Paul

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Paul is a licensed teacher with a background in drama and a master’s degree in teaching who has spent years helping students grow as readers, writers, and performers. He has taught English language arts and drama in schools and has extensive experience supporting learners one-on-one in reading, writing, and English as a Second Language. Paul brings the energy of a stage actor and the thoughtfulness of a coach to each session, using storytelling, role-play, and creative projects to make language come alive. He tailors lessons around each learner’s interests and goals—whether that’s decoding, essay writing, public speaking, or building confidence in class participation. Paul is experienced working with autistic, ADHD, and gifted students and builds sessions with clear routines, scaffolding, and plenty of choice so kids feel safe experimenting. His goal is for every student to leave feeling more confident in both their skills and their voice.

Monday 12pm-4pm Eastern Standard Time
Tuesday 12pm-4pm Eastern Standard Time
Wednesday 12pm-4pm Eastern Standard Time
Thursday 12pm-4pm Eastern Standard Time
Friday 12pm-4pm Eastern Standard Time
Saturday 12pm-2pm Eastern Standard Time
Sunday 12pm-2pm Eastern Standard Time

Each student needs some approach or strategy that must be developed by exploring not only their strengths and weaknesses academically but also who they are becoming as a person. Through careful assessment and experience I shape the learning experience to work towards the goals of both parents and students alike.

Master's of Teaching UMBC 2013
Bachelor of the Arts (Drama) Washington College 1999
International Academy TESOL Certification 2019
Licensed teacher through the state of Maryland since 2013

Online Tutoring with UIE Company in Beijing, China
Online Tutoring with Sequoia Tutoring in Washington, US

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Paul
$106.00 USD

Subject Expertise

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Creativity
Creativity
Early Learning
Early Learning
ELA
ELA
ESL
ESL
Public Speaking
Public Speaking
Reading
Reading
Reading Comprehension
Reading Comprehension
Writing
Writing

My mission

To bring the best work out in a student is my mission. My inspiration to tutor comes from a lifetime of raising children of my own and gathering knowledge. That gathered knowledge does me little good if not shared.

My Story

Paul Michael Davis was born in a little town on Long Island by the sea. He was precocious young man who excelled at reading and telling stories. He worked from the age of 12 to overcome steep financial difficulty at everything from painting houses to writing novels. His love of acting and storytelling took him through a youth of world travel, raising children, sales, customer service, stage performance, logistics, business and finally the true love of his life: teaching. When teaching nearly a decade in the public schools of Maryland wasn't enough he took that show on the road to China and has spent the last six years developing his ESL skills. Now returned to US, he is ready for the final chapter: write, teach, and give what time he can to show the profound gratitude he has had for this adventurous life.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

Differentiation of instruction begins after tried and tested methods to properly assess the student's capabilities, habits, study skills, test taking skills, quirks of personality. After this differentiation occurs to match the method to the student. This takes 2-3 sessions depending on the student.

After 12 years of teaching gifted students have similar needs of a depth-based approach to learning, with depth of critical thinking to be the most important skill set to master. The second skillset to develop is social and communication skills, and the third is student directed inquiry-based project learning. When gifted students are given the attention they need they flourish.

The difference between profoundly gifted and gifted students can be felt in volume rather than quality, as a both possess the gifted quality. Profoundly gifted students usually have absorbed an enormous number of facts and strategies, however lack the same things gifted students lack: critical thinking, social and communication skills, and the ability to self direct inquiry. These remain my focus.

When teaching public school about 80% of students were diagnosed with and had 504 accommodation plans for ADHD and ADD. In my experience the manifestation of reactions to stimuli is traceable given enough time. With good communication, environmental stability, and understanding while maintaining a strict learning discipline can be developed over a matter of weeks.

Once a short list of triggers are in play careful navigation through this has resulted in successful learning experiences.

Paul Sample Lesson

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