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My tutoring sessions focus on helping students become stronger, more confident learners. My teaching experience began at Vassar College, where I graduated Phi Beta Kappa with general and departmental honors. I helped direct the College's Writing Center, and I worked one-on-one with students who sought feedback on their writing assignments. Helping students fulfill their goals was incredibly rewarding, and I looked to formalize my education commitments. So, I attended Teachers College, Columbia University to train as a social studies teacher. There, I worked in New York City's public schools while imbibing the work of John Dewey and James Bank. Upon graduation, I moved to Massachusetts and began working at a small independent school on the north shore. I have taught AP US history and modern European history for four years now but am transitioning to a history PhD program at the University of New Hampshire.

Undergraduate Degree:

 Vassar College - Bachelors, History

Graduate Degree:

 Teachers College, Columbia University - Masters, Teaching in Social Studies

Practicing yoga, running on trails, hiking in new places, reading novels

AP US History

College English

College Level American History

High School English

High School Level American History



US History

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

In the first session, students and I talk about what they perceive to be their strengths and where they would like to become stronger. Together, we craft a game plan that utilizes their intrinsic motivation and my strengths as a tutor.

How can you help a student become an independent learner?

I help students become independent learners by asking many, many questions. Throughout this process I not only get to know the student and his or her learning process better, but also facilitate the student's ability to craft her own solutions to challenges.

How would you help a student stay motivated?

I am a people person. For four years I have helped motivate high school students achieve their goals, and my tested strategy is forming positive, supportive relationships with my students.

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

I advocate "chunking," or the breaking down of complex issues into smaller, manageable bits. Through scaffolding questions, modeling, and guiding practice, I help students master the small steps that can help them with the larger ones. Also, I use students' strengths to help them integrate new, challenging material into their understanding of older, more comfortable concepts.