I am a graduate of the University of Illinois at Chicago where I received my Bachelor of Science in Neuroscience with a minor in History with Honors. I started tutoring students in high school and continued during college. While I tutor a variety of topics, I especially enjoy teaching science and math. My teaching philosophy is all about engaging interest in the topic the student is learning by tailoring each lesson specific to each students’ needs. I believe in supporting students while also simultaneously challenging them are key to their success. In order to for a student to demonstrate improvement and growth, I find it is important to build a tutoring session around the students’ needs and weaknesses. Given that, I am confident in my ability to provide the proper skill-set for my students to succeed.
In my spare time, I love reading, hot yoga, Bollywood dancing, and spending time with my friends and family.
University of Illinois at Chicago - Bachelors, Neuroscience
What might you do in a typical first session with a student?
I would first get a sense of what the student's strengths and weaknesses are. From there, I would develop lessons in order to make the weaknesses become his or her strengths.
How can you help a student become an independent learner?
I would provide the student with the necessary skill set and encouragement to tackle any problem on their own.
How would you help a student stay motivated?
I am a firm believer in positive reinforcement and reminding students of the hard work that is necessary to reach their goals.
If a student has difficulty learning a skill or concept, what would you do?
I would first try to determine where the student is specifically having trouble. I then would thoroughly explain that concept, and then test the student with practice questions to ensure that he or she now understands that skill or concept.
How do you help students who are struggling with reading comprehension?
I would first go through reading passages with the student to show him or her how to go about critically analyzing the text. I would then slowly transition to the point where the student is explaining different passages to me.