Executive Function; Organizational & Study Skills Archives

Caroline Johnston

March 31, 2019

A graduate of Vassar College, and mother of three little girls, Caroline was born and raised in New York City, where she attended Trinity School for 13 years. Caroline uses her years of experience as a middle and high school teacher, an instructor for college-aged students and adults, and a private tutor, to help students of all ages with their writing, math skills, and test taking.

After working as a private tutor for a family in Beverly Hills for three years, Caroline took on a full-time position teaching English and social studies to 8^th graders at the prestigious Crossroads School in Santa Monica. While there, she also taught drama to 6^th, 8^th, 11^th, and 12^th graders. Since moving back to New York, Caroline has been teaching adults screenwriting and acting. Additionally, she blogged for a quirky motherhood website, and does private screenwriting coaching.

Since graduating from Vassar, Caroline has enjoyed volunteering as an alumni admissions officer, interviewing scores of students from high schools in Manhattan and Westchester. She also volunteers as a mentor for the South Central Scholars program where she offers academic and social support for exceptional students from low-income areas who have earned scholarships at prestigious universities.

Caroline’s unofficial philosophy is that the most important thing in life is to improve the world by bettering people’s daily lives. She tries to do this by bringing positivity, kindness, generosity, and respect into every situation.

Lastly, if there is one thing Caroline regrets from her teaching career, it’s that she was not a parent herself when she was teaching young students full time. She feels that being a parent now makes her more empathetic to children’s struggles and strengths, and better at understanding parents’ needs.

Bonnie Nyman

January 15, 2019

Bonnie Nyman is a secondary math specialist and private tutor with almost 20 years of teaching experience. She started her teaching career as a private math tutor, then taught high school math in the Mamaroneck Public School system. Four years ago, she transitioned to an independent day school in Greenwich, Connecticut that specializes in providing targeted learning support. Bonnie has experience teaching multiple grade levels and experience teaching diverse learners. Bonnie believes that student success is created through meaningful relationships and has been a middle school advisor for the past four years, too, in addition to teaching various electives that tap into her students’ other interests.

Bonnie has a Master’s Degree in Education in Mathematics and a Bachelor’s Degree in Electrical Engineering. She has taught in various classroom settings including co-teaching in a special education inclusion classroom. Presently, Bonnie teaches math to children who have specific learning disabilities. In addition, Bonnie teaches skills classes providing additional support to struggling learners. Bonnie teaches the curriculum to best meet the needs of her students.

Bonnie is driven to help her students overcome barriers that impact their learning, which includes close collaboration with her fellow teachers, administrators, special needs assistants and parents. Bonnie works to reach all students by providing opportunities for visual, auditory and kinesthetic learning. Bonnie incorporates various methods and best practices into her teaching, which include computer-based programs and use of iPad technology in both the classroom setting as well as in one to one learning.

In her free time, Bonnie enjoys cooking, tennis, watching sports and spending time with her family.

Nancy Zhang

January 14, 2019

Nancy Zhang graduated with a B.A. from Vassar College with General Honors and Departmental Honors in Chinese Language and Literature, as well as French and Francophone Studies. She was also awarded the Yin-Lien C. Chin Prize for her senior project: an English-to-Chinese translation of “Golden Child,” a play by David Henry Hwang. During her undergraduate career, Nancy received a Fulbright-Hays Scholarship to study abroad in Beijing for one semester through the ACC Intensive Language and Culture Program at Minzu University. She returned two summers later to complete a Chinese teachers training program at the K-12 Teachers Institute.

Nancy began her teaching career upon graduation, starting at a sixth through twelfth grade preparatory school in West Hartford, Connecticut where she taught Chinese, served as a middle school academic advisor, and coached the middle school squash team. She also worked closely with the school’s Department of Diversity and Cultural Competency to advance the social justice and equity curriculum.

From there, Nancy moved on to work at another private school in Westport, Connecticut where she continued to teach Chinese to middle and high schoolers, and also had the opportunity to design an independent study high school French literature course. In her second year, Nancy served on a committee that oversaw the school’s reaccreditation process through CAIS (Connecticut Association of Independent Schools). This opportunity allowed her to develop a deep understanding of the various departments and division levels that contribute to the operations and success of a private school. In her third year there, in response to a lack of such a course, Nancy piloted a Health and Wellness class for seventh through ninth graders. She is currently in her fourth year at this school, and has branched out to working with five to seven year old students in subjects such as Science and Reading.

Nancy enjoys working with students of all ages, and is passionate about developing students’ self-awareness, compassion, and empathy in addition to academic pursuits. She has also provided in-person private tutoring as well as Skype e-tutoring sessions in subjects such as Chinese, Reading Comprehension, Writing Mechanics, and Executive Functioning and Organization Skills.

Marisa Krohn

April 6, 2018

By all accounts, Marisa Krohn was born to be an educator. Regularly buried behind a book and eager to share her understanding of the world with others, she enthusiastically announced she would be a teacher on a questionnaire in first grade and never looked back. Marisa brings this same enthusiasm and spirit for learning to her everyday work as a teacher and private tutor.

Marisa Krohn’s lifelong ambition to be a teacher was realized when she attended New York University to pursue a degree in Early Childhood Education, Special Education, and Psychology. At NYU, Marisa had the opportunity to student teach in diverse settings, from private specialized schools for students with learning disabilities to self-contained classrooms for students with Autism. This broad ranging experience allowed Marisa, from early in her career, to pull from multiple resources and disciplines to serve her students in an individualized and thoughtful manner. She obtained her Masters of Arts at Teachers College in Reading Specialization, and served as a practicum supervisor after completion, advising graduate students on their instructional strategies and clinical decision-making. She most recently completed an advanced graduate degree, a Masters of Education in Leadership for Educational Change from Bank Street College of Education.

Currently a School Building Leader in District 1 in Lower Manhattan, Marisa supervises instructional staff, leads educational programming and develops curriculum. Before that, Marisa worked for nearly a decade at PS 234 in TriBeCa, where she served as the school’s Special Education Liaison. Her role encompassed teacher coaching and professional development in addition to serving as an inclusion teacher and a K-5 academic interventionist. Over the course of her career at PS 234, Marisa served in many roles and grade placements from Kindergarten to Fifth grade. Prior to joining New York City Public Schools, she worked as a preschool teacher in a private school and a preschool SEIT.

Marisa is a Reading Specialist and an experienced literacy and math interventionist. She is trained in Orton-Gilingham methodology, including PAF, Wilson Fundations, Sounds in Motion, and Multisensory Teaching of Basic Language Skills. As a classroom teacher, Marisa incorporated explicit phonics instruction into her literacy instruction, equipping students with both the tools they needed to access text and develop a lifelong love of reading. Her writing intervention training includes the implementation of SRSD methodology. Additionally, Marisa is an experienced math teacher skilled at implementing TERC Investigations and Contexts for Learning curriculum.

Marisa has presented professionally on a range of topics, including literacy and inclusion, to diverse audiences, including the PEN conference and to graduate students at Teachers College.

In her spare time, Marisa enjoys traveling, lounging at the beach, and spending time at home with her puppy and young daughter.

Evelyn Gmoser

October 28, 2017

Evelyn Gmoser earned her undergraduate degree in Elementary Education for grades 1-6, and her Master’s Degree in Special Education for grades 1-12. She is currently a self-contained, English Language Arts (ELA) teacher for 7^th and 8^th grades in the New York City Department of Education at IS125 in Woodside, Queens.

Prior to working with the New York City Department of Education, Evelyn worked in a Career Connections classroom with students with severe physical, emotional and cognitive disabilities. In all of her teaching settings, Evelyn worked with students to reinforce skills taught during daily lessons in small group and individual settings. As necessary, Evelyn has implemented behavior support plans and collected data on students through discrete trials. Evelyn has also integrated Applied Behavior Analysis (ABA) methodologies within the classroom to help her provide appropriate behavioral interventions for all students.

Currently, as a self-contained special education teacher, Evelyn teaches students with various academic needs and abilities. She designs and implements differentiated lesson plans, activities, and assessments to ensure the success of a diverse group of students at a Title 1 school. She is experienced and skillful with differentiating instruction to accommodate all learning styles, strengths, and areas of need. Evelyn is trained in Really Great Reading’s Boost and Blitz phonics programs and has seen great success amongst her struggling readers; these are both Orton-Gillingham based approaches. She enhances and adapts instruction to maximize student engagement, motivation, and progress.

Evelyn is extremely passionate about teaching and enjoys finding ways to help students achieve academic success. She creates interactive lessons by integrating technology and hands-on activities with real-life application. Evelyn believes that using technology in the classroom is an effective way to get students excited about learning, while supporting various learning styles.

Evelyn is an outgoing and energetic person, with a love for education. She uses that energy and love to create engaging lessons that can nurture a classroom of lifelong learners.

Over the years, Evelyn has worked with students as a private tutor across all grade levels and subject areas, with particular focus in reading instruction. She works with students to provide them with skills and strategies for acquiring and comprehending new content as well as reinforcing previously learned information. Evelyn helps provide the students with studying and organizational skills to help them become stronger students. She feels it is crucial to help students identify their strengths, in addition to supporting their relative weaknesses, to give them the confidence they need to become successful students.

In her free time, Evelyn enjoys hiking, camping, and traveling with friends and family. She has had many wonderful traveling experiences and looks forward to continuing her explorations in the years to come.

Caroline Johnston

Bonnie Nyman

Nancy Zhang

Marisa Krohn

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