Location: West Hartford, CT 06107
Employee Type: Part-Time
Job Type: Education

Job Description

POSITION: PROFESSIONAL WRITING TUTOR (HALF TIME)

This position entails tutoring students one-on-one through in-person and online formats, conducting writing workshops in and out of class, collaborating with faculty on assignments and students’ needs, serving as a writing associate linked to classes to provide course-specific writing tutoring, and other related duties as assigned. Willingness to work some evening and weekend hours preferred. An ability to assist the department in development of web-based resources is essential. This is a half-time position, which does not accrue sufficient hours for benefits.
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SMARTHINKING, Inc. hiring motivated people to write part-time online teachers from August / September 2010 serve. In Washington, DC-based organization of teaching SMARTHINKING, Inc. provides real-time online tutoring and learning support from colleges, universities, schools and textbook publishers.

Candidates can work anywhere with a computer and an Internet connection. Teachers usually work 8-29 hours per week. To be eligible, individuals must have a substantial teaching / tutoring experience in composition and enthusiasm for online education. The ideal candidate must have training and / or experience in one or more of the following: master’s or doctoral degree in the course of rhetoric, composition, literature and / or teaching courses in English specialty, degree or teaching / coaching experience in English as a Second Language (ESL) and / or teaching experience in composition and development of English in the first year courses.

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Job Title: Tutor
City: West Los Angeles
State: CA
Minimum Experience: 2 year
Preferred Experience: 2 year
Description : Everest College – West Los Angeles, CA campus is looking for a College Tutor

Job Summary:

Vocational College for adults seeks tutor(1099) to prepare students to take entrance exam (Wonderlic) and to prepare students to take a GED exam. The tutor must be able to work with 1-10 people at the same time with each student on an individual training plan.10-25 Hours per week. Located near Robertson/10 Frwy in Los Angeles. Tutor will need to pass a background check.

General Duties:

• Tutor students individually or in scheduled group study sessions to review course principles, solve problems, and review for tests.
• Administer testing instruments and write individual tutoring plans upon review of textbooks; refers students to other agencies as appropriate.
• Facilitate reading and writing labs to develop writing, math, word processing, study, critical thinking and other academic skills.
• Be able to accommodate alternative learning styles and disabilities.
• Maintain and update confidential files and records, ensuring that ethical and legal guidelines are maintained.
• Research and select learning materials, textbooks, software, and equipment to facilitate tutoring; may design specific handout, study, and related materials.

Requirements:

• Possess the necessary academic credentials and work related experience mandated by the Company, State accreditation agencies and any other regulatory agency that monitors compliance.
• Minimum of 1-3 years practical work experience or equivalent training in the subject being taught and/or previous teaching experience.
• Effective communication, customer service and motivational abilities.
• Minimum of a Bachelors Degree.

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Job Title: Part-Time Student Support Services TRIO academic teachers
Job Position: Tutor (part time)
Department: Student Support Services in December
Campus: Decatur
Job type: Part-time staff
Required Experience: No experience necessary.

Job Summary / Basic Function: The teachers employed students in learning support courses and first-level and working within the Education Support Services team of students and teachers to assist in efficient use of resources laboratory. The position requires skills in the basic principles of a discipline (GPA of 3.0 during the discipline), the success of all first-level courses in the discipline, good communication skills, introducing information technology, and a willingness to work with others and completing the training and employment.

Teachers who have worked in the services of Georgia Perimeter College Teaching Support for a minimum of 500 hours and demonstrated excellence in academic support can be considered for a promotion to the next guardian. If a guardian is a higher degree, while workers with the ISS at Georgia Perimeter College wins and meets all other requirements for promotion, the employee may also qualify for a promotion to the next guardian.

Teachers are needed to provide counseling / enrichment school in the following topics:
Math
Science (chemistry, biology)
English / Reading

For More job description visit the site: https://careers.gpc.edu/applicants/jsp/shared/position/JobDetails_css.jsp?postingId=138592

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The Internet, fast broadband and interactive technologies have revolutionized communication. The impact was enormous and education is an area that has reaped the benefits. On the one hand, students and pupils of all ages have access to new knowledge in a wide range of subjects and skills. On the other hand, the growth of online tutoring jobs that you and tens of thousands of online learning opportunities for teachers.

Online tutoring is attractive because it offers flexibility to teachers. Online teachers can write their own job. Online tutoring jobs are the ability of people with the skills and dedication to help students make a successful career for himself to create or just to share their knowledge and passion for their field of action. They OSA industry nearly as many niches there are people to fill them. Some ways that teachers online as mentoring for online jobs themselves. Read the rest of this entry »

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If you’re a people person with expertise in a particular field, job mentoring may be ideal for you. Online tutoring jobs are sought by many people in need of schooling in an equally wide range of topics. You can build a satisfying career, impressing your expertise for learners who require additional assistance.

Who applies for a job teaching online?

• People with skills and qualifications who wish to work part time. Online tutoring jobs can be programmed to your existing routine.
• People who want or need to work from home, for whatever reason.  Online tutoring jobs Cut out wasted time and expense of long journeys.
• People who want to be their own boss. You could go through an agency, but it is also possible to build a career in teaching positions online as an independent.
• People with great enthusiasm for learning and helping others learn. Online tutoring jobs Workers costume with a passion for their discipline and the possibilities of the Internet to help those who share their interests.
• People who are computer literate and creative. Online tutoring jobs require guardians to consider carefully the way through the Internet can be best used to assist learners.

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As parents we all want our children to do well at school. Sometimes, however, children have problems, and a guardian in May the best solution. In the busy and demanding world of today, the extra time and expense of hiring a tutor is not particularly welcome. However, you can be sure that does not address the difficulties your child will cost you more time and money in the long term.

Sometimes, the school will provide a tutor. The teacher of your child is most directly involved in your child’s learning and may be the first to spot problems. But if you notice a pattern of behavior has changed and poorer school performance, take the initiative to consult with your child’s teacher and determine whether a guardian is necessary. If this seems to be the best solution, are three steps you must take: to find potential mentors, choosing a guardian, and monitoring.

FIND TUTORS
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Online Courses do not have to be the electronic adoption of the traditional correspondence course in which participant activity and engagement have often been nominal. When online courses are active, e-learners create valuable learning communities, build friendships, and share in online experiences that have similar characteristics and results as those of the conventional classroom. The following ten tips will help bring active learning to your online courses.

1. Establish clear expectations for participation. The expectations for participation in a classroom course are typically recognizable through the course agenda, syllabus, or time line. For online courses, however, these norms for participation are less frequently established or recognized by participants and should therefore be clarified by the instructor. Read the rest of this entry »

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n-college open learning tutoring of learners studying flexible learning elements may be done by full-time employees of the institution. If that is the case, it is quite normal for there to be various checks on the quality of the tutoring. When open learners are tutored by part-time staff whose main job is for another institution, it is necessary to ensure that the quality of assessment and feedback is acceptable. The following suggestions may help you to decide how to approach the setting up of systems to monitor tutor performance.

1. Appoint the right tutors in the first place! There are many reasons why tutors might get into open learning support, ranging from a keen interest to find out about supporting learners working on their own or at a distance, to more pragmatic reasons such as to earn a little extra money. One indicator that high-quality tutor support may be provided is tutors’ willingness to be trained and monitored. There would-be tutors can furnish evidence that they have participated successfully in open learning tutoring already, check whether referees can comment on the quality of this aspect of their work.
2. Build in appropriate filters in tutor training. While it is not possible to make an early diagnosis of every potential problem, people who are not going to turn out to be effective tutors to open learners often show this during training exercises on giving written feedback to open learners, or when role-playing in staff development workshops face to face or in telephone encounter with learners. Read the rest of this entry »

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The term ‘reading for a degree’ has been around for a long time, yet reading is a skill that relatively few students have developed as systematically as they can. The following suggestions may help students take more control of their reading styles:

Remind students how easy it is to read passively: In other words, just reading something often yields low learning pay-off. You could demonstrate this to them in a large-group session by giving them a handout with some printed information, then later in the session testing them on the content. Suggest that time spent ‘just reading’ can be almost wasted as far as real learning is concerned, and that they can and should develop additional ways of focusing their attention as they read.

Point out the value of jotting down questions before reading something: It then becomes ‘reading with an agenda in mind’ and is automatically more active. As answers to the questions are found, they tend to register.

Help students to make good use of their sources and resources: Remind them that the most important pages of textbooks are often the contents pages and the index. Suggest that tracking down the relevant information is one of the most important aspects of good reading skills, and information retrieval skills are just as useful with online sources as with textbooks and journal articles.

Suggest that active reading is normally doen with a pen: For example, making summary notes and mental maps are useful ways of helping ensure that the important ideas are being distilled and refined during reading.

Get students primed to make lists of questions as they read: Any important information can simply be regarded as the answers to some questions. The measure of how effectively they have read something depends on how well they can identify the questions it addressed, and then answer these questions on it. These questions can later serve as triggers for the important information they have been reading about, and can be used as summaries to aid revision.

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