Alva received her B.A. in Psychology and a minor in Spanish from the University of California, Merced. Shortly after graduation in 2015, she enrolled into the Speech Language Pathology Assistant program at Pasadena City College. While there, she began volunteering as a reading coach for a program offered by Pasadena. She began her career working with children in 2016 when she became a Learning Center Instructor for an after-school program. Since then, she has continued working with children as a 4th grade Instructional Assistant and tutor for VarsityTutors. She is currently a Behavior Therapist with Maxim Healthcare. In her free time, Alva spends time learning American Sign Language, hoping this will help her communicate with children that speak ASL. Alva hopes to return to school to become an SLPA and hopefully an SLP in the future.
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Janell is excited to be part of the Beach Cities Tutoring team! She holds a Bachelor of Arts degree in Psychology and Social Behavior with a minor in Education from UC, Irvine. After receiving her BA, she earned her Combined Masters and Multiple Subject Teaching Credential Program from Cal State, Fullerton. Janell has 9 years of prior experience working with diverse groups of children as a recreational leader, tutor, instructional aide for special need students, and teacher. She feels very blessed to have the opportunity to tutor students again. Janell was curriculum chair of the English Language Arts Department and has taught junior high (6th-8th grade) and fourth grade. She received training in Eureka Math, Collaborative Literacy, Onward Readers, Restorative Justice practices, and Tribes. She wants use her unique skill set to challenge students’ critical thinking process as well as their academic skills. It is important to Janell to provide her students with the encouragement and support they need not only to succeed in school, but in their life as well.
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Rosalyn received her BS at UT Austin and obtained her Single Subject Credential in chemistry and foundational-level math from Loyola Marymount. In addition to four years of teaching high school Chemistry, Rosalyn has also taught Algebra and Geometry. Rosalyn was also a college-ready seminar teacher who supported students through the college application process and assisted students with testing strategies for the ACT and SAT. Prior to teaching in the high school setting, Rosalyn has had numerous positions working with students of all age groups including tutoring middle schoolers at Sylvan Learning Center, assistant teaching in a private Christian preschool, leading a class of 3rd graders for Boys and Girls Club of America, and interning at the Texas School for the Blind. For the past four years, she has also served at her church as a 2nd/3rd grade Sunday School teacher.
Rosalyn is always looking for ways to better engage students and to increase their hunger for learning. Her greatest desire is to give her students the confidence to become critical thinkers who can independently problem solve. Lastly, Rosalyn loves to get in involved in her students’ lives. She has been able to share her passion for photography/design as the yearbook advisor of her school and for running as a Students Run LA coach, where she trained and completed the LA Marathon with a group of her students.
Corona virus has forced many districts to re-evaluate the amount of learning screen time using 1 to 1 computing programs. Middle and high school students can focus and work much longer unsupervised; however, elementary students more easily lose focus and attention.
Although students having laptops at a young age can boost their tech skills and possibly allow them to produce more creative work, experts worry that too much screen time may affect brain development. “Researchers from the National Institutes of Health recently offered a glimpse of the answer, based on preliminary data from the Adolescent Brain Cognitive Development study (Radcliff 2018). The MRI scans found significant differences in the brains of some children who reported using smartphones, tablets, and video games more than seven hours a day. Their brains had premature thinning of the cortex, the outermost layer of the brain that processes different types of information. Additionally, children who reported more than two hours a day of screen time got lower scores on thinking and language tests (Radcliff 2018).
At this point parents may not have much choice, but to have their children use laptops/ipads for hours for distance learning. Unfortunately, this will likely have negative consequences. In addition to brain development, students need socialization to thrive and mature. They also need breaks in which they can relate and interact with same age peers. Students may also feel frustrated when asked to complete classwork without much explicit instruction. Targeted lessons should take place before students are expected to complete the assignments and students should be provided with opportunities to ask questions and discuss. At the elementary age, we do not want to stifle curiosity.
Creating learning pods with a teacher/tutor is one solution to reducing screen time and providing students with additional instruction, question time, discussion time, socialization and breaks. Although this may not be ideal in every situation, it will more closely resemble normal classroom interaction that students are lacking during quarantine. Additionally, encouraging children to do other activities that do not involve screens, such as, board games, puzzles, riding their bikes, surfing, walking the dog, doing arts and crafts will help reduce screen time and keep children’s minds and bodies healthy.
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Rebecca has 10 years of experience teaching kindergarten, first grade, and Pre-K in Los Angeles and San Francisco. She has a BA in Psychology from Pomona College and a Multiple Subject Teaching Credential and M. Ed. from UCLA. In addition to being a classroom teacher, she has tutored students in language arts, math, and social studies in grades first through sixth. She also has experience working with children with learning disabilities, ADHD, and autism. She is passionate about helping young children learn to read and write and works to make learning joyful and fun. After teaching in San Francisco for the past 6 years, she is excited to have returned to the area and work with new students!
Amanda received her BA and Preliminary Multiple Subject Credential from California State University Dominguez Hills. She completed her student teaching in the Redondo Beach Unified School District in 2019 and has since subbed and worked as an Instructional Aide at the elementary level in the district. Before becoming an elementary teacher Amanda was a preschool teacher for over ten years. Through her schooling and experiences Amanda has extensive practice with the elementary curriculums used in the South Bay as well as with modern teaching strategies. She is trained in Eureka math and implements the Common Core Standards. Amanda believes in incorporating multiple learning modalities and hands-on aspects into her lessons and enjoys cultivating relationships with each student in her class. Amanda has two children in the Redondo Beach school district and spends time volunteering in their classrooms and supporting programs including Hands On Art, Live Well, and gardening. Amanda is excited to share her love of learning with her students.