I am an educator who believes in the power of reading and writing. Not only are these skills essential to function in our day to day world but they also open a world of possibility. I believe all students can learn when given the right intellectual tools, and I enjoy the challenge of finding the right tool to unlock the potential in each student.

I like to give the student a simple assignment, so I might observe his or her learning style. Also, I talk with the student to determine his or her academic goals. I use the information from the first session to develop an individualized plan for each student.

Students need the right tools to improve academic performance and to gain the confidence needed to become an independent learner. I can teach them the tools to gain this confidence.

In order to stay motivated, students need positive feedback to reinforce areas of improvement, and they need realistic goals that do not overwhelm them.

Breaking down difficult concepts into more manageable parts is a strategy that helps students who struggle with a specific concept.

Students who struggle with reading comprehension need to learn active reading strategies. I tell my students if they are just staring at a page, then the brain is not activated; therefore, they are reading like a zombie. No zombie reading with my students!

Each student is different and must be treated as an individual. After an initial assessment, I would make each student a part of our team for his or her success. Together, we would make a plan that includes areas of concern, plans to address concerns, academic goals, and measures of success.

In order to increase student engagement, I would create lessons that appeal to his or her favorite learning style. For example, tactile learners will show more improvement in grammar if I use sentence strips and pipe cleaners to identify errors in subject/verb agreement.

During instruction, I would check for understanding by assigning a small portion of a problem after each segment of the lesson. I would reteach any area of confusion. At the end of the lesson, I would assign a complete guided practice problem, so I could clarify areas of difficulty while the student worked on the problem. After I felt confident the student grasped the concept, I would assign independent practice. After the student completed the independent practice, I would check for errors and reteach any areas of confusion.

A student needs success in order to develop confidence. Therefore, I start with mini-skills so that a student might find some measure of success. Also, I would make academic goals that are specific and attainable.

I observe a student's approach to a problem or reading passage. Then, I observe his or her actions or inactions while working a problem. Next, I review a student's work to determine specific areas of need. However, I also talk with the student to get his or her opinion on the areas of need.

Each student is an individual, and I develop a plan that is designed to meet that student's specific needs.

In order to actively engage students, I use hands-on materials and technology. Our brains respond to color, texture, sound, and many other stimuli. I employ teaching tools that appeal to all types of learners.