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Chase

Welcome everyone! My name is Chase Walker LaRue and I teach high school science in Salemberg, NC. I have spent time all over the United States and spent time studying in Colorado, Kansas, North Carolina, Mississippi, and Maryland. I think the best type of learning is accompanied by steps in developing real skills, and real personal quality. After spending time as a college athlete, a college advisor, and now a teacher, I have seen education from every angle. I look forward to creating an academic story with each student I work with!

Undergraduate Degree:

 University of North Carolina at Chapel Hill - Bachelors, Biology and Chemistry

Graduate Degree:

 Johns Hopkins University - Current Grad Student, Education

ACT Composite: 30

ACT Reading: 32

ACT Science: 33

Baseball, CrossFit, Harry Potter, Chemistry, Juggling, Making S'mores

What is your teaching philosophy?

My teaching philosophy creates a story out of the material. Searching for answers involves understanding the "who, what, where, when, why" of a posed problem. By dissecting any type of content into its "characters" and storyline, learning becomes an involved and engaged process. Students enjoy making their own stories based on their own lives and experiences!

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

A first tutoring session will lay the groundwork for how the student and I best communicate and work together. By getting to understand how they best learn (listening, writing, pictures, etc.), I can continue to grow and develop to best serve them in instruction. We will get to know a little bit about each other, gain an overview of studying skills/strategies, and find out what the student enjoys most so that it can become an easier, more efficient study process.

How can you help a student become an independent learner?

Independent learning comes from a mindset and a set of skills students can utilize as they prepare for assignments. By helping students understand how they think, they can utilize their metacognition as they work/learn to teach while they learn. For example, organizing notes in a manner that creates "checkpoints" throughout the content allows students to break up learning into checkpoints and therefore gauge their learning and studying where they most need it. This can be done by creating two column, segmented notes/work that leaves room for adaptation, reflection, and questions (similar to Cornell Notes).

How would you help a student stay motivated?

Student motivation directly links to their goals and their lives. By forming a relationship with the student and understanding their intended direction in the future, material can parallel their interests and goals in order to better engage their interest and learning.

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

The first need involves understanding at what stage of the material the student finds themselves challenged. By dissecting that point, we can work together to discover the root of the problem and work from there. I plan to scaffold student learning so that success is always a pencil mark away.