| Tutor's Name: |
Randy
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| College: |
University Minnesota, Twin Cities Campus, MN (BA English Graduate Level Courses taken)
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| Tutoring Experience: |
7 years |
| Location: |
South St. Paul, MN |
Approximate Travel
Radius in Miles: |
25 |
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from zip code
55075 |
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Availability: |
M-Sat 3.30p-9
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| Subject Areas: |
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--Pre K-Grade 5: Reading; Arts and Crafts
--Middle School: Language Arts; Reading; Social Studies
--HS Humanities: English Grammar; English Composition; English Literature; Honors English; Psychology
--College Humanities & Social Sciences: Art History; Creative Writing; English; ESL; Psychology
--AP, SAT Subject Test Prep: AP Art History; AP English Language; AP English Literature |
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GENERAL EXPERIENCE: As a tutor I like to put the interests of my students first. In this way I can more easily match my expertise with their needs. I have a large database of material on various subjects that I have extracted from texts and compiled into useful categories and subjects, and also have a fairly extensive portfolio of information, readings, activities, and other teaching material to facilitate any tutoring situation I am compatible with.
In high school I was in the AP English program at North High under George Roberts, as well as the Arts Magnet program. I have been writing on a personal level outside of
scholastic requirements since I was sixteen, and have written numerous short stories and articles for magazine publication. I am currently pursuing my Master's Degree in Creative Writing, with a concentration in Writing for the Arts and Art History. However, my interests are wide and my hobbies many. You might call me a jack of all trades, but with specialty areas that are easy for me to work laterally into and out of - thus interdisciplinary papers, or cross-cultural papers, comparative literature subjects, etc., are things I not only like, but which I am good at in terms of both generating ideas of interest and in terms of meeting and exceeding required standards.
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APPROACH TO TUTORING: Today’s multicultural classroom must address a variety of needs, including the educational context in which a student was raised compared to other students, the specific individual in terms of psychological, emotional, and technical/mechanical needs, and what learning goals students are trying to achieve. None of these needs can be addressed using a single teaching method, and they are probably best met by using a mixture of methods. The four most common teaching methods are rote learning, guided problem-solving, diagnostic teaching, and Socratic question and answer.
Any number of techniques can be used to supplement, support, or generally improve on the teaching methods mentioned above, whether via Lecturing, Discussion, Grouping, Games, Activities, and Simulations,
Instructional Media Computer Assisted Instruction (CAI), Speaking and Listening Media, and Visual and Observational Media.
The teaching method, or process, I generally implement involves rote learning, guided problem-solving, diagnostic teaching, and Socratic dialogue. This process helps familiarize, develop, and test students in ways that target practical and creative goals. It is hoped that the teaching process outlined in this introduction offers a broad range of approaches that work toward creative participation from students while being specific enough to address a student’s needs and cultural background.
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