength and the use of the body as an entire unit. The Vaganova method focuses on placement of the back and arms and includes a sixth position. Other forms of ballet use only five positions. The French method emphasizes fluidity and elegance. It uses very quick steps and many counts to subdivide the meter. The Royal Ballet method is the oldest codified ballet method. It focuses on balance and symmetry and combines strength and elegance. The Bournonville method also uses many beats and but very basic arm positions (port de bras). The Ballanchine method calls for strange and unusual port de bras and requires exceptional stamina. A Ballet I course requires the student to learn the following: 1. The five (or six) positions of the feet. 2. The port de bras corresponding to each position. 3. Open and closed positions and port de bras. 4. Plie and grand plie. 5. Tendu 6. Relever 7. Ronde de Jambe 8. Allonge 9. Arabesque 10. Rudimentary Balance 11. Battement 12. Changement 13. Basic Centre Work 14. Jete 15. Glissade 16. Jete 17. Tendu 18. Reverence 19. Changement 20. The definitions of other ballet terms such as corps de ballet, pax de deux, etc. I have been studying ballet off and on for 30 years and am trained primarily in the Russian method, although some of my teachers have been from the Royal ballet. I taught Ballet I in a small private school for two years.
I am a certified makeup artist through both Prescriptives and Lancome cosmetics. I have completed courses in skin care, how to identify the best cosmetic options for a person's facial structure and skin tone, and cosmetic application. In addition, I completed a course in determining the most effective colors, styles and overall fashion looks for individual men and women. While working as a Counter Manager for both Prescriptives and Lancome, I often gave workshops on skin care and makeup, offering free makeovers and skin care assessments to registered and walk-up participants. I have served as a makeup artist for bridal parties, theater groups and persons attending formal gatherings. In addition, I have offered cosmetology workshops for teens, stressing the need to begin a good skin care regimine at a young age in order to avoid old-looking skin in later years. I also help teens select age appropriate products and colors to help them avoid the overly made-up look that some teens acquire. I became especially adept at analyzing the skin care needs of my clients and suggesting effective ways to preserve good skin or repair damaged skin. I have done makeup for photographers' models and fashion show participants as well as helped elderly women to rediscover their beauty. I would be happy to tutor students in color and skincare as well as in fashion, and am happy to work with transgender men and women who are new to the cosmetology needs of the gender with which they identify.
I worked as a graphic artist/web designer for two local companies over a duration of four years. In this time, used Microsoft Publisher remained my software of choice, but I did spend some time on Adobe InDesign and learned that package in detail, as well. My responsibilities in desktop publishing included the preparation of online marketing materials, white pages, online surveys, webinars and other online sources of information pertaining to the publishing, agricultural, aerospace and meteorologic fields. In addition to the above, I designed for print collateral including brochures, flyers, postcards, banners and annual reports among other items for the industries named above. For these assignments I planned an implemented layouts, chose color schemes, fonts and font sizes, wrote HTML code, wrote, edited and proofread copy, and tested finished projects to ensure that they would appeal to clients and be easy for them to use. I consistently received excellent reviews on the quality of my work and on my ability to complete assignments on or before deadline. I have completed courses in Microsoft Publisher and InDesign, as well as in Dreamweaver, Photoshop, HTML and Microsoft Project. I currently create all online and print marketing for a small business in the Twin Cities, and have remained current regarding new developments in the software packages named above. Students with an interest in desktop publishing are very welcome to contact me at any time!
As a resource teacher, I worked with many students, aged pre-school - adult, with diagnoses of both primary and secondary dyslexia. Having personally overcome discalculia, I have first-hand understanding of the emotional, mental and even physical challenges that dyselexia can present to bright, intelligent human beings. Students with dyslexia often hear, "You aren't trying hard enough.", or "If you paid attention, you would know these things." The fact of dyslexia is that a person may be trying with everything he or she has to offer. He or she may be paying perfect attention. Somewhere, in the complex route between the brain and the body, or the brain and the information, the information is not received or is received incorrectly. Trying harder and paying more attention will not solve the problem. However, people with dyslexia CAN learn, and they can usually learn the exact same things as their peers. Much of overcoming learning differences lies in engaging a teacher who knows how to teach an individual, as an individual, and that is how I approach any student. Whenever I meet a student with dyslexia, I first ask questions about how the person does learn. "Is it easier to learn if you hear someone speak?" "Do you do better with holding things in your hands than you do with trying to read the material?" It is important to emphasize early on, and throughout the process, the ways in which the student is perfectly capable of learning. Then we can adapt the presentation of information to the student's strengths. Next, we assess the diagnosis itself. Is the dyslexia thought to be primary or secondary? Is it visual, phonological, or a verbal praxis? Does the student appear to have dyspraxia, dysgraphia, or the lesser-known dyscalculia? What other factors might be inhibitors to a student's learning? If another diagnosis, such as ADD or Asperger's, is in the picture, that allows me to more finely tune presentations of information to tht student. We then discuss teaching methods that have been successful for students with any of the above. Again, the critical emphasis must be that the student can learn. He or she just requires proper teaching. Finally we set a tentative instruction plan. Instruction plans are flexible. They evolve with the student/tutor understanding and can make significant differences in the lives of people with dyslexia.
I am currently tutoring three high school students in AP Biology, a course that relies heavily on an in-depth understanding of genetics. The course covers Mendel's Laws of Segregation and Independent Assortment, and progresses from these basic ideas to the more complex issues of the genetic material, and one-and two-trait genetic problems as well as X-linked genetics problems. We learn about unifactorial versus multifactorial traits as well as incomplete dominance and the environmental effects on phenotypes. The practical application of this knowledge is made known to students in discussion of genetic mutations, genetic engineering and genetic testing for possible mutations. I have completed a college-level course entitled simply "Genetics" and have been tutoring students in the subject for the past three years. I work hard to ensure that all students have the specific knowledge of genetics that will allow them to pass that portion of the AP Biology test at the end of their junior or senior years.
Hard of Hearing
Since I was 12 years old, I have been using ASL as a form of communication with individuals who are hearing impaired. I am able to fingerspell with extreme rapidity and have an adequate vocabulary of signs. I have worked with both students and colleagues who are moderately to severely hearing impaired and who communicated only via ASL, only through lip reading or through a combination of the two. I have spent a considerable amount of time with ASL interpreters to learn how to organize a classroom that maximizes the learning experience for a hearing impaired student. They taught me the basic skills of always facing the student, refraining from talking while facing the chalkboard, reducing background noise as much as possible and ensuring that all videos shown in the classroom are close captioned. I adopted the practice of teaching with many visual aids and using more obvious body language when teaching with a hearing impaired student in the classroom. In addition, I have assimilated complex conversational skills that avoid using too many dependent clauses in a sentence, passive verbs, idioms and negative forms of verbs. I am adept with TDD and TTY and encourage students to call if they have questions pertaining to assignments or schedules. I am not and do not pretend to be an interpreter but I have proven repeatedly that I am adaptable to the needs of hearing impaired classroom and tutoring students, and that these students can learn and thrive in environments to which they contribute suggestions for ensuring their own comfort and confidence levels.
Linear Algebra is one of the most straight-forward elements of mathematics. It deals with the linear sets of equations and their transformation properties. I have been tutoring students in algebra in recent years, and examples of linear algebraic computations appear in both Algebra I and Algebra II high school courses as well as in college algebra courses. Because linear algebra deals with finite dimensions, it is one of the easiest aspects of algebra for students to grasp. I enjoy teaching this branch of algebra because it can be easily made visible to students and they are able to observe the positive aspects of their knowledge almost immediately. Having struggled with mathematics in the past, I have developed strategies for teaching algebra, including linear algebra, for students who tend to be left-brained and less inclined to dwell upon means rather than ends. I welcome the opportunity to incorporate these strategies to assist students in a greater understanding and appreciation of math in general and linear algebra in particular.
As a student of the Classics, I am particularly fascinated with Logic as it is employed both in oral and written arguments. I have completed university level courses in Logic and have regularly and systematically honed my skills by participating in amateur debates with attorneys and politicians (in such cases as the two exist exclusive of one another). I worked as a Senior Editor of Primary Federal Law for Thomson West, the leading publisher of legal materials in the US, and spent a great deal of time discerning the principles of Logic as they apply to case studies involving Federal jurisdiction. I am able to explain and offer extemporaneous examples of the following: Deductive Reasoning Major premise Minor premise Conclusion Inductive Reasoning Methods of Evidence Experimentation Real Events Hypotheticals Analogies Statistics Nonrational Appeals Emotional Appeals Oversimplification (i.e. God is love. Love is blind. Ray Charles is blind. Therefore, Ray Charles is God. Ray Charles is dead. Therefore Nietzsche was a prophet.) Slippery Slope I specialize in drawing attention to the various ways that statistics can be skewed in order to bias the public as well as individual consumers. In addition, I present strong analogical arguments and am able to discern and discredit blatant and hidden rhetoric. I am a student of Latin and have read the works of Cicero, one of the best-known Logicians and Rhetoricians of ancient times, in the language in which he presented his arguments. I welcome any student of Logic and/or Rhetoric to contact me as a tutor or as an opponent.
I worked in Marketing for three years at Thomson West, the leading publisher of legal materials in the United States. Our marketing clients were law firms comprised of one to thousands of international and domestic attorneys. My responsibilities included meeting with clients to determine their marketing needs, conveying those needs to design teams, planning project budgets and timelines and producing marketing materials in all forms on or before set deadlines. I oversaw six design teams who produced web sites for my clients, and I created marketing materials in the form of radio advertising, internet advertising, posters, banners, postcards, direct mailers and social media advertisements. I was among the first marketers in Minnesota to begin designing for social media. As the current owner of a small business, I have designed and implemented all of my own marketing materials including a web site, posters, videos, post cards, direct mailers, surveys and social media advertisements. I am currently working with a local software company to organize fundraisers including a silent auction and several formal banquets. I have taken courses in Marketing, Multi-media Marketing, Marketing for the Internet and Website Design.
I have been teaching biology to teens and adults for over ten years. While I teach general biology to both high school and college students, I have also worked with students of microbiology who are studying at the university level. Present in both general and microbiology is the study of cell structure, and I have taught this subject from the introductory to the college level. I am particularly interested in the study of viruses and other a cellular entities, and in microbial pathogenesis. I am also very well versed in new biological discoveries in microbiology, such as the newly classified eukaryote that is a member of no known kingdom on earth. I have completed courses in genetics and introductory biochemistry, and am able to teach the genetic and biochemical elements of microbiolology, as well. I am happy to work with both high school and university students of micrbiology, and I truly enjoy teaching this fascinating subject.
I have been creating databases in Microsoft Access for fifteen years. Thirteen years ago I wrote an Access Manual for in-house use in the publishing business. Since that time, I have kept current with new developments in, and aspects of, Access. Access is generally used for small and mid-sized databases for the use of individuals, businesses and non-profit organizations. The newest version of Access, Access 2010 continues to allow the user to create and control databases containing charts, tables, forms and reports and allows users to control information and create lists based upon field designations. It also allows users to create macros (shortcuts to accessing data) that the user will easily remember, allowing the operation of each database to be unique in itself. Access allows for calculation (sparing the user from entering the more complicated Excel program) and can organize information based upon data relationships (produce reports using only selected categories of data rather than the data in every category of a particular database). I continue to use Access on a daily basis to maintain a database for a small business and a non-profit organization, and I have completed two courses, Access I and Access II, in order to learn the intricate details of the program.
I have been using Microsoft Outlook for internal and external business communication since 1998. At that time we used it primarily for internal emails and emails going to and coming from our clients. However, as the product grew we expanded our use to include group and individual calendars to share both among ourselves and with clients. At that time, Outlook was the company's best available software for providing project timelines to team members and clients. I have completed beginning and advanced courses in the use of Outlook, and while employed for a local publishing company, wrote an Outlook user's manual for internal use in the company. I continue to use Outlook to communicate with clients of my small business, and I have kept current with software updates and am an adept user of Outlook 2010.
I have been working with the various Windows operating systems since the release of Windows 3.11. I am able to operate past and current Windows systems on both Mac and PC, and have worked with both Mac and PC students. I am readily able to work with students who have both older editions and completely up-to-date editions of Windows. Over the years I worked extensively with Windows 3.11, Windows 95, Windows 4.0, Windows 98, Windows 2000, Windows XP and Windows Vista. I currently use Windows 7 and prefer it to any previous Windows operating systems. I am able to deftly navigate through all of these different editions and can trouble-shoot, improvise and suggest shortcuts for Windows users. While studying computers at Thomson University I completed two courses in Windows and have since applied those skills to updated versions for both Mac and PC.
I am a classroom teacher and tutor with sixteen years' experience, and I am entirely dedicated to assisting teachers with getting past licensure requirements so that they are able to get down to the business of teaching! I have been helping to prepare students for standardized tests for the past decade, and am currently working with several adults who will soon take the MTLE (the State of Minnesota's exam that is relative to Praxis). My experience includes working with students on all standard subjects required by Praxis and the MTLE. The majority of students requested that a good portion of our meeting time be spent preparing for the math section of the exam. In addition to covering the material included in each subject test, I teach clients to use logic to eliminate quickly some of the multiple choice answers. This method increases their chances of having more correct answers and helps them to complete the exam within the time limits. To date, not one of the adults with whom I have worked has failed any standard subject included in the Praxis or MTLE exams. I currently hold two degrees in English -- one in writing and one in literature. I had minors in Latin and biology and hold an MA in theology. As a classroom teacher in a small private school, I taught high-school to early college level mathematics, biology, physics, chemistry, reading, Latin, Spanish and music, among other subjects. I have worked with adult learners on all of the above subjects, with the additions of accounting, economics, finance and other esoteric studies. I specialize in assisting the education processes of teens and adults with Autism, Asperger's, ADD, ADHD, Bipolar Disorder, Unipolar Disorder, and clinical depression. Therefore, I heartily welcome any student who is challenged by a learning difference. Having personally overcome a learning difference in mathematics, I am particularly sensitive to, and aware of, teaching techniques for those people who say, "I am just not a math person." Again, I am willing to spend as much time as necessary helping teachers overcome those obstacles that keep them from teaching or that limit the scope of their teaching.
I taught social studies at a K-9 private school for three years. Included in our social studies curriculum were studies in sociology -- the development of societies throughout history and the state of current societies. Students learned critical thinking methods as they pertained to sociological conditions. For instance, when studying the Industrial Revolution, students were called upon to determine the sociological conditions, such as a developing urban population, advancements in machinery and the necessity for the creation of new employment opportunities, that allowed the Industrial Revolution to occur when it did in history. Then, students were asked to speculate regarding the changes the revolution would make upon a society -- an even greater growth in urban population, a necessity for the creation of improved sanitary facilities, a standardization of safety regulations in factories, and so on. Each student in grades 7-9 was required to choose an historical event that greatly impacted a society and write a paper that incorporated the thought patterns listed above. Students worked with historical situations such as the invention of the telephone and the automobile, the cause and effects of the two World Wars, etc. Others chose to deal with contemporary issues such as the right to gay marriage, the effect of the developing state of the Baby Boom generation on the current economy, and the eventual cessation of the Social Security system. In all cases, I guided student research, engaged in Socratic discussions with each student regarding his or her topic and graded first drafts and final papers. In this way, I hoped to teach students that social studies are really a platform upon which to base further, more complicated studies in sociology, in order that they might be placed to assist in the development of social change.
I spent four years coaching a forensics (speech) team after high school. I have enjoyed public speaking in Toastmasters' groups, in synagogue, at conferences and in public political forums. I was a classroom teacher for many years, and of course I spoke in public on a daily basis with my classes. I currently assist adult learners with speech writing and delivery, and I am preparing to defend my psychology research at a conference.
For the last two semesters, I have taught a class to prepare students for the TEAS test. These classes were held at a local community college for those about to begin clinicals in an LPN nursing program. My students have had great success passing the exam, even if English was not their language of origin.
I am three courses away from earning an AA in criminal justice. I have completed courses in conflict management, juvenile delinquency, introduction to social justice, and the criminal mind. In addition, I have completed all of the coursework for a degree in psychology, including the psychology of deviance.
As a classroom, teacher, I taught social studies to grades 1-9, and have tutored students of all ages in social studies. My students participated in such national events as "Adopt a Veteran," in which a veteran of a foreign war is invited to speak to the students regarding his or her experience. In preparation for the veterans' visits, the students study not only the war in general (our visitors were always WWII veterans) but the specific arenas and battles in which "our" veteran took part. Futhermore, we participated in National History Day, a day for which students prepare by producing projects (often multi-media persentations) based upon thorough research of a particular historical era or event, relating that subject to the effects it had on the world at large, if applicable. Subjects included "The Effects of Brown v. The Board of Education on Civil Rights in America", "The History of Pi", "Medical Experimentation," and so on. Several students progressed to state competition and did very well there, as well as locally. When teaching social studies, I try to incorporate as many other subjects as possible in to make the study a cross-curriculum experience. Each year students wrote an essay on a subject that they considered to be historically controversial. The essay, in edition to being a social studies research project, was expected to be grammatically correct and include desktop publishing elements that the students had learned in computer science classes. We spent a great deal of time learning the history of the Twin Cities, visiting the James J. Hill House, Fort Snelling and the Cathedral of St. Paul. Our studies of national history included communication with former heads of state, political discussions culminating in an exercise in which students voted as if they were actually going to the polls in national elections, and visits to national monuments. Whenever possible, I attempted to engage students in a multi-sensory experience in order to make social studies real rather than simply words in a book. We studied social geography in part by communicating with students in schools around the world, and by watching detailed documentaries pertaining to various historical eras and events. I love making social studies a living study and do everything possible to engage students in coming as close as possible to a primary source on any given subject. I would be happy to tutor students in social studies at any level of their interest or academic requirements.
For two years I taught Physical Education and Nutrition to students in grades K-9. The students learned the food pyramid and kept track of what they ate for a period of two weeks. We also conducted an experiment based upon the nutritional information available from varous fast-food restaurants. The goal was for each student to plan a nutritional menu including the appropriate number of calories, fat grams, fiber, etc. based soley upon the menu for the fast food restaurant. Some of the students were able to come up with such a menu, but the menus provided nothing in the way of variety. We then disussed the variety of nutritional options a person may enjoy by shopping in a natural foods store. Students then based a nutritional menu on their own preferences based upon what they might buy with a weekly food allowance. The point of these exercises was to teach students that one might enjoy nutritional food with a variety of tastes, textures and cooking styles. Several students indicated their desires to reduce or eliminate their visis to fast food restaurants and learn to prepare nutritional food on their own. Throughout the year we discussed ways to have nutritional holiday meals, appropriate snacks and ways to sate hunger without filling up on carbohydrates and fat. Students learned the RDA for various vitamins and minerals as well as FDA guidelines regarding the consumption of fiber, cholesterol and fat. I feel that the students were much better informed regarding nutrition at the close of those two years.
I have been working with embroidery and counted cross stitch for over twenty years. In that time I have completed several large counted cross stitch projects of both my own and others' designs. I continue to produce projects in both cross stitch and embroidery that are suitable for framing. I am also able to complete simple sewing projects such as skirts, bibs, simple dresses and basic shirts and tank tops, placemats, table cloths and cloth napkins. I possess excellent mending skills -- repairing dropped hems, replacing buttons, darning socks and mending holes and tears. I am able to knit, tat and crochet simple projects as well. I would like to be certified to work with students in these areas, but to want to be absolutely clear that I am in no way a seamstress and that those who wish to sew complex garments on a machine should seek another tutor. However, I am happy to work with beginners in sewing, tatting, knitting and crocheting and with intermediate and advanced students of embroidery and counted cross stitch.
While working as a graphic designer/desktop publisher for a local company, I used Microsoft Publisher as my primary software package. I created print collateral, such as flyers, banners, posters and brochures for clients in the publishing, aeronautics, agriculture and meteorology fields. In addition, I used the software to create online white papers, education materials, banner advertisements, surveys, annual reports and other marketing tools for the industries listed above. Publisher is outstanding software for creating multimedia presentations and incorporating both text and graphics simply and effectively. I currently own the latest version of Microsoft Publisher, MP 2010 and I continue to use the software to create all advertising for a local small business. I would be happy to show students how to create presentations, reports, publications and any other materials for classes, small businesses or other desktop publishing projects.
While an undergraduate at Winona State University in Winona, MN, I became a certified Water Safety Instructor and have taught swimming lessons at all levels at various intervals over the past two decades. While teaching swimming lessons, I became interested in water exercise as well and became certified in Arthritis Exercise and Silver Splash, both aquatic exercise programs designed for those suffering from arthritis or symptoms of aging. In addition, I have taught a water exercise course that emphasizes muscle tone and core development. I most recently taught that course last winter at my local Jewish Community Center. For two years I worked as a physical education teacher at a small private college in rural Minnesota. I followed a strict curriculum that combined play, exercise and nutrition education for elementary and junior high school students. The students took the National Fitness Test at the beginning and ending of each school year in order to note their personal and private progress. The National Fitness Test assesses strength, agility, speed, accuracy and endurance. Each of my students improved upon his or her personal best from one year to the next. I have taught land exercise classes that again focus on toning muscles and strengthening the core. This past Autumn I took a course in aquatic therapy with the Aquatic Therapy Network. The course emphasized proper workouts and the positioning and handling of patients ranging from highly skilled athletes to elderly persons overcoming hip surgery.
The call to study the classics is a call to be among the the highest class of citizens. In this age of abundant Neo-Classicism, I am pleased to be able to offer myself as a tutor in the Classics. I have a degree in Literature with a minor in Latin, am able to read Hebrew and have studied Hellenstic philosophy, ideology, religion, art, archaeology, civilization and literature. The Classical principle of maintaining a disciplined continuity in the preservation the original excellence, virtue and goodness of works such as Plato's "Republic" and the plays of Sophocles is exremely important to me both as a teacher and as a person. I use both ancient and modern techniques in teaching the Classics (for instance, my Latin students begin with "Latin for Americans" or "Minimus," a children's beginning Latin curriculum, but they move quickly to Wheelock's Latin, the quintessential text presenting Latin in a Classical context). I have attended and critiqued productions of plays by Athens' three tragic poets, Euripides, Sophocles and Aeschylus and have completed a course that dealt with the psychology of the works of Greek tragic playwrights. In addition, I have completed courses in Rhetoric, Ancient History and the exegesis of ancient canonized religious texts. I have read the works of Caesar and Cicero in both Latin and English, and I hold an MA in Theology and have read translations of the Nag Hammadi scrolls, ancient canonized and uncanonized Biblical texts and portions of the Dead Sea Scrolls in Hebrew. I consider that one who studies the Classics must hold to high ideals of academic and personal integrity, and encourage students to live up to the ancient tenets, as well.
At one point in my career, I specialized in creating and implementing marketing plans for law firms throughout the United States. In this capacity, I found Microsoft Project to be an ideal tool for all aspects of project management, from scheduling client meetings to assigning tasks to various team members. Project is an excellent resource for strategizing timelines and work loads as well as for providing clients with details specific to their projects and timelines. In using this software, I have never failed to complete a project on or before deadline since it allows for every person involved to understand his or her role in bringing the project to completion. Project also provides the project manager with a big picture overview of the project so that he or she may take note of areas that may fall behind schedule and add resources to those areas. I currently use Project 2010 to organize services for my small business clients, although I am quite familiar with older versions and happy to work with whatever version a potential client might have installed on a laptop or PC.
I recently completed the requirements for a BA in public health science. My courses included those in epidemiology. I am familiar with both methods and means of obtaining statistics as they relate to global epidemics.