With degrees in education, music performance, and a ten-year, post-masters, Harvard background in environmental health science, Susan is described by many as a Renaissance Woman! From a family of teachers, she has observed good teaching from an early age: other parents started hiring her to tutor their children when she was only 12. Holding two teaching certifications K-12, she has taught for many years at public and private schools, primarily secondary, and at universities and conservatori... [more]
Why is Algebra my very favorite subject to teach? It's the basis for a great many of our concepts about the world - the shapes we see around us, the relationship between the hours we work and the pay we receive, our answers to scientific questions, and so much more! When I teach Algebra, whether to gifted students or to those who don't quite get why we use letters (variables) in place of numbers, it is FUN - even exciting; and my students tend to get all As.
No mystery why Algebra 2 is exciting, even mind-blowing: it answers questions we all had from childhood but could not quite articulate: whether there is mathematical order in the world, how to count massive and minuscule things, what math makes shapes are the way they are, and much more! On my Graduate Record Exam (GRE) - the standardized test one takes after college graduation and prior to grad school - I scored in the 96th percentile in the math and analytical categories, mostly thanks to...Algebra 2! With two teaching certifications K-12, many years teaching in secondary schools and colleges, and a ten-year, post-master's Harvard background in environmental health science, I can help you not only to succeed in Algebra 2, but also to make it a part of your life, with benefits long to follow in college, grad school and beyond!
My favorite second language: French! For years, I taught French in the public schools, and loved it - as did my students. Having received AP credits for my school study, I'd gone on to travel in France, perfect my accent, and refine my teaching methods for French. Certified also in ESL/ESOL, I bring linguistics and language pedagogy background to my French teaching!
With a master's degree + 10 years' post-master's, teaching certifications K-12 including ESL/ESOL, many years of public and private school teaching and tutoring experience, and a LOVE of teaching reading, especially to those who need a little more help, I am eminently qualified. For students with special needs, I have detected and resolved various reading difficulties including dyslexia, lack of eye teaming, ADD/ADHD and more, as appropriate referring clients to reading-specialist optometrists. I have founded and directed a successful, alternative school, in addition to having taught English and foreign languages for many years, and I specialize in SAT, ACT and FCAT preparation.
Holding a Master of Music in Orchestral Conducting, I have taught music theory at both Temple University and the New England Conservatory, and have influenced the faculty at both institutions to modify their curricula for the better. I LOVE teaching music theory in ways utterly different than those typically applied - in natural, conceptual ways that are so musically enjoyable that students don't even realize they are learning. Instead, they are constantly DISCOVERING wonderful patterns! Guiding them in the very ways that language is naturally learned by babies, they learn deeply and are immediately able to apply the learning in performance.
With two degrees (one in Education and one in ESL/ESOL), travel in Europe and South and Central America, a love of different cultures and languages, and many years' experience teaching English/ESL/ESOL, foreign languages, and music, I am always excited to teach English as a second language and to help people perfect the "music" of a language - their accent! Native speakers may talk quickly, using expressions that do not easily translate, but through a process of slow, careful speech increasing in rapidity over time, always using topics that are of vital interest to the learner, English as a Second Language comes easily, naturally, and almost without effort. Learners experience joy in my classes and private lessons, because their needs are tantamount: their interests create the curriculum!
Teaching both ACT and SAT for many years, I love to see students' AHA moments, as they realize concepts that had not yet been awakened in previous school experiences! With two teaching certifications and teaching experience in public & private schools and colleges, I know that the ACT and SAT tests are phenomenal tools, not just for college evaluations, but also for college prep itself! Of course, with good scores, one can find acceptance at choice colleges, and can receive scholarships. I trained initially in standardized test-prep with The Princeton Review, and later continued teaching ACT and SAT independently, with much success for my students!
Having edited documents for research scientists, medical doctors, lawyers, a record company president, and many other, different types of professionals, I have received not only great compliments but also their commitment to include my proofreading prior to publication. In recent years, I've additionally been helping high school and college students to improve their writing. Once we improve even one document, all others come up to a new level!
Initially tutoring for The Princeton Review in SAT Reading Comprehension, I have worked independently for many years to help students succeed on the SAT, using the many available books on the subject and techniques honed over many years. SAT Reading Comprehension can be tricky; but once you know the tricks, such as what we call "camouflaging", you're well on the way to higher scores! High SAT scores give you not only a chance at great colleges, but also great scholarships - and more importantly, from Reading Comp prep, much improved conceptual understandings of your assigned readings at college and beyond!
With only 25 minutes to write an essay for the SAT, you need special skills in quick thinking, organizing and articulating - not to mention last-minute checking - but, believe it or not, this can become FUN! When you learn how to draft a solid essay in lightning speed, guess how much more easily your college compositions and theses will flow! Having tutored for The Princeton Review in SAT Writing and more, I have worked independently for many years to help students succeed, using the many available books on the subject and techniques honed over many years.
First trained for SAT Reading Comprehension by The Princeton Review, I have worked independently for many years to help students succeed on the ACT, using the many available books on the subject and techniques honed over many years. ACT Reading requires one's deep conceptual understandings of the material, not merely a repetition of something learned: the training therefore provides students a discipline of understanding what they read. Because of the timing of the test, one must choose wisely how and where to spend time in acquiring an accurate sense of the text's concepts. With two K-12 teaching certifications, one in English, and a post-master's Harvard education, I am eminently qualified to help students increase their ACT Reading scores - and I LOVE doing it! ACT gives students not only a chance at great colleges, but also great scholarships - and more importantly, from Reading Comp prep, much improved understanding of all they will read at college!
First trained for SAT English and Reading by the highly successful test-prep company The Princeton Review, I have worked independently for many years to help students succeed on the ACT, using not only the available books on the subject, but also my own, specially prepared materials. ACT grammar study, along with sentence and paragraph order, do more than just increase a student's score: they significantly improve writing ability in college essays, leading to better college English scores, and greater ease in writing at the college and professional levels. With two teaching certifications K-12, one in English, and many years teaching in schools and colleges, not to mention professional editing work in both popular and scientific books, I LOVE to help students, and am eminently qualified in ACT English! With good ACT scores, one can find acceptance at choice colleges, and can receive top scholarships!
Having developed special pages to make ACT math easy - including logarithms and trig - I love to see students' AHA math moments, as they realize concepts that had not yet been awakened in previous school experiences! I have two teaching certifications and teaching experience in public & private schools and colleges, from which experience I know the ACT and SAT tests to be phenomenal tools, not just for college evaluations, but also for college prep itself! Of course, with good scores, one can find acceptance at choice colleges, and can receive scholarships. I trained initially in standardized test-prep with The Princeton Review, and later continued teaching ACT and SAT independently, with much success for my students!
With my post-master's background in environmental health science from Harvard, I especially enjoy tutoring the ACT Science test. Training initially in standardized test-prep with The Princeton Review ~15 years ago, I have continued teaching ACT and SAT independently, with much success for my students! With two teaching certifications and teaching experience in public & private schools and colleges, I know that the ACT and SAT tests are phenomenal tools, not just for college evaluations, but also for college prep itself! With good scores, one can find acceptance at choice colleges, and can receive scholarships.
My math instruction is usually with high school students preparing for SAT and ACT. However I find that many of them need help with elementary math topics. For this reason, over many years I've prepared wonderful, fun materials and methods that are great for elementary students, as well. I gear each lesson to the individual student. My elementary students see huge gains in their grades and even math grade level! One 6th-grade girl who'd previously had excellent tutors but still could not do math, went from a 1st-2nd grade level to 9th-grade level math in just five weeks, by way of my special techniques!
I persuaded the music theory / aural theory professors at the New England Conservatory to use the "movable Do" system to encourage good sight-singing in tonal contexts. This is the system I had earlier used, when called upon to teach aural theory (ear training and sight-singing) at Temple University. Nowadays I find that a movable-Do system using numbers instead of solfege helps students even more: they are easily able to translate their ear-training into a deep understanding of intervals and chords! In this way, the youngest of beginners to the most sophisticated college music-majors can learn aural music theory (ear training) without even giving the slightest academic effort: it all comes naturally!
Holding two teaching certificates K-12, I have taught for years in both public and private schools, and have also founded an alternative school 1-12 and a tutoring center 1-adult. My first degree is from Temple University in education; my Master's is in music; and my post-master's study is in environmental health science, Harvard. My academic teaching over the years has focused on Math (SAT/ACT/FCAT, Elementary through Calculus), English (reading, writing, SAT/ACT/FCAT), French and Spanish, and includes considerable experience with gifted and special needs students. Coming from a family of teachers, I love to teach creatively, using visual arts and music to help students have fun and make lessons memorable.
Since the age of 12, I have been teaching music professionally. My mother is a professional musician and music teacher, one who taught me much about teaching styles. My first degree is in music education from Temple University, summa cum laude; and I was also President's Scholar and Presser Scholar. My second degree is a Master of Music in Orchestral Conducting from New England Conservatory, where I taught conducting, music theory, and musicology, and coached all instruments and voice. I have been performing, teaching and coaching music ever since.
At age 14, on a Wednesday, my mother gave me a classical guitar; by Sunday I was singing and accompanying myself on the guitar in a folk style, performing at a church! Given my music theory background at that time, having played piano and other instruments for years prior to the the guitar, I was able to identify notes and chords, and to acquire the dexterity needed to get around on the fingerboard even at that time. From there I studied with beaucoup du monde, as it were, gaining skill in folk, classical and later rock, and developing special teaching methods for guitar to apply to every differential wish and need, always encouraging conceptual learning rather than rote memorization. Receiving my Masters in Music from New England Conservatory, I performed there with David L. of the guitar faculty and other fine guitarists.
Beginning at the age of 12, I began to teach music from out of the family home, where my mother had always taught piano. During my first degree in music education, which was summa cum laude and also made me a President's Scholar and the Presser Scholar, I studied for a year with concert pianist Maria Ta. My first two degrees both included keyboard harmony; and I studied jazz piano for a time with jazz great Billy M. of Philadelphia. Although I am primarily a classical musician, I have taught both classical and jazz piano for years.
I hold music education and music performance degrees from Temple University and New England Conservatory, respectively. I studied voice for years as a lyric soprano, then coloratura, with Judith R. of the Philadelphia Opera (who was in turn a student of Margaret H., vocal teacher at the Metropolitan Opera), then with Judith C. of City Opera of NYC. In classes at the above schools, as well as at the Aspen and Tanglewood Music Festivals, I was present at master classes of the voice fellows with the world's top vocal coaches, and at NEC was the conducting specialist for operatic repertoire classes. Over the years I have been a vocal soloist and flute soloist at various churches, and have also sung professionally in popular music styles.
During my undergraduate courses, I had studied secondary strings. Later, during and following my Master's from New England Conservatory in Orchestral Conducting, I studied privately with two world-class violin soloists: Alexander and Victor Romanul. For years I have conducted and coached professional, civic and youth orchestras, and, amongst the orchestral string instruments, have specialized primarily in violin.
My post-graduate background at the Harvard School of Public Health included a specialization in neurotoxicology, which in my view is the basis for most ADD/ADHD. Although I did not finish the doctorate in this subject, my ten-year study there, with many years' work with ADD/ADHD pupils since that time, have enabled me to aide significantly many students diagnosed with ADD/ADHD. I hold two teaching certifications, the first of which involved 3 years' training and one year practice with special education students, most of whom were diagnosed with ADD/ADHD. Since that time, I have worked successfully with countless ADD/ADHD students, with phenomenal results that exceeded what the parents and medical professionals involved with the student expected. In my professional experience, students focus on and retain what they are taught far better after I work with the family to remove barriers to healthy neurophysiological functioning. Parents are often surprised to learn that ADD/ADHD may be significantly reduced and even resolved entirely. Such resolution is my first aim in working with children so diagnosed: in every case, the condition improves, the child feels better and is more calm, while learning accelerates.
The study of Speech converges Language Arts - particularly the primary language, here, English - with Performing Arts - particularly music. With my certification in ESL/ESOL, I train people to speak English with ever more fluency and confidence, over time gently perfecting their grammar and usage, while engaged in relevant and interesting conversation. However, my real secret in making this a joyous and not arduous process - while practicing vocabulary and expressions most useful to the student - is my good ear for music and my masters in music from New England Conservatory, along with my many years of training people of all ages to sing and play music, and perform drama, in public! Yes, the *musicality* of language is what naturally perfects the student's desired accent and inflection in speech, these processes occurring in nearly the same place in the brain! And the presentation of language in public - Speech - is guaranteed by way of the training I provide, similar to that for Music and Theatrical performance. With both, I guarantee success and enjoyment in English Speech.
My first two degrees are in music, and I hold certifications in ProTools7 - 101, 110, 201 and 210. I work primarily in Logic 8/9 and Melodyne, and prefer editing to mixing/mastering. My editing is especially superb, since I have an unusually astute ear. I hold a Master's in Music in Orchestral Conducting from New England Conservatory.
With two teaching certifications K-12, I have worked with young students in both English writing and math to write neatly in such a way as to support legibility and ensure accuracy, respectively. From an early age to the present, I have been told I have beautiful handwriting, which in some cultures is an art - indeed the very beginning of drawing and painting! My father, who worked as a draftsman with extremely clean handwriting, felt I had special skill in this area. Indeed, as an adult, I have been called upon to provide professional calligraphic writing for wedding invitations and more, in addition to teaching this art. Writing upside-down is an additional skill I've developed over the years, while teaching across a desk from a student, extending this artistic ability and inspiring students to perfect their handwriting.