I recently graduated from Loyola University in Chicago, Illinois with a Master's in secondary education. I studied mathematics in my undergraduate years and felt immediately drawn to education as I began to tutor more of my classmates. While working for these degrees I worked with many students of all ages in tutoring programs, summer school programs, and student teaching experience. As I grew as an educator, I found myself drawn closer to mathematics; algebra, in particular. I have seen what a stronger mathematics presence can do in a student's life. I strive to see more students succeed. In my spare time, however, I am an avid video gamer and die-hard hockey fan!
Loyola University Chicago - BS, Mathematics
Loyola University - M.Ed, Secondary Education
10th Grade Math
11th Grade Math
12th Grade Math
6th Grade Math
7th Grade Math
8th Grade Math
9th Grade Math
Elementary School Math
IB Mathematical Studies
What is your teaching philosophy?
My teaching philosophy incorporates the student's life, technology, and hopes to make mathematics meaningful and fun.
What might you do in a typical first session with a student?
I would like to get to know the student a little bit. I might ask him or her what his or her interests are and how the school year is going so far. I usually like to cover what notes the student has taken and work on relevant work that his or her teacher has assigned. By the end of the session, I usually have a good understanding of what level the student is at and offer suggestions for the next time.
How can you help a student become an independent learner?
Becoming an independent learner is a habit that must be formed. I like to tell students to look over notes, homework, and classwork for a decent chunk of time every day when they don't understand something or learn something new. 20 minutes is usually just fine. At first, it might seem tedious, but by the end feels habitual and natural.
How would you help a student stay motivated?
Letting the student see success is motivation in and of itself. If the student can see progress, motivation comes naturally. There are moments during tutoring that this can be accomplished, whether it be recollection of a concept or the correct answering (or at least correct processing) of a problem.
If a student has difficulty learning a skill or concept, what would you do?
I like to offer alternative ways to get the same end-point; start from the beginning, offer easier examples, or teach through demonstration.
What strategies have you found to be most successful when you start to work with a student?
I like to tap students' prior knowledge. I feel that going through a student's notes and worksheets gives me a good feel for where the student is at. With this information, I'm able to plan a short course of action for the concepts/ideas the student is struggling with.
How would you help a student get excited/engaged with a subject that they are struggling in?
Allowing the student to see successes, however small, can be monumental for confidence and engagement. Additionally, I feel like my excitement with the subject can come as a bit of a reassurance for students.
What techniques would you use to be sure that a student understands the material?
Usually I create problem sets, ask them questions "pop-quiz" style, and simply listen to student feedback, which ensures I know where a student is with the material.
How do you adapt your tutoring to the student's needs?
I am fairly flexible with any environment or circumstance the student has, given enough time in advance. I also try to incorporate the student's life into the material as much as possible.
What types of materials do you typically use during a tutoring session?
Most of the staple mathematics tools are incorporated into my tutoring sessions. This includes calculators, paper, pencils, books, etc.