Find Private & Affordable 10th Grade Reading Tutoring
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Laura S.
Private tutor in Richmond, VA
Education
English major, Virginia Commonwealth University 2015. Music minor, Virginia Commonwealth University 2015. 4.0 GPA
Experience
Tutoring 2nd grade reading at Clark Elementary, Charlottesville, VA. Music teacher for eight years. I learned about the value of the tutoring when I sought out tutors myself my first year at VCU. I was in French 101 and had never taken a French class before. Since then, I have used tutors every semester, at least a few times. I believe strongly in the tutoring system, having studied classical music my whole life and seen what one can accomplish through one-on-one work with a proficient. Therefore, I wish to be able to help others in the same way, by being a tutor. I know that through my experience as a student seeing tutoring help and my experience as a teacher of music at the Academy of Music Richmond and as a teaching assistant in Meriah Crawford’s UNIV-200 class, I can give students useful tools to use in their studies to enrich their learning processes and to guide them to a better understanding of their subject matter. As a teacher in music, primarily of young children, I have a great deal of patience in teaching. I understand that sometimes a topic must be explained many times and many different ways before someone can make a true mental connection with it. I strive to find new and creative ways to explain a subject so that students experience what they are learning in a holistic way. In teaching music, I ask my students to not just play the notes, but to be able to sing the notes, clap the rhythms, find large and small phrases and motifs, shape lines, add stories to the melodies, and analyze harmonic structure, all so that they can better understand and thus better play the piece. In being a TA for UNIV-200, I found ways to incorporate this approach with academia. Tutoring is more than just helping students get through an assignment. Tutoring should refine students’ study processes and give them a big-picture context for how to study and learn long-term. Students should leave a tutoring session with a better idea of how an assignment fits within the broader scope of the class and how that class will fit into their careers and lives. Learning techniques are almost always universal and applicable to any field—students should be given such learning and studying techniques that they can take with them and apply to other areas of their lives. As a teacher in music, primarily of young children, I have a great deal of patience in teaching. I understand that sometimes a topic must be explained many times and many different ways before someone can make a true mental connection with it. I strive to find new and creative ways to explain a subject so that students experience what they are learning in a holistic way. In teaching music, I ask my students to not just play the notes, but to be able to sing the notes, clap the rhythms, find large and small phrases and motifs, shape lines, add stories to the melodies, and analyze harmonic structure, all so that they can better understand and thus better play the piece. In being a TA for UNIV-200, I found ways to incorporate this approach with academia. Tutoring is more than just helping students get through an assignment. Tutoring should refine students’ study processes and give them a big-picture context for how to study and learn long-term. Students should leave a tutoring session with a better idea of how an assignment fits within the broader scope of the class and how that class will fit into their careers and lives. Learning techniques are almost always universal and applicable to any field—students should be given such learning and studying techniques that they can take with them and apply to other areas of their lives. As a teacher in music, primarily of young children, I have a great deal of patience in teaching. I understand that sometimes a topic must be explained many times and many different ways before someone can make a true mental connection with it. I strive to find new and creative ways to explain a subject so that students experience what they are learning in a holistic way. In teaching music, I ask my students to not just play the notes, but to be able to sing the notes, clap the rhythms, find large and small phrases and motifs, shape lines, add stories to the melodies, and analyze harmonic structure, all so that they can better understand and thus better play the piece. In being a TA for UNIV-200, I found ways to incorporate this approach with academia. Tutoring is more than just helping students get through an assignment. Tutoring should refine students’ study processes and give them a big-picture context for how to study and learn long-term. Students should leave a tutoring session with a better idea of how an assignment fits within the broader scope of the class and how that class will fit into their careers and lives. Learning techniques are almost always universal and applicable to any field—students should be given such learning and studying techniques that they can take with them and apply to other areas of their lives. As a teacher in music, primarily of young children, I have a great deal of patience in teaching. I understand that sometimes a topic must be explained many times and many different ways before someone can make a true mental connection with it. I strive to find new and creative ways to explain a subject so that students experience what they are learning in a holistic way. In teaching music, I ask my students to not just play the notes, but to be able to sing the notes, clap the rhythms, find large and small phrases and motifs, shape lines, add stories to the melodies, and analyze harmonic structure, all so that they can better understand and thus better play the piece. In being a TA for UNIV-200, I found ways to incorporate this approach with academia. Tutoring is more than just helping students get through an assignment. Tutoring should refine students’ study processes and give them a big-picture context for how to study and learn long-term. Students should leave a tutoring session with a better idea of how an assignment fits within the broader scope of the class and how that class will fit into their careers and lives. Learning techniques are almost always universal and applicable to any field—students should be given such learning and studying techniques that they can take with them and apply to other areas of their lives. As a teacher in music, primarily of young children, I have a great deal of patience in teaching. I understand that sometimes a topic must be explained many times and many different ways before someone can make a true mental connection with it. I strive to find new and creative ways to explain a subject so that students experience what they are learning in a holistic way. In teaching music, I ask my students to not just play the notes, but to be able to sing the notes, clap the rhythms, find large and small phrases and motifs, shape lines, add stories to the melodies, and analyze harmonic structure, all so that they can better understand and thus better play the piece. In being a TA for UNIV-200, I found ways to incorporate this approach with academia. Tutoring is more than just helping students get through an assignment. Tutoring should refine students’ study processes and give them a big-picture context for how to study and learn long-term. Students should leave a tutoring session with a better idea of how an assignment fits within the broader scope of the class and how that class will fit into their careers and lives. Learning techniques are almost always universal and applicable to any field—students should be given such learning and studying techniques that they can take with them and apply to other areas of their lives.
Subject Expertise
10th Grade Reading, 10th Grade Writing, 11th Grade Reading, 11th Grade Writing, 12th Grade Reading, 12th Grade Writing, 1st Grade Reading, 1st Grade Writing, 2nd Grade Reading, 2nd Grade Writing, 3rd Grade Reading, 3rd Grade Writing, 4th Grade Reading, 4th Grade Writing, 5th Grade Reading, 5th 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, English, Fiction Writing, French 1, Homeschool