I am a retired teacher who spent 34 years in education. I have taught high school biology, ecology, field biology, and life science, along with teaching both high school and middle school English/language arts. Much of my educational experience was in the field of Gifted Education, where I worked with students in grades K-12. Unlike most educators who spend their entire career in one school system, and often one classroom/grade level, I have taught at a wide variety of schools, including r... [more]
I have a Master's degree in biology and have taught biology at two different high schools, in addition to tutoring a high ability middle school student for the past year in that subject.
As a middle school language arts teacher, high school English and biology teacher, and tutor, I have had a great deal of experience teaching vocabulary, which is the backbone of any discipline. I have also taught the WordMasters program, which uses analogies to help students learn the vocabulary words. Not only do I give students the definitions of words, I also put them in context, give examples of how they are used, and discuss denotation and connotation. Students learn the words, not just memorize them.
Certified in English grades 7-12, I have taught reading as part of upper elementary and middle school language arts classes, along with high school English classes. In addition, I have tutored both young people and adults in reading.
As a certified English teacher who has taught both middle school language arts and high school English, I have had a good deal of experience helping students with their writing skills. In addition, as part of the Future Problem Solving Program I coached students participating in the Scenario Writing competition, where they wrote a 1500 word story set at least 20 years in the future based on a topic of study for that year. I taught them the writing process, then helped them to edit their various drafts. Several of my students went on to the State Bowl level, and one went on to the International Bowl.
I have taught both middle and high school language arts and English in several different school districts. One program with which I worked was WordMasters, which is a vocabulary-building program that uses analogies to help students show what they have learned. In addition, I have coached students in the Ohio Future Problem Solving Program who were in the Scenario Competition, and have had some of them qualify for the State Bowl with their scenarios that I helped them develop and edit.
As a high school and middle school English and language arts teacher, I have helped many students proofread their written work for spelling and grammar errors, along with continuity and structure errors. As a coach for students participating in the Ohio Future Problem Solving Program Scenario Writing Competition, I have helped students proofread their 1500 word stories set at least 20 years in the future, pointing out errors in spelling, punctuation, grammar, structure, and continuity. After numerous revisions, some of these students won trophies at the State Bowl, and a few even went on to the International Competition. At one time, I was the newsletter editor for the Covey Call, a quarterly publication of the Quail Hollow Volunteer Association. My proposals for presentations at state and national professional conferences have also been accepted several times.
As a certified teacher of high school students, I have had a great deal of experience teaching test-taking strategies. The GED students I have worked with have successfully passed their tests, with most sections on the first try. Not only do I help them review the test material, but also give them test-taking strategies to help improve their scores. Through practice and individualized attention, my GED students achieve their goals and improve their self-esteem.
I have taught both middle and high school language arts, reading, and English, along with tutoring students in the reading and English portions of the ACT. I have had previous experience tutoring students preparing for the TOEFL, along with tutoring students in reading, writing, language arts, and English.
I am a certified language arts/English teacher in grades 7-12, and have also tutored several students preparing for the ACT Reading test. I have 34 years of experience in education, along with over two and a half years as a tutor and substitute teacher. All of the ACT reading students I have tutored have improved their ACT Reading scores.
As a former middle school language arts teacher, high school English teacher, and ACT tutor, I have had a great deal of experience teaching students reading, writing, and grammar, and helping them hone their English skills. All of the ACT English students I have tutored have improved their ACT English scores.
I have a Master's degree in biology and have taught biology, ecology, life science, and field biology in two different high schools. I have successfully tutored several students preparing for the Science portion of the ACT, and all of them have appreciated my professionalism and ability to individualize instruction to meet their needs. Not only have they improved their scores by taking practice tests, but have also learned test-taking strategies that have helped to improve their ACT scores.
I have a major in biology as part of my undergraduate degree, a Master's degree in biology, and a permanent teacher's certificate in biology. I have taught biology, life science, ecology, and field biology, a course which I developed, at two different high schools. As part of that course, my students learned about the fish, amphibians, reptiles, birds, and mammals of Ohio. I always taught the animal kingdom to my students, from the lowest to the highest animals, and did both dissection and lab practicals with them.
I have an undergraduate degree in biology, with a concentration in botany. I also have a Master's degree in biology, and have taught high school biology, life science, ecology, and field biology, a course which I developed, at two different high schools. Not only have I always taught the unit on plants, but also had my students do both a leaf collection and a wildflower collection as part of their Biology I class. They also dissected a carrot to learn more about roots, a gladiolus to learn more about flowers, and a woody stem to learn more about stems. In addition, the Field Biology course I developed and taught included a unit on Woody Twigs in Winter, where students used dichotomous keys to identify various woody twigs and learned to identify trees in winter, using only their bark and twigs, rather than their leaves. They demonstrated their knowledge by taking a lab practical.