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Information About Gayle

Cochrane tutor


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Personal Description:

I am a professional certified teacher and I am transitioning toward semi- retirement. I am ready to make the switch from classroom teaching toward small group and one to one teaching and tutoring.

I have been a teacher for over 25 years and my experience is varied. I began my career teaching at the post secondary level. I was part of a small team of instructors at the University of Regina teaching a course titled, "Introduction to University Studies". The course was designed to help students make the difficult transition from high school, or after a prolonged absence from the classroom, back into their studies. The course was instrumental in lowering attrition rates among first year university students.

From there I was seconded to Saskatchewan Education - Assessment and Evaluation to work for the Council of Ministers of Education Canada. I was part of a team of teachers who developed, administered and collected data for a nation wide assessment of student performance for S.A.I.P. (Scholastic Achievement Indicators Program).

I have extensive experience working with ELL's (English Language Learners) mature students, and high school students who are dealing with learning deficits in their reading comprehension and written communication skills. I have experience teaching across all grade levels (emphasis on high school and adult learners). I have been teaching English Language Arts with the Calgary Board of Education (adult upgrading program) for the last seven years. I have been working with students who are upgrading or attempting to secure higher marks in ELA 30-1/ELA 30-2 usually with the goal of securing entrance into competitive post secondary programs.

I have worked at the school, regional board, provincial and national levels of the education system. I was on the team of educators who developed and wrote the newest locally developed course for the Calgary Board of Education. I worked with my Assistant Principal and two ELL Learning Specialists to develop "Academic Achievement through English Language Development". I have worked for Alberta Education as a diploma exam marker on the ELA 30-1 marking floor in Edmonton.
I am excited about the possibilities that small group and one on one teaching/tutoring can offer the student … and teacher.

Tutoring Experience:


***I prefer to tutor students at the**Removed By Admin*****

*** I require students to sign up for a minimum of 5 sessions***

Please visit my website for a list of locations and services.

**Removed By Admin**
I have been a teacher for over 25 years and I still feel incredible gratitude for the opportunity to work with amazing professionals across the education spectrum and to have the honour of helping students achieve their educational goals.
I am ‘semi-retired’ and looking for the right opportunity to share my skills, knowledge and enthusiasm with students in an environment that places student success at the forefront.
I have always believed in the importance in the establishment and maintenance of healthy working relationship with both colleagues and students. I have also made it a central focus of my teaching practice to recognize students as individuals and to try to motivate them toward their goals accordingly.


University of Regina

Bachelor of Education (Great Distinction)
Majors: Humanities and Social Sciences
Minors: Special Education and Guidance and Counseling

1990 -1993
Bachelor of Arts
Majors: Humanities/Social Sciences

Teacher - Chinook Learning Services –
Calgary Board of Education
September 2011 - July 2018
Responsibilities: Planning and delivery of the program of studies in English Language Arts to a diverse group of students who are either upgrading or working toward the completion of the requirements for the Alberta High School Diploma.

Teacher – Stoney Education Authority
December 2003 – June 2011
Responsibilities: Planning and delivery of the program of studies in English Language Arts grades 9-12 as well as filling several long and short term assignments on a casual basis

Teacher – Simcoe County District School Board
September 1998 – June 2003
Responsibilities: I filled several short and long-term vacancies ranging from Kindergarten to Grade 8. For the duration of those assignments I was responsible for the planning and delivery of lessons and the evaluation of student progress.
I was also on the supply list for teaching assignments in grades Kindergarten to grade twelve.

Teacher - Halifax Regional School Board
January 1997 – April 1998
I filled a long-term vacancy at the high school level teaching Business Administration, Economics, and Entrepreneurial Studies. For the duration of the assignment I was responsible for the planning and delivery of lessons and the evaluation of student progress.

Consultant – Council of Ministers of Education Canada
School Achievement Indicators Program (S.A.I.P.)
February 1996 – June 1996
I was seconded to Saskatchewan Education – Assessment and Evaluation Branch to work as a member of a team of educators responsible for the preparation of various performance based assessments to be used in a nation wide testing project at the high school level. I was then part of the team that was responsible for the administration of the assessments and the collection of post assessment data.

Teacher/Facilitator – University of Regina
Student Services – University Entrance Program
September 1993 – April 1995
I taught a seminar course titled “Introduction to University Studies”. I was responsible for the planning and delivery of lessons to first year university students to help increase their confidence and to facilitate student success during the first year of their studies. Course content covered a wide range of knowledge and necessary skills for success at the post-secondary level, including but not limited to; written communication skills, organizational skills, time management, test-taking strategies, and stress management.
Professional Development

I recently collaborated with my Assistant Principal and two English Language Learning Leaders on the writing of a new locally developed course titled: “Academic Achievement – Through English Language Development”. The CBE and Alberta Education have approved the course for use in the classroom beginning in the fall of 2017. The course was developed to respond to the needs of ELL’s (and other students) who are struggling to meet the language proficiency requirements at the high school level.

I was one of the presenters at the High School Redesign Conference in Red Deer two years ago. I was part of a small group from Chinook Learning Services invited to present information on the Enhanced ELA offering at Chinook. The Enhanced ELA courses are a unique course offering in English Language Arts and I was excited to share information with colleagues regarding the challenges and triumphs of making this offering available to students.

I have worked as a Marker on the ELA 30-1 marking floor in Edmonton on two separate occasions. I enjoyed the experience and feel that it is a great professional development opportunity that is available to classroom teachers.

I have been actively involved in PLC (Professional Learning Community) work at the school level. I have, through PLC’s, had the opportunity to examine the important role of formative assessment, and outcomes based assessment.

Tutoring Approach:

 I follow what many consider to be the best practices in teaching and tutoring.  My method stresses two key principles:

1. The learner must do the thinking and the actual work  

2. The teacher will keep his/her talking to a minimum whenever possible.  

My method is based on three strategies that allow the student to develop their critical thinking skills and apply these skills to the work they are doing.  The three strategies are as follows:

1. Cognitive Apprenticeship - This is like any other form of apprenticeship, but it is applied to mental tasks.  Cognitive apprenticeship makes the mental task visible to the learner.  When the learner is able to observe the teacher work through a complex task both visibly and out loud the student can begin to see the task and its parts worked through and hear the mental (internal) dialogue that the teacher (the one who has mastered the task) is engaging in. With the complexity of texts and the challenging pieces of writing the students are expected to produce it is essential, I believe, for the student to see and hear the thought process broken down step by step, and sometimes we take for granted that the student will know how to do this in their own heads…when they don’t.  This is not instruction by just telling them what to do , it is instruction by also showing them what to do.

2. Reflective Questioning - An important part of this tutoring method is getting the student to begin talking through their thought process out loud.  So much of the mental work that happens with reading comprehension and writing tasks happens in the solitary confinement of the brain.  If the student can learn to express these thoughts out loud through careful prompting from the teacher it will benefit the student and allow the teacher to hear the thought process of the student.  
The teacher will work through a series of prompting questions to help guide the student through the process without offering specific facts or explanations.  It is rather, through the series of prompting questions that the student will arrive at the essential understandings.  The prompts work from the general to the specific.  The key to getting the student talking out their thinking is to carefully prompt the student.  It is the prompting questions that drive the reflection on the part of the student.

3.  Pausing Procedure - When the student has reflected to a point where they are beginning to get an idea forming that will help to move them further along with the task it is then the teachers job to watch for the silence that is indicating that an idea or understanding is beginning to form or gel, and at this point the teacher stops prompting and lets the student write or in some other way make note of the thought.  All the teacher does at this point is sit back and be quiet until the student has finished thinking.

Usually, when I am working with a student who is really struggling in the subject, the need to do the cognitive apprenticeship and reflective questioning in a repetitive loop is necessary, but as the student begins to gain some confidence with the process and their self-esteem increases the need show and prompt becomes decreased.

This is the process and method that I have employed for years with students in my classroom teaching practice and with students that I tutor one to one. 

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Native Language: English (American)
Availability: Weekends / Weekdays (all times)
References Available: Yes (✔ On File)


  • University of Regina (1995) - Bachelor of Education (Bachelors) (✘ Not On File)
  • University of Regina (1993) - Bachelor of Arts (Humanities/Social Science) (Bachelors) (✘ Not On File)

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