If you are seeking a tutor who will embrace your creativity, personality, and learning strengths with humor, honesty, and warmth, I might be a great fit for you. Please let me know if you have any questions about my approach, and I hope to work with you very soon.
Since 2002, I have worked as an educator in urban, multicultural, and clinical settings from Brooklyn, New York to Portland, Oregon. As an educator, I am driven to create and present useful content and engage learners of all ages. As a person invested in social justice, I am driven to provide excellent service and honor each individual. As such, I provide ample opportunities for success with all the learners I serve. I have consistently fostered higher than average growth and have garnered recognition by my supervisors with above average performance ratings.
Education & Certification
Undergraduate Degree: Smith College - Bachelors, English Language and Literature
Graduate Degree: CUNY Brooklyn College - Masters, English Teacher 7-12
Music (songwriting, playing ukulele, piano, guitar, singing, karaoke, attending concerts, Broadway musicals)
10th Grade Reading
10th Grade Writing
11th Grade Reading
11th Grade Writing
12th Grade Reading
12th Grade Writing
6th Grade Reading
6th Grade Writing
7th Grade Reading
7th Grade Writing
8th Grade Reading
8th Grade Writing
9th Grade Reading
9th Grade Writing
Elementary School Reading
Elementary School Writing
High School English
High School Writing
Middle School Reading
Middle School Writing
What is your teaching philosophy?
As the first days of the school year approach, students' stomachs flip, and the unfamiliar classroom looms as a space filled with uncertainty. Each year -- each day -- I strive to transform a formidable academic environment into one where vulnerability is embraced, redefined, and transformed. While learning to utilize critical lenses, English students risk themselves academically, creatively, and socially. My approach to encouraging academic risk-taking consists of two cores from which a deep understanding of language flows. First, I establish a retreat-centered classroom tailored to inquiry and critical consciousness of identity. The study of identity includes development of a personal and consistent writing voice, gained through awareness and interpretation of self and place. The second core of my approach, which facilitates understanding and artistry of the English language, is a tenacious encouragement of curiosity and creativity. I expect creative thought, confidence, playfulness, and curiosity in relation to textual exploration and skillful writing. Students learn to embrace the vulnerability and beauty of forming sophisticated ideas and expressing a true writer's voice. I have been most effective in fostering curiosity and creativity when school leaders and educators share a vision of school culture that values individuality and social justice. As I expect students to expose their identity and curiosity, I cannot expect them to try on voices and authorities if I don't do the same. For this reason, I reveal my personal history and memories, and demonstrate how those experiences inform my writing choices. The most successful instances of this practice have occurred in schools where students actively observed my working relationships with other educators. Through these practices, I hope to foster students' realizations that their stories are just as inspiring as the texts they admire, and that their educational experiences can be enhanced by the relationships they develop within their learning community. In that most vulnerable space of identity and creativity, I seek to provide support, encouragement, and safety.
How would you help a student stay motivated?
I always consider what real-life applications your work as a student might serve, and use my knowledge of your interests and strengths to find new ways to explain and practice knowledge.
How do you help students who are struggling with reading comprehension?
I have a never-fail technique for recalling details of novels (without taking notes until writers' cramp sets in!) that takes no more than a few moments as you read. Let me show you how to feel more confident and prepared for text-based discussions!
How do you adapt your tutoring to the student's needs?
Tutoring is all about you - the learner. Before we get into the material, I'll want to know what interests you, so I can translate that awareness and tailor my instruction to your specific strengths.
What might you do in a typical first session with a student?
We'll definitely need to understand each other's sense of humor. Show me what *truly* interests you. Be ready to ask me questions that you'd like to explore.