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Miriam
- Rate 110AED
- Response 1h
110AED/hr
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- English
- Creative writing
- Redaction
- English Literature
- Phonetics
- Thesis
Lead online students to academic success through direct instruction, timely feedback, ethical practices, resource management, positive class culture, organization, integrity, and vision.
- English
- Creative writing
- Redaction
- English Literature
- Phonetics
- Thesis
Lesson location
About Miriam
Teaching is the single most important career on the planet, for without it, there would be nothing else.
When asked what I wanted to do after high school, I always said, “I want to be a professional student.” Now, after 34 years, five academic degrees, National Board Certification, and 29+ years teaching experience from 6th grade through college, I have become the epitome of the lifelong learner, always spreading my wings and stretching myself in new directions.
My first fourteen years in the classroom, I primarily taught classes in choral music, theatre, and public speaking, producing at least four major productions per year, including musical theatre; collaborations with band, art, JROTC, and community partners; concerts; tours to Washington, DC and New York City; dinner shows; and interactive productions. During my first two years teaching, I boosted student participation in drama 300% and choir 500%. I trained students to do every facet of each production so that they would be completely autonomous in performance. As a result of this training, many students were selected for prestigious choral opportunities and honors, such as South Carolina All-State Chorus, the Mars Hill College Choral Clinic, and an onstage performance in concert with Shania Twain!
In teaching Language Arts and Literature, I pushed students to submit their writing for publication, and as a result, my classes earned 11 “Creative Communication Achievement” awards. Focusing on best practices and intensive instruction, I was able to increase multiple test scores, such as PACT 87%; Benchmark 78%; and English I EOC 76%. I have also worked extensively in developing curricula in music education, language arts, and test preparation courses (SAT, ACT, HSAP).
Over the course of my career, I have taught as many as 160 and as few as 60 students in a single academic year in classes that ranged in size from 1 - 30+ students. By staying in the classroom on both sides of the desk for most of my career, I have learned to empathize with my students without enabling them, and they have learned that reaching out via technology is fast and effective. My early strides in opening the internet door to students proved invaluable to my teaching style. I have learned so much from professors who reached out to me online, and I take great pleasure in paying it forward to my students. Maybe that is why I was voted by students six times in four consecutive years as “Best Teacher” at Seneca High School.
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About the lesson
- Primary
- Secondary
- Preparatory
- +2
levels :
Primary
Secondary
Preparatory
Technical Secondary School
Adult Education
- English
All languages in which the lesson is available :
English
Some teachers teach one year thirty times. I am NOT that teacher. I am not that teacher who pulls out the same lesson plan book and follows year after year. Rather, I am the teacher who constructs new ways to teach the same material to new groups of students each year. Every group is different, and if I am going to meet the needs of individual students, I must know them and teach them in the ways that they understand best. I believe that enthusiastic teachers inspire students. My best teachers always made me feel valued; consequently, I make an extra effort to do the same for my students, whether they are in grades 6-12 or in university.
I have learned that ongoing formative assessment is where real learning occurs. In the classroom, I work with struggling students until they are confident of the next steps, offering tips and encouragement while relating the lesson to everyday occurrences to show relevance. Additionally, I utilize interactive websites to help students reach skill mastery. This practice provides all students with individualized lessons at their own level and pace, spreadsheet and individual data to guide instruction and show progress, and multiple platforms for internalizing the skills. Following two critical thinking models, Bloom’s Taxonomy and Webb’s Depths of Knowledge, I use discussions and questioning techniques to raise the rigor of instruction, develop students’ critical thinking skills, facilitate deeper understanding of concepts, and challenge students to reach beyond their comfort levels. I celebrate student successes and point out inaccuracies, talking through the thought processes that led to the error and guiding students to work through possible solutions. I believe that teaching critical thinking and problem solving techniques in written communications works best for raising the rigor of academic writing and building student self-confidence. Determining where students are cognitively and developmentally requires experience and the ability to offer instruction and suggestions that they can easily understand.
I have found that these methods work very well with students of all levels (struggling to advanced, middle to high school, traditional to adult college students, and others). I understand those who are trying to balance work and family obligations because I did it myself for many years. I have worked extensively with at-risk students to help them escape an oppressive cycle and become more than they thought possible.
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Rates
Rate
- 110AED
Pack prices
- 5h: 92AED
- 10h: 81AED
online
- 110AED/h
Details
These rates apply to secondary and undergraduate students. University students needing help with research, theses, and dissertations will be $50/hr for graduate level and $75/hr for post graduate level. Direct instruction, clarification, tutoring, coaching, etc. will be offered in the least amount of time necessary.
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