Paul - Drum tutor - Chatham
1st lesson belanja
Paul - Drum tutor - Chatham

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Paul

  • Rate RM204
  • Response 1h
  • Students

    Number of students accompanied by Paul since their arrival at Superprof

    3

    Number of students accompanied by Paul since their arrival at Superprof

Paul - Drum tutor - Chatham
  • 5 (3 reviews)

RM204/h

1st lesson belanja

Contact

1st lesson belanja

1st lesson belanja

  • Drum

Experienced tutor in Drum in Chatham, Paul offers private lessons tailored to your needs.

  • Drum

Lesson location

Recommended

Paul is a respected tutor in our community. They are highly recommended for their commitment and the quality of their lessons. An excellent choice to progress with confidence.

About Paul

Hello! Thanks for your interest in my tutoring, teaching, and creative consulting practice.

I’m a writer, musician, and teacher working at Bard College, where I majored in Creative Writing and graduated in 2019. I now manage several tutoring programs at Bard, lead workshops, and train tutors. I live in the Berkshires with my partner (also a writer) and Dachshund (more of a reader, but a tough critic) and love cooking, hiking, forestry, surviving blizzards, and collaborating with other artists. Teaching is one of my great passions, but in my personal artistic practice I also write long-form fiction, poetry, and a blog, collaborate on mixed-media projects, compose music, and practice bass and drums.

I have training in collaborative pedagogy and tutoring, as well as inclusive pedagogy. In seven years as a student and teacher at Bard, I have tutored essay writing, senior theses, and English as a Second Language. Shortly after graduating, I also founded Bard’s Learning Strategies program, which provides academic skills, time-management, accessibility support, and senior thesis tutoring for any students at the college. As program coordinator, I train undergraduate tutors, lesson-plan, and run public workshops. Because of my experience both working with senior theses and training others to do the same, I am very comfortable working with longer-term projects; because of my work in academic skills, I am also prepared to help with transitions to a new school, type of school, or major, as well as balancing personal and academic workloads; because of my own visual impairment and extensive work with accessibility support, I am more than happy to work with students with learning differences and physical impairments.

As a private educator, I also tutor college essay-writhing (and writing), advise long-term creative projects, and organize reading groups. Because I use a student-centered, collaborative approach, and work in several mediums myself, I can comfortably adapt to advise on any medium (even ones I don’t practice) to help sound out your ideas and craft your process.

Though I was a writing tutor in high school, and I gave a few bass lessons here and there, I really got started teaching when I was hired as an undergraduate writing tutor at Bard.  Writing tutors take a 4-credit training course called Composition Theory and Pedagogy, which both teaches the collaborative discussion model and explores different theories behind what writing is, does, and can be used for.  It was one of the best courses I've ever taken, and led me into tutoring for the rest of my time as an undergrad, managing the same program as a graduate, as well as taking several other teaching courses along the way.



- BA from Bard College, senior thesis in Creative Writing (novel)

- 7 years experience as a trained writing tutor

- 3 years experience running workshops, training tutors, lesson-planning

- TESOL certified, 7 years experience tutoring ESL

- 3 years experience in disability support and accessibility tutoring

- Co-presenter at AAC&U January 2022 Conference

-15 years of bass guitar lessons, composition, and performance

-10 years of drum lessons, composition, performance

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About the lesson

  • All levels
  • English

All languages in which the lesson is available :

English

I begin any first meeting by getting to know each other a little bit.  Besides being one of my favorite parts of the job, this helps everything go more smoothly and makes our meetings a lot more fun.

Then, I usually narrow down to a student's particular goals and challenges: what can I do for you?  This lets them guide our work, and is the root of the collaborative process.  If someone doesn't have a concrete answer, that's fine!  We'll jump into either an exercise, a reading, or something they're already working on, and start to set some goals together.  I can use this to figure out what skills to isolate and develop in order to make everything else click.

After meetings, I usually take a few notes about what we worked on, what methods connected with the student, and some possible places for us to go.  



I've worked with elementary, middle, high school and college students, as well as adult learners and freelance artists, in an age range of roughly 5-50.  This has included many historically marginalized identities and students with disabilities and learning differences.  The subjects I've mostly worked on are ESL/grammar, essay writing, prose fiction, poetry, and mixed-media digital art.



The goal of teaching is to build self-sufficiency.  The method is listening.

By self-sufficiency, I mean that you aren't really learning material unless you are also learning how you learn that material.  Good teaching not only scaffolds the acquisition of skills and knowledge, but also helps a student learn to teach themselves.  This is the real difference between developing your mind and simply learning some facts - but the difference is even more profound when we'e talking about writing, because language is how that mind works!

Similarly, the most important teaching practice isn't delivering information, but listening: listening to a student's interests, ideas, struggles, goals.  When it all boils down, teachers are just professional conversation-havers, and the art of teaching is delivering just enough information to let a student do the rest.  Without listening, a teacher can have no idea what is best for a student to hear or do next.  With good listening, teachers can empower students to own their learning process, and ultimately to learn more and more deeply.



A few things worth thinking about before reaching out
The most important question is whether or not a teacher uses a "collaborative" or "discussion-based" approach.  With this approach, any teacher can be a good fit because they are trained to meet you whererever you are and work however you work best.  But without a collaborative approach, you might consider:

- Do you learn better one-on-one or in groups?

- Do you learn better in person or online?  

- Do you have any learning differences or needs for accommodations?

- Do deadlines motivate you, scare you, or some of both?  Either is fine, but you should look for a teacher who matches your style.

- How are your reading and study skills?  Do you want to work on your process as well as a subject?

- Are you more comfortable with teachers of a specific identity or with specific experiences?

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Rates

Rate

  • RM204

Pack rates

  • 5h: RM1020
  • 10h: RM2040

free lessons

This first lesson is free to allow you to get to know your teacher so that they can best meet your needs.

  • 1hr

online

  • RM204/h

Details

I charge $100 for an hour meeting, and if we're in a groove I'm usually happy to run long.  I also run group classes with individualized pricing, depending on number of sessions and topic.  I strongly prefer to be paid one month at a time for regular meetings.

I am open to special cases and committed to being as accessible as possible, so feel free to get in touch if you have questions!

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