Professional Tutoring in Your Home

Reach for a Star!

Progress in tutoring is best accomplished through one-on-one, face-to-face instruction provided wherever the student is most secure and comfortable.  In most cases this will be the home, the school, or the local library.

Naturally, I can only provide my personal services within my immediate locale: Western Suffolk County, New York State, USA.

For those domiciled in other locations, I have designed unique tools and materials that will enable parents and guardians to tutor their own children in reading, writing, spelling, and comprehension, backed with direct, online support.

Whenever a Professional One-to-One Home Tutor is engaged, I will usually recommend the following approach:

  1. Parental interview and discussion
  2. Meet the student
    • Test (when deemed necessary)
    • Evaluate the student and any test results
  3. Coordinate with teachers and other medical professionals involved in the case
  4. Formulate specific objectives for remediation
  5. Develop an appropriate custom-tailored remediation program based on the student’s strengths and weaknesses
  6. Implement the customized system of remediation or instruction
  7. Assess our progress, generate progress reports, and modify the plan as needed along the way

This methodology has been highly effective in achieving significant improvements in the academic level of my students.  This is consistently true whether the issue is underachievement, disability, developmental impairment, or enrichment for the gifted or exceptionally talented child.

Parental Interview and Discussion

Just as with a good physician, a good tutor must obtain a detailed case history to help determine what tests might be indicated, before attempting to diagnose the problem or recommend a course of treatment.  It is imperative I obtain as much information as possible relevant to the child's academic difficulties.
These include:

  • Parental Observations with discussion of the factors that contributed to the difficulty
  • Educational System Evaluations, Report Cards, Medical Reports, etc.
  • Samples of Recent Schoolwork

Meeting the Student

It is crucial the first encounter between tutor and student be a positive one. 
Most youngsters are both humiliated and intimidated by the very idea of having a tutor, so every effort is made to place the child at ease.

An ‘Informal Interest Inventory’ is presented, wherein the tutor and child discuss responses. 
The subject is encouraged to ask questions and express feelings about the school, about academics in general, and about the idea of being tutored.

Testing and Evaluation

Testing is not always necessary.  However, up to a full battery of diagnostic reading and ability tests can be administered when deemed appropriate. 
Often, only a few specialized tests are actually indicated, to help assess certain specific deficiencies. 
Diagnostic Testing must always be accomplished in a relaxed, informal manner. 
I always take every precaution to assure our student; minimizing pressures associated with test-taking.

For most students, the word ‘Test’ is avoided; since, it often carries strong negative connotations in the minds of those who have suffered the negative effects of repeated failure.

Instead of:
“I am going to give you a Test, now.”

The Tutee is told:
“I see students of all ages who attend many different schools. 
Because different schools teach their students differently, the questions I am about to ask you will help me understand just what your school is teaching you, now.”

This simple, but subtle change in emphasis often makes a huge difference in the Tutee's attitude during testing.

Once this Initial Interview and Testing is complete and evaluated, I meet with the parent(s) to discuss my findings. 
Only then is an overall assessment made, our objectives formulated, and the tentative course of instruction outlined. 
This then becomes the Remediation Program.

Coordination with Medical and other Professionals

The Remediation Program may further benefit from selective input provided by the classroom and/or special education teachers, physicians, psychologist, vision, speech or hearing specialist, and other concerned professionals.  This is done in cooperation with, and at the discretion of, the parent(s).  Although coordination with the school curriculum can be helpful, it is not essential or required.

Customized Instruction

Once the relevant information has been collected and analysed, a final assessment is made and an individualized Remediation Program is completed. The end result is based upon the specific needs of each student.  The requisite reading, writing, spelling, and comprehension skills are then taught, using a well-integrated system of instruction.

The unique materials I provide through One-to-One Home Tutoring have been carefully constructed and meticulously crafted; then honed by 30 years of real world experience under a wide variety of student needs. These are available only through me, and are guaranteed to integrate seamlessly with every major system of instruction currently in use, nationally.

Lessons are reinforced with unique worksheets, games, puzzles, and original stories.  Each is written to be compatible with a specific level of achievement.  The material resources presented are written to the precise level the child is certain to be able to read, and in most cases actually can't wait to read!
The recommended frequency of lessons is determined by three factors:

  • Severity of the Need
  • Availability of the Student
  • Parent Reinforcement of Instruction
  • Financial Constraints

If a child is diagnosed as ‘Dyslexic’ or ‘Learning Disabled’ and requires specialized techniques, such as a multi-sensory approach, these methods can be incorporated into the One-to-One Home Tutoring Program.   In such cases, instruction is based largely on the methods and materials utilized in

The Wilson Reading System, a highly-structured multisensory language program based upon the
Orton-Gillingham Principles and Philosophy for Teaching Reading and Spelling.

Here are some links for you to reference for more information:

Wilson Language Program

Orton Gillingham - Phonics

Assessing Progress and the Plan

At three month intervals, students are re-evaluated to determine if their course of instruction has been effective, and to assess if the plan needs modification.  I meet with the parent and talk frankly about the results of the tutoring program and together, we decide if any mid-course corrections should be made.  Honest appraisals are an imperative, as the best interests of the student must take precedence over the sensitivities of either the tutor or the parent.

In the unlikely event your child fails to make significant progress after 6 months of remediation, I will then routinely recommend the parent seek tutorial assistance elsewhere.  Each student is unique.  A given student may flourish under one teacher but wither under another, even though both teachers are well qualified and talented, and utilizing appropriate materials and methods.

For this reason I never impose a contractual requirement or term commitment.   Parents are completely free to discontinue my services at any time and for any reason, without penalty.

Likewise, I retain the prerogative to terminate instruction without prior notice, should I deem parents have failed to fulfill their agreed upon participation in the remediation program, as established at the onset; or when a tutee is truly unreceptive.

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