English Tutoring

I have taken English college courses since I was my major. Classes have included Japanese novels, Chaucer, ancient Chinese poetry, Walt Whitman and Emily Dickinson, and creative non-fiction essays. Since I know writing and reading can be frustrating, I am interested in helping students with their relationship to the written word.

French Tutoring

I've taken a variety of French language and literature classes. The last class I took before graduating was in translation which I enjoyed immensely. I love every aspect of French, even the pesky conjugations. I have great websites and resources to help with memorization. There is a kid's show I have my students watch to practice listening comprehension. Getting away from the textbook is a great way to see how what you are learning actually matters.

Writing Tutoring

I have been writing seriously since I was 16. In college I was enrolled in the College of Creative Studies. Instead of a long list of requirements we were more or less allowed to create our own schedules. I wrote creative non-fiction essays, poems, imitation pieces in Emily Dickinson's and Walt Whitman's style, Japanese novel reflections, and essays about Chaucer's Canterbury tales. Such a variety of writing has left me prepared to help with whatever a student may need when writing, whether it's about style, structure, grammar, or diction.

Writing Advance Tutoring

I know how difficult writing essays in high school can be - it's the busiest time of a student's life. I enjoy working with each student about time management and helping them edit, hopefully creating better writing style habits in the future. I bring in plenty of exercises to practice editing other people's work (since it can be hard to only look at your own work). This mixing of outside sources helps in future writing assignments. I also enjoy helping students with their college essays - how to find something they care about and convey it in a moving manner.

Homework Coach Tutoring

I remember how hard managing my time used to be. At 10PM, my dad would still be explaining the first math problem to me. Slowly, I learned how to make sure all my work was done before it got late and I became stressed. I have techniques on how to finish work in a timely manner - and it does include breaks!

Reading Comprehension Tutoring

I make sure a student understands what they are reading as we are reading it and try to figure out what about the passage is confusing to them. Usually, it requires more attention than they realize. I work on that aspect with them as well - what it means to be attentive while reading. I also enjoy making up stories with my students if they are into the idea.

Arts Tutoring

Much of art is about getting an idea and then following through with it. Sometimes we are inhibited and are convinced the idea is better in our head than it is on paper. I try to help my students get out whatever is there. What first comes out might not be what they thought, but there is no way to improve if those initial ideas are not let out. Fortunately with younger children, this is not much of an issue. I gauge what aspect of art the child is uncomfortable with and go from there. I get that creating can be a scary act!

Piano Tutoring

Over the course of 11 years of my piano study, I had four teachers. Each one taught me a different part of how to express myself musically. I use all of them when I teach. Flashcards are important when first learning to read music so I bring them every time. I also work on form and scales with my students. I didn't know the sound I was capable of making until I was around 16 years old. I try to make my students see the musical power they hold within.

Violin Tutoring

I had violin lessons for about 9 years and participated in two orchestras, one in middle school and high school, the other in college. The violin requires immense patience to learn. I always remind my students of that fact and tell them to be patient with themselves. I see what type of music they are into and send them songs that they may one day learn - to be thinking about music-making in a larger context, outside the struggle of disciplined practice, helps with the reluctance students often feel. I know practicing wasn't my favorite activity!