Latest / Parent's Talk with Francine Juhlin / EPISODE 13: The Foundation Nobody Talks About

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EPISODE 13: The Foundation Nobody Talks About · Parent's Talk with Francine Juhlin

• 0:00
  Speaker 1: Struggling with your studies. What if the secret to reaching
• 0:04
  Speaker 1: your academic goals isn't just about hard work, but about
• 0:09
  Speaker 1: building the right foundation. Tune in to hear Angela's powerful
• 0:14
  Speaker 1: approach to tutoring that goes beyond the basics. It helps
• 0:18
  Speaker 1: you set yourself up for long term success.
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  Speaker 2: Meet my friend Angela Campania. Some people might call her
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  Speaker 2: a tutor, but she is so much more than just
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  Speaker 2: a tutor. And guess what, she doesn't only work with kids,
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  Speaker 2: She works with adults too.
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  Speaker 3: I provide academic support to people, but it's more than that,
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  Speaker 3: so I do a lot of well. Like for example,
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  Speaker 3: this past semester, I and three college students who were
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  Speaker 3: all three of them were taking statistics classes at different universities,
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  Speaker 3: so I help them with their homework and make sure
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  Speaker 3: they got their work done and things like that.
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  Speaker 4: At Base, I do tutoring.
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  Speaker 3: I Ever, however, I don't like calling it tutoring because
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  Speaker 3: I do a lot more. It's kind of like a
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  Speaker 3: combination of tutoring, executive functioning, help social work, even though
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  Speaker 3: I'm not a social worker. It's just really keeping on
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  Speaker 3: top of people, helping them with what they're struggling with
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  Speaker 3: and trying to get them to pass their classes, tests
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  Speaker 3: and exams. I don't really look at it as teaching,
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  Speaker 3: and I try to emphasize this with my clients, like,
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  Speaker 3: you know, again, I will help you, I will look
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  Speaker 3: up information, will go through things, but I'm not here
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  Speaker 3: to like reteach the class or like be that like
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  Speaker 3: fill in teacher kind of thing. So again, one of
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  Speaker 3: my my other eighth grader who's graduating, I'm still working with,
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  Speaker 3: like I basically come in and I.
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  Speaker 4: Kind of back clean up kind of thing. Her mom
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  Speaker 4: works with her. Again.
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  Speaker 3: I think there's some medical issues going on. I don't
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  Speaker 3: know about it. I'm like, I really don't care. It's
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  Speaker 3: just I'm there just kind of like I think she's
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  Speaker 3: having a lot of difficulty with the teacher, and I'm
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  Speaker 3: just kind of re explaining everything, making sure she's doing
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  Speaker 3: the homework, completing the homework.
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  Speaker 4: You know. So again I try to tell.
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  Speaker 3: Them I'm not in here to like reteach everything, or
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  Speaker 3: I'll provide supplemental materials and we'll go through it.
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  Speaker 4: That's fine.
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  Speaker 3: Or if I have to repeat the chapter nine times
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  Speaker 3: because somebody needs to hear it nine times, I'll do
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  Speaker 3: the same thing. Yeah, So That's why again I try
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  Speaker 3: not to stay tutoring because people just kind of put
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  Speaker 3: you in that little box and then they're like, what's
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  Speaker 3: subjects And I'm like, well, depends on the.
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  Speaker 4: Day, and they look at me kind of like, huh.
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  Speaker 2: If you were to be hired by a new client,
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  Speaker 2: give me about thirty seconds to a minute about what
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  Speaker 2: you want them to know about you.
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  Speaker 4: So I want them to know first of all, I've
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  Speaker 4: been doing this over twenty years.
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  Speaker 3: I work with all ages, backgrounds, abilities, and needs, so
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  Speaker 3: I can work with everybody who's early literacy starting grammar
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  Speaker 3: school age all the way through I say mature adult.
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  Speaker 3: So somebody who and this is one area I specialize
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  Speaker 3: in is people who need to pass their government licensing exams,
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  Speaker 3: so like real estate, cosmetology. That's why I say I don't.
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  Speaker 3: I don't go in and I reteach the class. We
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  Speaker 3: go over information and make sure we understand what's going
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  Speaker 3: on and how to answer the questions presented, whether it's
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  Speaker 3: a again for a test, quiz or homework.
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  Speaker 2: Do you also do sat ACT prep?
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  Speaker 4: Yes, I do.
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  Speaker 2: That's gonna be huge coming up with when the school
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  Speaker 2: year starts again.
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  Speaker 3: Yeah, that's again testing is one of the big things. Again,
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  Speaker 3: I don't do the testing myself, and I don't evaluate people.
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  Speaker 3: I'm not a certified evaluator.
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  Speaker 4: I've actually had.
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  Speaker 3: People hang up the phone and I tell them I
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  Speaker 3: don't like retest their child again, you know. Again, I
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  Speaker 3: come in and I say, okay, tell me where we are.
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  Speaker 3: So like, for example, i'd somebody acquire couple weeks ago
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  Speaker 3: about her eleven year old daughter and I said, okay,
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  Speaker 3: we'll start with multiplication and division because she said she's
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  Speaker 3: struggling with math. So I said, okay, well that's usually
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  Speaker 3: where I start, unless I hear otherwise from either the
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  Speaker 3: parent or the student. Start with multiplication and division because
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  Speaker 3: every math that you're going to be using from eleven
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  Speaker 3: years old on I has to do with multiplication and division.
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  Speaker 3: So again, if somebody is not confident in their multiplication
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  Speaker 3: and division, then there's gonna be struggles with everything else
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  Speaker 3: because that's really all you're using.
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  Speaker 4: Yeah, even square roots.
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  Speaker 3: You have to know again your two times two is
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  Speaker 3: four and then it's where root of four is two
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  Speaker 3: because you're doubling your two.
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  Speaker 2: You make it sound so simple. Now, can you tell
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  Speaker 2: us a story about how a student came to you
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  Speaker 2: struggling and how you help them get off that struggle. Bless.
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  Speaker 4: Okay, So I have a young lady. She is twenty six,
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  Speaker 4: I believe. So.
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  Speaker 3: She's been working on her Early Childhood Education Associates degree
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  Speaker 3: online for several years and I was referred through a
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  Speaker 3: mutual friend, and so I picked up with her about
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  Speaker 3: halfway through when she was working on her degree, and
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  Speaker 3: again I sits here, I don't like really teach the material. However,
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  Speaker 3: I was mainly helping her Number one get organized with
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  Speaker 3: the material. Number two help her email the professors, and
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  Speaker 3: number three put together her papers in her assignments. So
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  Speaker 3: she just completed the online degree this past spring. It
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  Speaker 3: was February and March she finally received the degree. That's
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  Speaker 3: one story.
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  Speaker 4: Do you want a couple more?
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  Speaker 2: Yes?
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  Speaker 4: Please? Okay.
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  Speaker 3: So I have an eighth grader who I've been working
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  Speaker 3: with the last two years. Her mom basically hired me
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  Speaker 3: to back cleanup and I'm helping her with math. Again,
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  Speaker 3: I don't reteach the class. I bring in supplemental materials.
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  Speaker 3: We go over her homework, we make sure she's completing
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  Speaker 3: any assignments, and if I need to, I do re
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  Speaker 3: explain the concepts and what's going on so to speak. Uh,
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  Speaker 3: And that's again she's managed to maintain either a B
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  Speaker 3: plus or low A average these last couple of years.
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  Speaker 3: And right now I'm also working with two seven year
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  Speaker 3: olds for early literacy. Both of them were struggling and
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  Speaker 3: reading with their schoolwork, and both mothers have sung my
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  Speaker 3: praises about now that they're actually reading. So I do
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  Speaker 3: use again I'm not certified in it, or I do
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  Speaker 3: use Orton Gillingham materials.
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  Speaker 1: For them.
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  Speaker 2: And you'll explain what that means, because I have never
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  Speaker 2: heard of that before.
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  Speaker 3: Orton Gillingham, Yes, okay, So Orton Gillingham were two want
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  Speaker 3: to say, doctors or professors. One was a man, one
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  Speaker 3: was a woman, and they basically studied how people acquire language.
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  Speaker 3: And English is a very interesting language because as much
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  Speaker 3: as people talk about like Latin and Greek roots in English,
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  Speaker 3: most of our Greek roots are medical and scientific terminology
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  Speaker 3: Latin we use it all the time. However, the main
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  Speaker 3: structure of English actually is a combination of German and Welsh.
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  Speaker 3: So like the verb to do in English is well
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  Speaker 3: as a Welsh verb, and we're only like one of
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  Speaker 3: two languages in the world that have that verb there
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  Speaker 3: the ones is Albanian and because the okay, So this
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  Speaker 3: again goes back to history with ten sixty six in
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  Speaker 3: England when England was overrun, I think it was the Normans.
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  Speaker 4: I'm getting my history correct here.
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  Speaker 3: So because they spoke German or basically what we understand
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  Speaker 3: to be German today, a lot of their words and syntax,
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  Speaker 3: which is the language structure, came into what is now
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  Speaker 3: called English. So like for example, our word for house
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  Speaker 3: h o u s is related to the German has
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  Speaker 3: if I'm saying that correctly.
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  Speaker 2: H a u s.
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  Speaker 3: So English is a combination of like four or five
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  Speaker 3: different like languages and backgrounds. So again we're always taught
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  Speaker 3: there are rules, and a lot of people struggle with
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  Speaker 3: b D because it's it's a line and a belt.
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  Speaker 3: I call it the belly in a circle. It's just
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  Speaker 3: again the way the word is sorry, the way that
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  Speaker 3: the letter's facing determines the word, like duck and buck.
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  Speaker 3: So I again a lot of adults I have also
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  Speaker 3: struggled with that is again reading the word and reading
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  Speaker 3: it correctly, because that can make or break them on
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  Speaker 3: a test question. So it's the it's the same kind
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  Speaker 3: of again system is understanding. Again, if you're looking at
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  Speaker 3: the line in the circle and it's going to the right,
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  Speaker 3: it's a B. And if your line in a circle
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  Speaker 3: you're looking at the left, it's a D. And then again,
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  Speaker 3: how vowels can change also change the meaning of the word.
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  Speaker 3: So if you take the take the letters T and N,
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  Speaker 3: and I do t A N, that's ten, and then
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  Speaker 3: I can also do ten, which is t e N,
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  Speaker 3: and then ten t I N and then ton t
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  Speaker 3: o N. But we don't have a t u n
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  Speaker 3: in English. We have tune t u N, but we
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  Speaker 3: have to add the e. So working through some of
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  Speaker 3: that and just explaining again how the vowels can change it.
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  Speaker 3: And I even had it this past week, ball and bowl.
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  Speaker 3: Somebody thought that the that the music they were listening
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  Speaker 3: to or something they were listening to was saying ball,
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  Speaker 3: and then they were actually saying bowl. So just that
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  Speaker 3: difference of the A and U vowel changed again the meaning.
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  Speaker 3: And they were kind of like, I thought it was
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  Speaker 3: kind of weird that they were saying ball, but it's like, no,
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  Speaker 3: they really meant bull because when they told me what
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  Speaker 3: the context was.
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  Speaker 2: So let me ask do you work with people who
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  Speaker 2: have this lexia?
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  Speaker 3: Also, I have several clients right now who have been
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  Speaker 3: diagnosed with dyslexia, and they come.
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  Speaker 2: To you for specialized help to read better.
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  Speaker 3: A lot of it's reading, a lot of it again
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  Speaker 3: going back to what I was talking about before, like
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  Speaker 3: with organization again, making sure that they understand the questions.
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  Speaker 3: Like one young man i'm working with right now, I'm
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  Speaker 3: breaking I'm working on breaking down the word structure to
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  Speaker 3: helping him for helping him with spelling, and then I
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  Speaker 3: also help him with maths again reading the reading the problems,
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  Speaker 3: and then again doing the stuff by step process with multiplication.
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  Speaker 2: Oh yes, the word problems. Math would be so much
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  Speaker 2: easier without them, but it wouldn't be necessary without them either.
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  Speaker 3: M I have had this conversation with a lot of people,
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  Speaker 3: and while I understand the need for testing, especially state
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  Speaker 3: licensing testing, like you know, need to do you need
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  Speaker 3: to drive a car, I think sometimes it's a little
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  Speaker 3: over too m hm with some of the things. So again,
• 11:02
  Speaker 3: I've had this a lot with some of the cosmetology
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  Speaker 3: clients I've worked with, where they're like, why do I
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  Speaker 3: need to know this? And I'm like, well, you know,
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  Speaker 3: the state wants you to understand that. Like before you
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  Speaker 3: work on a client, you have to you know, wash
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  Speaker 3: your hands and wear your gloves and.
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  Speaker 4: They're gonna test you on that.
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  Speaker 3: The majority of the cosmetology tests is infection control along
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  Speaker 3: with the basic chemistry for again, here die so you know,
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  Speaker 3: so if you're dying, somebody's here. Especially with some of
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  Speaker 3: these chemicals, you need to know what you're doing and
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  Speaker 3: they need.
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  Speaker 4: To make sure of that. Some tests, like the real
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  Speaker 4: estate exam, I'm kind of like with some of the questions.
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  Speaker 3: However, again, especially like with the law part, you do
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  Speaker 3: need to again know the law. It's the math that
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  Speaker 3: people get really angry. Yet I've seen that a lot
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  Speaker 3: and just trying to again, I try to use the
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  Speaker 3: analogy like if you're in a bar and somebody comes
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  Speaker 3: up to you and it's like, hey, I have this
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  Speaker 3: piece property I want to sell and you can't do
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  Speaker 3: the math. They're not going to watch you as a
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  Speaker 3: real estate agent. So again, the hard part is now
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  Speaker 3: because everybody has apps, they're like, wow, you know, when
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  Speaker 3: i'm working, I'm just going to use the app. I'm
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  Speaker 3: like that's fine and great and wonderful, but you need
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  Speaker 3: to at least be able to do the basic math
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  Speaker 3: you would have found on you know, just a calculator.
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  Speaker 3: Just be able to do it in a calculator. At
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  Speaker 3: least give them an idea. It doesn't have to be perfect,
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  Speaker 3: but because a lot of it does, go back to
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  Speaker 3: percentages and decimals.
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  Speaker 2: Yeah, and it's so much easier if you get the
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  Speaker 2: math with a good foundation from the beginning, rather than
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  Speaker 2: like what I did in the Navy. I went to
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  Speaker 2: Advanced Electronics school and they taught us one plus one
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  Speaker 2: equals too to calculus in two weeks. Well, I was
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  Speaker 2: great all the way up until basic algebra because I
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  Speaker 2: hated math and I did only the bare minimum to
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  Speaker 2: get through the class in high school. So once we
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  Speaker 2: got to basic algebra, that's when And okay, I'm not
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  Speaker 2: reviewing anymore. I'm trying to learn this with people who
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  Speaker 2: already knew it. You never know what you or your
• 13:10
  Speaker 2: child might need to know in the future. That is
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  Speaker 2: why it's so important to get this well rounded education
• 13:19
  Speaker 2: in high school, so that if you decide to take
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  Speaker 2: that left turn like I did and go into electronics,
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  Speaker 2: you're not starting from scratch and or in my case,
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  Speaker 2: really behind everyone else in my class.
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  Speaker 3: And I do have a lot of those conversations, either
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  Speaker 3: with the client themselves or with their parent, and because
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  Speaker 3: again a lot, I get a lot of resistance and
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  Speaker 3: they're like, why do.
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  Speaker 4: I need this?
• 13:46
  Speaker 3: I'm not gonna need this? Why do I need I
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  Speaker 3: hear it all the time. I'm never gonna use this.
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  Speaker 3: I okay, you know yeah. And again I try to explain,
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  Speaker 3: you know again, who am I you know kind of thing?
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  Speaker 3: I said, look, you don't know just what you said.
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  Speaker 3: You don't know where life is going to take you,
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  Speaker 3: you know. And they're like, this is you know, algebra stupid?
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  Speaker 3: Why Draton equations are stupid. I'm like, okay, I get it,
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  Speaker 3: I get it, I get okay. It's not something I
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  Speaker 3: even say to them. I even had one of my
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  Speaker 3: clients call me out about the null hypothesis and statistics
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  Speaker 3: this semester. He's like, he's like, well, who's the last
• 14:18
  Speaker 3: time you did this?
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  Speaker 4: And I'm like, I don't remember.
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  Speaker 3: I'm completely honest with you because I said, you know why,
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  Speaker 3: because number one, I can look it up. Number two
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  Speaker 3: you're supposed to know it, okay, And number three I
• 14:27
  Speaker 3: don't do statistics every day. That's not my that's not
• 14:30
  Speaker 3: my profession. You may end up in statistics because he
• 14:33
  Speaker 3: wants to do computer science.
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  Speaker 2: Oh you need to know that. Yeah, you need to
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  Speaker 2: know statistics, you know.
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  Speaker 3: And again back to my argument of I'm here to
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  Speaker 3: help you, just kind of making sure you're doing what
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  Speaker 3: you're supposed to do. I'm not here to reteach everything.
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  Speaker 3: And one question I always ask everybody and drives some
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  Speaker 3: people crazy. I'm like, what did you how did you
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  Speaker 3: teach your teaching this? What did your teacher say about this?
• 14:55
  Speaker 3: What did your professors say about this? How was it explained?
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  Speaker 3: And they just look at me and I'm like, well again,
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  Speaker 3: I think you have again.
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  Speaker 4: Everybody is unique. Everybody's an individual. Okay.
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  Speaker 3: One professor is not going to explain the same concept
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  Speaker 3: the same way another professor is. So you know, there
• 15:10
  Speaker 3: are some things that are like textbook, but however, once
• 15:13
  Speaker 3: you get into again it's something like statistics or algebra,
• 15:17
  Speaker 3: everybody has their different methods of explaining.
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  Speaker 2: And that's true. When I was tutoring college algebra, and
• 15:24
  Speaker 2: when I was in college, I went back to my
• 15:28
  Speaker 2: time in electronic school and I used Ohm's law E
• 15:33
  Speaker 2: over IR and I explain algebra like that. So people
• 15:37
  Speaker 2: who are having trouble understanding what their teacher was teaching them,
• 15:42
  Speaker 2: it was just a different way of looking at it.
• 15:44
  Speaker 2: So that is one of the great things about getting
• 15:47
  Speaker 2: this extra help for you or your kid is that
• 15:52
  Speaker 2: the language might be a little different than what the
• 15:55
  Speaker 2: teacher's giving that is difficult to understand. So needing help
• 16:03
  Speaker 2: is not something to be ashamed of or should It
• 16:07
  Speaker 2: shouldn't be a stigma. You might just have to hear
• 16:11
  Speaker 2: it in different words or in a different way. Just
• 16:14
  Speaker 2: like my college students who didn't understand the play math,
• 16:21
  Speaker 2: but when I put it into terms of resistance and
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  Speaker 2: electrons and all of that, then all of a sudden
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  Speaker 2: it under they understood it. It made sense. So I
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  Speaker 2: want everybody to consider if you are struggling, find someone
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  Speaker 2: who could help you. So, Angela, how could people get
• 16:43
  Speaker 2: in touch with you if they want to investigate if
• 16:45
  Speaker 2: you're the right one to help them.
• 16:48
  Speaker 3: So the best way to reach me is either phone
• 16:51
  Speaker 3: or email the phone number two three four, one four five,
• 16:55
  Speaker 3: one seven six, or you can email me at your
• 16:58
  Speaker 3: mind in bloom all one word at yahoo dot com.
• 17:03
  Speaker 2: And I will be putting that in the chat so
• 17:06
  Speaker 2: everybody could see how to find you.
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  Speaker 4: Thank you.
• 17:10
  Speaker 2: Are there any last words you would like to.
• 17:13
  Speaker 4: Tell the audience.
• 17:16
  Speaker 3: I live by the philosophy of seizday and know something
• 17:20
  Speaker 3: about everything and everything about something. Again, we need to
• 17:25
  Speaker 3: be well rounded in society. I know a lot of
• 17:28
  Speaker 3: people have their favorite thing. We all have our favorite thing.
• 17:30
  Speaker 3: But just again, I know some people don't like watching
• 17:33
  Speaker 3: the news, and that's okay. You know, however, you just
• 17:35
  Speaker 3: need to know what's going on and don't get frustrated
• 17:39
  Speaker 3: because again, well we're all learners, and especially when it
• 17:43
  Speaker 3: comes to something like reading or math, we all read
• 17:46
  Speaker 3: and take things. We can all read it and take
• 17:49
  Speaker 3: something differently because we're all unique individuals and we take something,
• 17:54
  Speaker 3: everybody takes their own unique perspective away from the same thing.
• 18:01
  Speaker 2: And each teacher teaches through their unique perspective. So if
• 18:08
  Speaker 2: your child is struggling with the teacher they have, they
• 18:12
  Speaker 2: just might just need to hear it in a different voice.
• 18:18
  Speaker 4: I agree.
• 18:19
  Speaker 2: One. Thank you so much.
• 18:23
  Speaker 4: Thank you,