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Manuel Gerardo

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I attained a degree in microbiology through the University of Arizona which means I am very familiar with bacteriology, virology, and even some mycology. Some of my favorite subjects include microbial genetics, antibiotics, and immunology but am familiar with a variety of other concepts ranging from bacterial pathogenicity to microbial physiology. While I have a soft spot for microbio, I also enjoy the fundamentals of chemistry, biochemistry, and organic chemistry. What is amazing about these subjects is that they are all interrelated and together they help us learn about our microscopic world!

I practice patience when teaching to make sure that you learn at your own pace. I also acknowledge that everyone learns differently so I try to implement different strategies, such as analogies and visual media, to make the material more accessible to the individual. My style of teaching involves a very step-by-step nature to make sure that students are actually learning the material as opposed to memorizing endless facts, not to mention trying to make the subjects more relatable. My most recent experience with students was working as a peer advisor for the UofA New Start Summer program where I facilitated a class for incoming University freshman on how to succeed their first year of college.

Some other interesting facts about myself are that I enjoy reading, playing soccer, downhill skateboarding, and am very passionate about music. I have played the acoustic guitar for about 9 years now and have been teaching myself to produce electronic music for the past 4 years or so. My friends have described me as being very personable and happy-go-lucky, which I agree with because I love working with people.

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Manuel Gerardo’s Qualifications

Education & Certification

Undergraduate Degree: University of Arizona - Bachelor of Science, Microbiology

Hobbies

Guitar, music production, reading, soccer, drawing, bicycling

Tutoring Subjects

Biology

Cell Biology

Chemistry

College Biology

College Chemistry

General Chemistry

High School Biology

High School Chemistry

Microbiology

Organic Chemistry

Science

Q & A

What is your teaching philosophy?

My philosophy is simple: work with students. Rather than lecturing on material, I enjoy a much more interactive teaching approach by guiding my students through questions. Once they have a solid foundation of the material, then I challenge them with difficult questions which allow them to implement their newfound knowledge.

What might you do in a typical first session with a student?

First and foremost, I investigate where my students are struggling. I like to identify if it is a conceptual issue (i.e. is it this one type of question that's bothering you?), or if the issue lies more at the core (e.g. maybe we need to work on improving study habits or find a different approach). Typically I ask students to describe to me what their experience with the course has been, but I also look to see their past work in order to get more information.

How can you help a student become an independent learner?

Everyone knows the saying, "Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime." My teaching style is heavily based off of a similar concept where I give students an understanding of the material instead of merely help them solve questions. I will often include more of my own questions along with useful study strategies that will allow students to become self-sufficient.

How would you help a student stay motivated?

I notice that a majority of my students do not have a good idea of how some of their courses fit into their "bigger pictures." For example, I have had students get irritated with organic chemistry because they do not see the relevance of it in their pre-med path. What some professors fail to do is describe how these courses are important for their careers. That is where I can come in. I show them through examples that - even though it may not initially seem like it - this content is very important for their futures. In other words, I make them see that this is not "just another class."

If a student has difficulty learning a skill or concept, what would you do?

If a student is struggling with some of the content, I usually introduce different teaching styles in order to find which one better accommodates the student's learning style. For example, even though I primarily utilize a visual teaching style, it is not uncommon for me to ask the student to practice writing specific reactions or metabolic pathways in order for them to use their tactile senses (i.e. kinesthetic learning). Independent of teaching style, I also try to incorporate as many analogies as I can, because I often feel like that improves a student's understanding of the material.

What strategies have you found to be most successful when you start to work with a student?

I like to combine different learning styles within my sessions. Even though a student know some of their preferences (e.g. visual learning, or auditory), I implement visual, auditory, and kinesthetic study strategies. Not only that, but I'm also a large proponent of the Socratic method where I ask students to explain and justify their answers to me.

What techniques would you use to be sure that a student understands the material?

I frequently ask students to give an explanation for their answers. Encouraging this will promote critical thinking in the student while also allowing me to gauge where they stand with the material.

How do you evaluate a student's needs?

Before I begin sessions with a student, I always try and have a phone call with them. During this conversation, I will ask them what they think they need help on, and based on the answers I can acquire a decent understanding of where to start and how to approach the student's needs.

How do you adapt your tutoring to the student's needs?

Even though I like to use all three teaching styles (visual, auditory, and kinesthetic), I will alter how frequently I use each of the styles depending on how well the student responds to the learning strategies.

What types of materials do you typically use during a tutoring session?

I almost exclusively use material that the student provides. This ensures we are going over relevant material which will likely be seen on a future exam. If the student feels he/she would like more practice, I also have my own textbooks where I can pick practice problems.

How would you help a student get excited/engaged with a subject that they are struggling in?

I find that most of the time students' lack of motivation is largely due to the fact that they are struggling with the material, and it is not uncommon for that to translate into their confidence levels. To address this, I find each student's strengths and build off of that in hopes of increasing their morale.

How do you build a student's confidence in a subject?

As alluded to in one of my other responses, I tend to focus on a student's strengths in order to boost their confidence in the material. Doing so often entails better grades.

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