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Aurora, Canada
Hello! I'm in the Toronto area and I will be focusing on English. It can be reading, writing or both. I provide individualized programs. I have a lot of experience teaching onl... Read more
After assessment, I will provide a program based on needs; tackling the areas of difficulty first (ex. grammar, spelling, organization ...). Additional skill development may inclu... Read more
York University
Simon Fraser University
Niagara University
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I start by having them write about topics they are interested in. As students get older we write about things that concern them and their future. I have a specific way to teach paragraph writing that later is the basis for essay writing. I have been using this method for approximately 30 years.
I base grammar/spelling/punctuation on initial and ongoing assessments. I always start with what the student has the most difficulty. The first 15 mins. of each lesson are dedicated to basic worksheets (that I have created or purchased).
We read books together and learn how to answer reading questions. It's an integration of oral and written work. The reason for this is in school, especially as students get older, their written answers become more imortant to their grade than their oral.
For high school students, themes commonly found in books are studied, ex. Good vs Evil. We also study parts of literature that can be applied to all novels (ex. protaganist, symbolism). I use poetry to develop analytical skills because of their intensity as I do not assign novels to be read during the school year for my high school students. Instead, I work with them on the novels read in school.
In addition to repetition, I tell students how to shape their lips and where to place their tongue.
They practice on me and their families.
Yes. I have been doing this for 30 years. As a teacher, I find this is basically what I do.
I make class enjoyable. I choose topics that young children and teenagers want to talk about. I tend to use more visuals (videos, pictures) for students who are having difficulty.
If I'm not, I will find it. I have worked with public and private school students.
Study and test-taking skills are part of the program. My students start their assignments and provide me a copy of their teachers instructions so that I can make sure they're on track. I teach my students, using rubrics, how to evaluate their own work. By doing this, they learn what is required of them and when they have met the teacher's goals.
Choosing topics that are interesting or current, keeps kids engaged. To be honest, this is not a problem I have ever experienced.
Study skills are part of the program. And if extra time is needed, it will be given. For specific exams, like the SAT, we do practice tests.
I do. It is built into the program and assigned when needed or requested.
I use a specific global unit for teaching English to non-native students and practice tests.
I have a list of novels I use based on student preference, in addition to privately purchased short stories and worksheets. Also, I have recommendation for workbooks to be used with or without me.
Business, blogs, website writing are taught as a separate unit within my program. Writing for the real world is as important as academic writing.
For high school students, themes commonly found in books are studied, ex. Good vs Evil. We also study parts of literature that can be applied to all novels (ex. protaganist, symbolism). I use poetry to develop analytical skills because of their intensity as I do not assign novels to be read during the school year for my high school students. Instead, I work with them on the novels read in school.
I encourage them to choose topics they're interested in. We write song lyrics, and variety of story types like myths.
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