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Ryan

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I am currently taking Calculus III and applying to graduate schools for economics. I've always harbored a passion for learning and would love to pass that on to my students. I'm interested in current events, literature, film and sports. I grew up in Buffalo, NY and moved to Portland, OR to attend Lewis and Clark College for undergraduate classes. I was a religious studies major and graduated with a bachelors of arts.

I am currently applying to graduate schools in order to gain acceptance to a masters [program for economics. In the pursuance of that goal, I have taken a number of college math and economics courses (including Calculus I and II; Linear Algebra; Macroeconomic and Microeconomic theory), and have discovered an ability to excel in these subjects. I hope to pass on this understanding to my students.

I have taught english classes in Negal on a volunteering trip and have helped out classmates over the years with math and english tutoring. I believe that a proactive, adaptive approach to helping students understand the material is most effective in instilling true comprehension. Every student learns differently, and I will tailor my approach to my students' particular needs and learning styles. I harbor a passion for learning that allows me to approach this job with enthusiasm and excitement.

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Ryan’s Qualifications

Education & Certification

Undergraduate Degree: Lewis & Clark College - Bachelors, Religious Studies

Graduate Degree: Portland State University - Masters, Economics

Test Scores

GRE Verbal: 168

Hobbies

I love to watch movies, read books, play tennis, bike, hike and go to the beach

Q & A

What is your teaching philosophy?

I hope to convey an enthusiasm for the subject that helps students discover something interesting to them in the material. I also feel that constant feedback from the student is crucial, in that it helps me tailor my approach to the student's specific needs.

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

I might have them answer a few basic questions in order to gauge where they are with the material. I would also ask them which area is most difficult for them so I would know where to focus in our session. I would also ask them how they best learn in order to orient my approach to suit their particular learning style.

How can you help a student become an independent learner?

In order to really learn and remember a subject, you must ultimately do the work yourself, which means that no matter how much prompting I provide, the student must eventually discover their own way of completing the work. In my experience, lots of explanation and minimal interaction is needed when a new subject is first introduced; however, the student will begin to take the reins more confidently as they go through more examples, discovering their own specific ways of approaching problems, thereby creating those neural pathways that can be accessed for later use.

How would you help a student stay motivated?

I think that relating to a student on a personal level is important. I was not always as motivated as I am now ,and I understand the frustration that comes with a subject which can seem obscure. Being in the present moment, however, can be a useful skill for unmotivated students. Taking one problem at a time and ignoring the long view can be very helpful in containing apathy. And since it will be necessary to complete the work, a little bit of work in the present moment will pay dividends later on.

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

I would stop and take as much time as necessary to help that student find what specific concept is providing the difficulty for the student. I would then go back to the fundamentals of that concept, if necessary, in order to rectify any possible lapse in learning which may have occurred in the past that led to the current difficulty.

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