|
|
|
Welcome to the National Tutoring Association!
The oldest and largest professional association dedicated exclusively to tutoring and academic coaching.
This is the 11th year since the inception of this incredible week
dedicated to the celebration of our tutors and academic coaches.
Each year we are proud to see bigger and more creative celebrations
honoring our wonderful big-hearted and hard-working tutors and coaches.
Send us your photos and stories telling us how you spent this National Tutoring Week.
The entry deadline is November 15, 2019.
Check out the entries on our NTW page!
First Prize:
Four-hour Live Facilitated Training Webinar (Value $1,122.50 Trainer and web fee)
NTA Program Membership (Value $150.00)
Ten workbooks, including shipping (Value $119.45)
Certification for ten (Value up to $350.00)
Two free conference registrations for our First Annual Virtual NTA Conference held March 2-4, 2020 (Value $470.00)
That's a prize value of over $2,200!
dedicated to the celebration of our tutors and academic coaches.
Each year we are proud to see bigger and more creative celebrations
honoring our wonderful big-hearted and hard-working tutors and coaches.
Send us your photos and stories telling us how you spent this National Tutoring Week.
The entry deadline is November 15, 2019.
Check out the entries on our NTW page!
First Prize:
Four-hour Live Facilitated Training Webinar (Value $1,122.50 Trainer and web fee)
NTA Program Membership (Value $150.00)
Ten workbooks, including shipping (Value $119.45)
Certification for ten (Value up to $350.00)
Two free conference registrations for our First Annual Virtual NTA Conference held March 2-4, 2020 (Value $470.00)
That's a prize value of over $2,200!
2018 NT Week Winners
"The staff at Eastern Florida State College, Academic Success Center,
getting ready to cook up another great National Tutoring Week."
|
My name is Melissa Fendrich and I am an Advanced Certified Tutor through the National Tutoring Association. I have a Master’s Degree in Mental health and School Counseling, and am a certified High School Math Teacher in the state of Florida. I began tutoring over 10 years ago and have continued my education over the years in order to be the best I can be for my students. I tutor subjects including K-6, all math, all English, US History, Biology, Earth and Space Science, and Physics. I also specialize in test prep including SAT and ACT exams. I have also coached swimming, softball and was a dance instructor. I love to play my guitar and sing in my free time.
My favorite part about tutoring is being able to create an affable environment in order to personalize learning for students. In a one on one setting, we can dive into not only the material being learned, but why a student may be struggling with school, learning, or a particular subject. My goal is to help students become confident in themselves, both in and out of the classroom, by helping the student identify their strengths in each subject.
I find that helping students prepare for college and beyond is one of the most exciting parts about our company. It is very rewarding to have a student come back excited because they received a good grade on their college entry exam. I love assisting students with their college and scholarship essays because you get to know your students on a different level and be a part of one of the biggest events in their life.
My favorite part about tutoring is being able to create an affable environment in order to personalize learning for students. In a one on one setting, we can dive into not only the material being learned, but why a student may be struggling with school, learning, or a particular subject. My goal is to help students become confident in themselves, both in and out of the classroom, by helping the student identify their strengths in each subject.
I find that helping students prepare for college and beyond is one of the most exciting parts about our company. It is very rewarding to have a student come back excited because they received a good grade on their college entry exam. I love assisting students with their college and scholarship essays because you get to know your students on a different level and be a part of one of the biggest events in their life.
Becoming a Reading Tutor
Facilitator: Dr. Bill Miklosey
$69.95 each
Click here for Reading Tutor certification requirements.
For bundle or group/district pricing, please contact Dr. Lucy Lapekas.
Facilitator: Dr. Bill Miklosey
$69.95 each
Click here for Reading Tutor certification requirements.
For bundle or group/district pricing, please contact Dr. Lucy Lapekas.
The NTA is proud to announce a newly specialized tutoring tract: Reading Tutor. NTA board member Dr. Bill Miklosey facilitates these four new webinars as stand-alone learning opportunities or as a training package culminating in reading tutor certification. For information about obtaining Reading Tutor certification through the NTA, visit the training tab and go to the link for Procedures and Guidelines for Individuals.
In 2010, Bill began work on his dream to start a non-profit agency that teaches the fundamentals of reading and literacy to students from the socioeconomically depressed neighborhoods of nearby East St. Louis, IL. His efforts began in 2010 with enrollment in the Master’s degree program for reading and literacy at Capella University. Bill graduated with a Master’s degree in 2013 and completed work on a Doctorate of Education degree in 2017. In 2013 he applied for S-corps status for a new literacy outreach program: AESOP’s Attic Inc (aesops-attic.org). Through Bill’s efforts, AESOP’s Attic developed the first reading tutor training program focused on training volunteer tutors to teach the fundamentals reading to students from kindergarten through 5th grade which includes instruction in phonemic awareness, phonics, vocabulary, word study, and comprehension. AESOP’s Attic is aligned with the Griffin Centers of the Catholic Urban Program of East St. Louis, IL.
In 2010, Bill began work on his dream to start a non-profit agency that teaches the fundamentals of reading and literacy to students from the socioeconomically depressed neighborhoods of nearby East St. Louis, IL. His efforts began in 2010 with enrollment in the Master’s degree program for reading and literacy at Capella University. Bill graduated with a Master’s degree in 2013 and completed work on a Doctorate of Education degree in 2017. In 2013 he applied for S-corps status for a new literacy outreach program: AESOP’s Attic Inc (aesops-attic.org). Through Bill’s efforts, AESOP’s Attic developed the first reading tutor training program focused on training volunteer tutors to teach the fundamentals reading to students from kindergarten through 5th grade which includes instruction in phonemic awareness, phonics, vocabulary, word study, and comprehension. AESOP’s Attic is aligned with the Griffin Centers of the Catholic Urban Program of East St. Louis, IL.
Part I. Becoming a Reading Tutor.
The primary instructional goal of this module is for prospective tutors to become aware of the characteristics of an effective tutor, how to develop mutually engaging tutor/tutee relationships, explain how poor reading skills can affect a child’s emotional well-being, and how tutoring can help address both the literacy and emotional developmental needs of the struggling reader. A careful selection of words, providing useful feedback, and assisting the student in developing the attitude of “yes, I can do this” is addressed. Finally, the process of differentiating instruction and meeting a student’s targeted instructional needs in small groups is discussed.
The primary instructional goal of this module is for prospective tutors to become aware of the characteristics of an effective tutor, how to develop mutually engaging tutor/tutee relationships, explain how poor reading skills can affect a child’s emotional well-being, and how tutoring can help address both the literacy and emotional developmental needs of the struggling reader. A careful selection of words, providing useful feedback, and assisting the student in developing the attitude of “yes, I can do this” is addressed. Finally, the process of differentiating instruction and meeting a student’s targeted instructional needs in small groups is discussed.
Part II. Matching Books to Readers.
The primary instructional goal of this module is for prospective tutors to develop an understanding of the attributes of text that affect its readability. The ways in which elements of language such as vocabulary, sentence complexity, syntax, and sentence length add to the demands on the struggling reader are discussed. The difference between narrative and expository text and the role background knowledge plays in a child’s comprehension are explained. Prospective tutors receive instruction on the concept of a “leveled book” as an approximation of reading difficulty. Tutors participate in an exercise of leveling books using the Fountas and Pinnell (2006) protocols.
The primary instructional goal of this module is for prospective tutors to develop an understanding of the attributes of text that affect its readability. The ways in which elements of language such as vocabulary, sentence complexity, syntax, and sentence length add to the demands on the struggling reader are discussed. The difference between narrative and expository text and the role background knowledge plays in a child’s comprehension are explained. Prospective tutors receive instruction on the concept of a “leveled book” as an approximation of reading difficulty. Tutors participate in an exercise of leveling books using the Fountas and Pinnell (2006) protocols.
Part III. Guided Reading.
The guided reading module helps prospective tutors begin to recognize the skills-based profile of the emergent reader. This module identifies the progression of reading skills of a student demonstrating emergent reading skills, to the beginning reader who reads and writes independently in the second grade, and further to the middle school student concerned with effective comprehension. Prospective tutors develop an understanding of the link between guided reading and fluency, vocabulary development, word study, phonics, and comprehension. This module also provides demonstrations of many of the most popular guided reading strategies that focus on fluency, word study, and comprehension.
The guided reading module helps prospective tutors begin to recognize the skills-based profile of the emergent reader. This module identifies the progression of reading skills of a student demonstrating emergent reading skills, to the beginning reader who reads and writes independently in the second grade, and further to the middle school student concerned with effective comprehension. Prospective tutors develop an understanding of the link between guided reading and fluency, vocabulary development, word study, phonics, and comprehension. This module also provides demonstrations of many of the most popular guided reading strategies that focus on fluency, word study, and comprehension.
Part IV. Quality Questioning.
The quality questioning module helps prospective reading tutors engage in discussions that highlight the value of informed tutoring and draw a comparison between tutoring and whole-class, teacher-directed instruction. Tutor-trainees learn how to effectively engage a reluctant reader through the use of quality questioning. Prospective reading tutors develop an understanding of the role critical thinking plays in reading and cognitive development and how to employ the strategy of depth of understanding in a reading lesson. Prospective tutors also participate in demonstrations and various quality questioning exercises and learn to employ a variety of quality questioning strategies while implementing a lesson.
The quality questioning module helps prospective reading tutors engage in discussions that highlight the value of informed tutoring and draw a comparison between tutoring and whole-class, teacher-directed instruction. Tutor-trainees learn how to effectively engage a reluctant reader through the use of quality questioning. Prospective reading tutors develop an understanding of the role critical thinking plays in reading and cognitive development and how to employ the strategy of depth of understanding in a reading lesson. Prospective tutors also participate in demonstrations and various quality questioning exercises and learn to employ a variety of quality questioning strategies while implementing a lesson.
This icon that you see in the upper righthand corner of our home page is a link to an important NTA resource. We continuously ask our tutors, tutor trainers, academic coaches, and board members to share their most successful strategies in tutoring. Some may be tried and true strategies, and utilized since the days of Socrates. Other strategies may have evolved over time, especially with our ever-changing world of technology and communication. Still, other strategies may just be what one tutor did in order to make that connection with his or her tutee. You don't need to be a member of the NTA to enjoy these strategies; they are there for all tutors to utilize. Our strategy of the week is updated, usually, on Monday mornings. That's a great time to drop on by the NTA website and check out what's going on, get a fresh tutoring strategy, and perhaps even take a webinar course. A recent strategy of the week - below - was sent in by NTA Board Member Stephanie Dunaiff, who also presents a wonderful webinar on Private Practitioner Certification. We hope you enjoy her strategy. Find more at our Past Tutor Strategies page.
Connections, Connections, Connections: Make sure that you are able to connect the content to the student’s life.
Inform the student of when and why he or she will use the content.
Stephanie Dunaieff
Margot Enterprises
Inform the student of when and why he or she will use the content.
Stephanie Dunaieff
Margot Enterprises