Elgin Academy is excited to offer tutoring packages in a variety of academic subjects this summer. Individualized tutoring will help students improve their knowledge and performance in a subject area. Tutoring can also help keep skills sharp over summer break. Students can study a subject with greater depth and complexity.
The Tutoring Program is Open to Non-Elgin Academy Students.
Tutoring Sessions can be scheduled anytime between June 8th and August 14th
Online tutoring is available
Personalized Summer Tutoring Program
We are pleased to offer a Personalized Tutoring Program this summer with an Elgin Academy faculty member.
Elgin Academy’s faculty are highly qualified educators. Of our Upper School faculty, 79% hold advanced degrees, with 58% having at least 15 years of teaching experience and more than 46% having at least 20 years of teaching experience. Elgin Academy is dedicated to providing professional development for our faculty resulting in exceptional teaching in all areas of study.
Families can purchase a block of five one-hour tutoring sessions that can be used during the months of June, July, or August. The tutor will work with families to schedule the sessions online or at an agreed upon time and location. Families are welcome to purchase multiple blocks of tutoring in the same or multiple subject areas.
Prior to the session the tutor will conduct a consultation with the family to determine the goals of the tutoring sessions:
- Remediation: reviewing and strengthening concepts from previous school years
- Enrichment: learning topics beyond the core curriculum from previous school years
- Bridging: staying current in a subject area to avoid a loss of momentum from the previous school year
Throughout and at the end of the tutoring sessions, the instructor will provide feedback to the family regarding the student’s progress toward their goals. Note that most tutoring sessions will result in assignments to be completed by the student prior to the next session.
Dates: June 8 - August 14, 2020
Days/Times: To be scheduled
Hours: 5 hours
Location: Elgin Academy (or a public location)
Tutoring is available in the following subjects areas. The grade level listed indicates the grade levels of the student in the Fall of 2020:
Becky Moe, grades 5-12
Doug Sept, grades 3-12
Kyle Spencer, grades 5-12
Melinda Taylor, grades 3-9
English / Language Arts
Veronica Clements, grades 9-12
Julie Janik, grades 3-12
Jessica Brown, grades 5-12
Bob Camosy, grades 8-12
History / Social Studies
Veronica Clements, grades 9-12
Julie Janik, grades 3-12
Bob Camosy, grades 8-12
- Jamie Lau, grades 11-12
Heather Cannon, grades 3-12
Carolyn Dunoon, grades 3-12
Stephanie Metzler, grades 3-12
Computer Science (Not for Advancement)
- Jim Kidston, grades 11-12
Amy Maly, grades preschool - prekindergarten
Julie Janik, grades 3-12
Julie Janik, grades 3-12
Bachelor of Science, Missouri University of Science and Technology
Students must feel comfortable before they can learn. I expect my classroom to be an environment where students are allowed to take risks. I look for situations when I can look at a problem for the first time with students and model for them how to try and potentially fail in finding the right solution, only to rebound and try new ideas
- Doug Sept
I do not simply teach mathematics; I teach students. I teach students to become critical thinkers, to accept and overcome frustration, and to feel confident in proposing solutions. I teach students about the importance of honest self-assessment, how to celebrate accomplishments, and when to humbly admit that they are having difficulties. I teach students to take the time to listen and value other ideas, to respectfully disagree, and how to act when someone else disagrees with them. I teach students to use their resources and to master appropriate technology as well as to discern when to forego technology because they have the internal tools to solve a problem. In order to accomplish all of this, I use mathematics as the primary vehicle.
Students must feel comfortable before they can learn. I expect my classroom to be an environment where students are allowed to take risks. I look for situations when I can look at a problem for the first time with students and model for them how to try and potentially fail in finding the right solution, only to rebound and try new ideas. I applaud students who find my mistakes, be they intentional or accidents, because having them critique my work builds in them the ability to scrutinize their own.
I believe that homework should be a safe place to make mistakes. After learning about a new concept, the initial homework assignment involves students checking their own answers. I let the students know that immediate mastery is not the goal, but that attempting every problem is what is important. During every class period, there is a time for students to ask questions as a whole or as individuals. When I informally assess that a certain level of mastery has been reached by the majority of students, I formally assess them through a quiz. If a few individuals struggle, I work with them one-on-one to increase their understanding and confidence. If the majority of the class struggles, I discern what I could have done differently and implement an alternate approach to teaching the material.
Building genuine relationships with students is paramount to successful teaching. Although the focus of our initial relationship is through mathematics, I need to show that I care about them as a person outside of their mathematical performance. I greet students by name as they arrive in class and wish them a good day as they leave. I also acquaint myself of their involvement in activities both in and out of school. This allows a common ground for discussions beyond mathematics – talking about a recent athletic event, an impressive piece of artwork or creative performance, or simply asking what they did that weekend and listening to and caring about their answer builds a personal bridge through which great learning can happen.
Overall, I expect my students to leave my class having mastered the material and prepared themselves for future mathematics courses, but I also expect them to leave my class having learned how to be better, more confident learners in all areas.
Master of Science in Education, Nazareth College
Bachelor of Arts, State University of New York at Cortland
My teaching philosophy stems from a quote by Madeline Hunter: "Expecting all children the same age to learn from the same materials is like expecting all children the same age to wear the same size clothing."
- Jessica Brown
As an educator, it is essential to understand that students have different learning styles and be able to accommodate those. I must be ready and willing to adapt lessons to ensure students are confident about learning and are achieving their personal best in the classroom, while providing students with engaging activities and promoting personal accountability.
Robert (Bob) Camosy
Masters of Arts, Edgewood College
"Be excellent to each other." - Bill and Ted
It is not easy for high school students, and my teaching philosophy is to be mindful of this. Kids learn best when they know you are about them and expect them to care about each other.
- Bob Camosy
Bachelor of Science, Miami University
It is my experience that the most effective educators make connections with their students. Personal relationships in schools are vitally important in order for both the teacher and the student to be successful.
- Heather Cannon
Over the years, I have developed a philosophy of education, which is the driving force behind my teaching practices. In order to best describe who I am as a teacher, I would like to describe this philosophy. First and foremost, I believe that all children can learn. They just learn in different ways. As an educator, it is my responsibility to utilize the appropriate teaching methodology for all of the students to whom I am responsible. Therefore I must constantly be willing to learn and grow in order to provide the best educational experience for my students. Collaborating with colleagues, attending workshops and reading current literature in the field of world language education are a few ways in which I strive to accomplish that goal. It is indeed through the process of learning that I have become and continue to become a better teacher.
It is my experience that the most effective educators make connections with their students. Personal relationships in schools are vitally important in order for both the teacher and the student to be successful. In my French class at Elgin Academy, many discussions and writing assignments focus on the lives and interests of the students as well as my own. Storytelling in all grades gives the students an opportunity to develop their own voice and create in French in a fun way. Additionally I have discovered that connecting the language to subject matter in the core curriculum deepens the interest level of the class. When language is seen as meaningful, the desire to learn is stronger. For example, while eighth graders are discussing the era of WWII in history class, we discuss the war from the perspective of a French child. Communicating with native speakers also sharpens the awareness of the students that they are citizens of the world. Using a networking site, the students post journal entries and receive corrections from French speakers in real time. It is wonderful to hear the conversations among the kids as they learn directly about another culture through communication with a native speaker.
Another way I work to create a learning environment that is relevant to the students is to make it child centered as opposed to teacher directed. In such a classroom, there is presence of academic choice and ownership. Additionally critical thinking opportunities are integrated into the curriculum. The students feel empowered to voice their opinions and know that their thoughts matter. Furthermore, the students consistently reflect on themselves as learners and begin to identify their strengths and weaknesses. One way I do this is by asking the students to predict how they will perform on an assessment as well as describe what they did to prepare. Upon receiving the results, they are asked to reflect on their learning strategies and to come up with a plan for improvement if necessary.
I am fortunate to teach at a school, such as Elgin Academy, where I am surrounded by colleagues and administrators who share these same beliefs. In such an environment, the students are provided an opportunity to reach their full potential.
My passion for learning is what inspired me to become a teacher. I want to ignite that same passion in my students in a way that inspires them to create visual media beyond what they thought was possible for themselves.
- Veronica Clements
When I came to Elgin Academy as a student in the ninth grade, I was ready to work hard but I was very unsure of what goals I was trying to accomplish because I saw a separation between what my true dreams were and what I thought I was supposed to do. It was through my teachers at Elgin Academy and their fierce encouragement and support that I was able to realize I was both capable and worthy of achieving my dreams. The teachers and faculty believed in me more than I believed in myself, and they saw something in me that I was not able to see yet. That is exactly why I want to be a teacher, especially at Elgin Academy. I will believe in my students and push them to create media artworks beyond what they thought were possible by working together through creative teamwork.
As a videography teacher, I believe it is my responsibility to give students a visual vocabulary for them to be able to articulate what they see and feel in a new way. Through this vocabulary, they will be able to effectively create meaningful videos, drawing from critical film knowledge and their own innovative techniques. Some of the best teaching advice I have received is, “Whoever is working is the one who is learning,” which is how I want to manage my classroom. I want to provide resources, art, and film examples to students that inspire them to use the camera in new ways in order to produce and edit their own stories. I want my students to look at the world differently, see art in the ordinary, and find inventive ways to create and problem solve. It is my job to provide students with context of what they’re learning and the work they are making, which in turn shows them how media effects the way history is shaped. It is important for me to help my students understand the power of film and its impact on the world and the gravity of the expectation for authenticity. Through the study of film and media, both historically and contemporarily, students will gain a visual understanding of the topics covered in their other classes as well as an insight into the way the film industry has evolved and who has typically been included and excluded from the narratives. I want students to be able to empathetically tell a story.
My teaching style is something that is in its early stages of development. I know I can learn a lot from my students and I am eager to do so. My passion and excitement about art and its historical and contemporary influence will be contagious. My students will be exposed to a variety of different camera, editing, and compositional techniques and strategies and will learn about how they developed and why they are important. From there, students will be expected to work in groups and on their own to demonstrate understanding in the way that excites them. I want my class to provide students with the knowledge and understanding of visual topics in order to serve as tools in strengthening what they are already passionate about or as a way of realizing a completely new creative outlet. Through collaboration comes success, and through laughter comes healing. I want my students to see that having fun and working hard should be of equal importance when expressing themselves. Through working together in each process of production, students will grow and learn from each other. Through projects that push them to create art out of each moment, they can see beauty in mundane and excitement in uniqueness. I understand students know how to use technology, so it is my goal to teach them how to use their eyes in a new way and that preproduction is most important.
When my students create visual media that innovatively combines strategies they learned in class with their own passion and explorative techniques, I will know I have accomplished what I set out to do as a teacher. When my students are able to watch a film or visual media and critically understand and engage in a dialogue about the goals of the creators and the techniques used to achieve these goals, I will know they understand the difference between how they truly feel and how effective visual communication makes an audience feel. I will know my students have grown when I see them talking about who and what is left out of the conversation or media, and creating their own works that push to progress limitations in current visual consumption. Most importantly, when my students are having fun creating with each other, I know I am being an effective teacher.
Master of Education, Penn State University
Bachelor of Arts, Johns Hopkins University
My hope is that all of my students leave my class with a better appreciation of the world around them. I want them to see that what we are learning does not only exist in the small bubble of the classroom, but how it expands far beyond that.
- Jamie Lau
I’ll never forget that moment. I was in high school, sitting outside the chemistry classroom studying before class started. Suddenly, everything just clicked. I looked around, and realized that everything I was looking at were not only simple atoms, but everything I was looking at was made up of only three simple particles - protons, electrons and neutrons. How could everything we touch, see, feel, and taste be made out of combinations of only these three simple things? I was hooked. I wanted to know more. For the next several years, I immersed myself in the worlds of science and math, soaking up every bit of information I could from my teachers, and fell in love with learning.
As a teacher, my ultimate goal is to share that love with my students. My hope is that all of my students leave my class with a better appreciation of the world around them. I want them to see that what we are learning does not only exist in the small bubble of the classroom, but how it expands far beyond that. Even if my students don’t choose a career in math or science, the problem solving skills they learn in these classes will apply to many aspects of their life. I also want my students to get hands on experience in learning to solve problems. In chemistry, students will spend time in the lab, working to solve problems. In math, students will be working to model real-life scenarios.
I want my students to learn about the world around them. In the classroom, I often use guided inquiry learning to help students learn how to question the information they are given and analyze data to form their own theories. Guided inquiry learning allows students to summarize, analyze, and evaluate different ideas in the world around. This helps students not only learn the fundamentals but also helps them achieve higher order thinking skills. In this process, students work in small groups and are supplied data or information and guided questions to help them formulate their own valid conclusions. This process is followed by class discussion to help secure these ideas and allow students to ask any lingering questions. This process allows all students to be actively engaged in discussion and learning.
In addition to hands-on and group learning, I also believe in the use of computers and other mobile devices as mindtools. Mindtools are any tools that are used to help increase cognitive function. Technology is ever increasingly a part of our daily routine, and it is important to find ways to use technology in a productive manner. In chemistry, Vernier LabQuests and probes are used to help get the most accurate data possible and to allow for easy visualization of trends. Students in my classes will also get the opportunity to use several other online programs, including GoogleDocs, Prezzi, and VUE, a program that allows for content and concept mapping.
My ultimate hope every year is to help students gain a better understanding of the world around them. I want students to use personal discovery to learn new concepts and skills that can help them grow in math, science and all other areas of their life.
Each day I commit to challenging the children to grow and do so in a fashion that considers where each child is developmentally. By personalizing my interactions and facilitating opportunities for that growth to take place, I am delighted when they emerge into the young person that exemplifies their "true self".
- Amy Maly
My philosophy has evolved over the years through my wide range of experience, in addition to my soon to be 18 years of teaching. At the heart of it all, has always been and continues to be giving students the tools to feel confident in themselves and their ability. In order for anyone to meet their true potential and for their individual gifts to be discovered, self esteem is at the core.
Each day I commit to challenging the children to grow and do so in a fashion that considers where each child is developmentally. By personalizing my interactions and facilitating opportunities for that growth to take place, I am delighted when they emerge into the young person that exemplifies their "true self". It is not my goal for the children to please me, (though, the children at Elgin Academy excel in this) I want them to internalize the feelings of pride that come from within and engage in the magic of learning and growing, while preserving those wonderful imaginations chocked full of creativity, excitement and wonder.
Masters of Arts, Illinois State University
By studying the history, language and heritage of others, we begin to appreciate all that we have in common, rather than focus on that which divides us. It is my opinion that the spirit of the lesson is as important as the information presented, and if I can get the material to touch the hearts of my students, it has the power to change their lives.
- Stephanie Metzler
I want my students to enjoy learning math. I want them to master the concepts, but I don’t think that learning must come through just one method, but a combination of techniques. I want the students to learn how to properly use technology as a tool to support and verify their learning.
- Becky Moe
Masters of Science, University of Edinburgh in Scotland
There's an inherent joy in learning that's different for everyone. My goal as a teacher is to help each student find that joy as they grow as both life-long learners and persons.
- Kyle Spencer