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Erik

I am a student at Boston University majoring Health Science. I plan to work in public health in the future as a physician and promote wellness and balance to prevent sickness later in life. I am passionate on mental health and aspire to be a psychiatrist. In respect to that, I maintain a healthy lifestyle running and swimming.

Just as I believe in a health-centered life, I find pleasure in helping others from helping out classmates to tutoring students. I've tutored middle school and high school students in various subjects and standardized tests. Through the experience, I've understood that different students require different approaches. I believe that although students may specialize in certain subjects, they should be well balanced. The early years are the most important and I am happy to be part of that foundation.

Undergraduate Degree:

 Boston University - BS, Health Science

ACT Composite: 33

ACT English: 34

ACT Math: 35

ACT Reading: 30

ACT Science: 32

SAT Math: 750

Cross country, Track and field, swimming

What is your teaching philosophy?

"You are always a student, never a master."

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

I would introduce myself with my name and a brief history of my tutoring experience. The, I would go over a rough layout of the session would go as well as its flow (strict, relaxed, etc.). After that, I would discuss what I want to accomplish in each session and week, depending on how much time until the next exam or important date.

How can you help a student become an independent learner?

I can never be sure that they are independent learners. As a tutor who cares about my students, it is instinct to help them when they need it. Over my years, I have gained experience finding the balance between intervening and letting them figure out the solution for themselves. Such examples include asking what they believe the next step in the problem is and encouraging feedback.

How would you help a student stay motivated?

I am well aware that students generally get tired past the 90-minute mark. There is a reason college and high school classes don't go past around 50 minutes. Students who feel in control are often motivated. A confused student is also a bored a student. I often try to make sure a student understands each step of a problem before moving on and to encourage participation as much as possible.

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

I would slow down, back it up a bit, and try to see where was the last part they felt in control. Then, slowly work through each step to make sure they understand.

How do you help students who are struggling with reading comprehension?

I would break down works into prefixes, suffixes, etc. and apply them in sentences. Then, I would ask them to apply it to a sentence they come up with themselves.

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

Many times, students will guess in a tense situation, and I always add a bit of humor saying "are you sure?" following with "are you really sure?" The key to an independent learner is confidence. It is important that the student trusts their own abilities so that while they may not have much mastery of the subject currently, they know they can achieve more. Another one is to set up a rough schedule for the session so the students does not feel lost.