About Me
My name is Rachel Kuklinski (Ms.K). I am a mother of 4, grandmother of 6,. In the 30+ years that I have been teaching. I have also been a friend, teacher, power of example, and a learning partner for children and their families.
My primary purpose for tutoring is to help your child discover his or her confidence as a learner; specifically as a reader and a writer. Confidence and self-esteem are essential to curiosity, motivation and fulfilled learning. Additionally, my purpose for tutoring is to support children and their families and/or caregivers by creating a bridge between home and school in order to fill in the gaps that have occurred as a result of the stress and academic pressures from the past few years.
My passion has always been to work with children who find that the “one size fits all” does not fit them. We all have differences. My job is to find them, teach through them, add dimension to them, and make them shine.
My hope is to reach families who are homeschooling or participating in a school setting, public or private. and finding that their child needs support with literacy achievement. This includes children with specific learning differences, including ADHD, Anxiety and Dyslexia, or motivational challenges.
My approach is to listen and work with caregivers to determine the areas of concern, strengths, and the interests of the family and the student.
Listening and working with the student while using a variety of assessments to not only determine these but to also develop and agree upon goals and steps to take to reach higher.
I design literacy strategies for families to use with my students.
My approach is based on a combination of scientific research and experience, both personal and professional. My approach includes:
Listening and working with families and caregivers to develop a collaborative partnership to help their child build skills and confidence.
Listening and working with families and caregivers to determine areas of strength, concern and interests of the child.
Listening and working with the student, using a variety of assessments to not only determine areas of strengths, concerns, and interests, but to also develop and agree upon some goals and the steps to take to reach them.
Designing and implementing a program of learning that will integrate skills with specific/focused activities that connect reading with writing in real world application. This can include explicit, sequential and multi-sensory approaches such as Wilson Reading and Language (Level 1) or Orton Gillingham (Level 1) when appropriate. The design has flexibility in the context of time, age, and academic, social-emotional goals.
Click here for a listing of my Certifications and Academic Achievements