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Chong

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I have tutored various students in various subjects for over a decade. In that time, I have found that tutoring only works it it is student-centered. It must follow the student's interests and work at her pace.

So when I tutor, I see my job not as imparting information, but as engaging a person. That person is capable and interesting, and has a great deal to contribute, and my job is to help her realize that potential.

I do not lecture, I tell stories, listen, and make suggestions. My job is to help, and the student must see me as an ally, not another hostile authority figure with an ax to grind.

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Chong’s Qualifications

Education & Certification

Undergraduate Degree: Wheaton College (Illinois) - Bachelors, Psychology

Hobbies

Role Playing, Poetry, Literature, Social Dance

Tutoring Subjects

Algebra

Algebra 2

AP U.S. Government & Politics

Arithmetic

College Algebra

College English

College Essays

College Level American History

Comparative Literature

Elementary Math

Elementary School Math

English

English Grammar and Syntax

Essay Editing

European History

Geometry

GRE

High School English

High School Level American History

History

Homework Support

Literature

Math

Middle School Math

Other

Pre-Algebra

Psychology

Social Sciences

Social Studies

Summer

World Religions

Writing

Q & A

What is your teaching philosophy?

I have many philosophies of education: "If you don't value, respect, and want to engage with your students, they won't want to learn from you. So above all, love your students as human beings rather than seeing them as just your work." "School is not about making kids learn; it's about giving them the tools to learn on their own.” Et cetera. If I had to articulate a single, foundational philosophy of education, however, I would take a page from Neil Postman, and speak of the "End of Education.” The ultimate point and purpose of education. I once heard it said that "the means of one age become the ends of the next," something which strikes me as an epidemic of epic proportions in Education today. Former Secretary of Education Arne Duncan declared: "We should be able to look every second grader in the eye and say, ‘You’re on track, you’re going to be able to go to a good college...” Personally, I'm inclined to think that laying the pressure of worrying about college admissions on a second grader is cruel punishment. Sadly, it may no longer be unusual. Too many of us have lost sight of the end of our education system and made what had been means into our ends. College is not the end goal of education. Jobs are not the end goal of education. These are both means towards the ends of a good life: secure, prosperous, productive, and meaningful. If we allow these means to become our ends, we do students a grave disservice. An honest and fruitful philosophy of education must serve students rather than the false idols of competitive college admissions or the job market. The goal of teaching should be to give students the best of our society and empower them not only able to thrive in it, but also improve it. Every lesson plan, every topic, every interaction with a student should be guided by reflecting on the question: how does this equip the student to grow, to thrive, and to develop into the person we hope for her to be. To truly educate, the teacher must edify, must build the student up in agency and passion for excellence. History and science, homework and presentations, these are all tools, means. Honor the ends, honor her ends - her aspirations and potential, and the student will grow into and beyond all that we ask of her. Teaching is not about subject matter or curricula or even best practices. These are our means. Our end is the student who goes on to proactively recognize problems and resolve them with logical analysis, creative thinking, and organized teamwork, and applies this capacity for action to both pursuing her own cherished ends and making a better future for all of us.

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

Get to know the student, to build rapport so that we have trust going forward. Assess the student's current level of knowledge and skill. Make a plan for moving forward and helping the student attain her goals.

How can you help a student become an independent learner?

By using stories and challenges to show the student how learning can be exciting and rewarding. Learning should not be something that is imposed on you from the outside; it should be an act of gleeful exploration, a brave foray into the unknown.

How would you help a student stay motivated?

A sense of efficacy and agency is, in my experience, the best motivator. Help the student to see how she is growing, and she will be encouraged to work harder and develop further.

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

I would remind the student that she is a capable individual, and that she is capable of overcoming challenges. Challenges exists as a way for her to show that she is capable of overcoming. They're an opportunity, not something to be dreaded.

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