I am an experienced, creative, and highly successful educator who has been tutoring students of all different ages, ability levels, and expectations for seven years. My students have gone on to the best schools in the country, including Harvard University. I have worked with students who struggle with learning differences.
Outside of tutoring, I am a published author and translator who likes to write about science. I graduated magna cum laude with highest honors in the Literary Studies program at Middlebury College. I played basketball for three years there, and I still love watching the game. I am a meditator and yoga practitioner who likes to incorporate the insights from mindfulness into my teaching practice.
Middlebury College - Bachelors, Literary Studies
What is your teaching philosophy?
I believe in learning from my students. Instead of prescribing a curriculum to them, I like to meet with them and get to know how their minds work and what they need. Every student is different, and I pride myself on being able to accommodate any learning style.
What might you do in a typical first session with a student?
In the first session with a student I like to get to know them by asking questions about their educational experience. It is important to develop a rapport before beginning any serious work. The student has to trust me in order to follow my lead. I also like to ask for previous assessments and test scores to get a sense of what their strengths and weaknesses are in the classroom.
How can you help a student become an independent learner?
I always say that my goal is for my students not to need me as a tutor anymore, as soon as possible! I help students achieve independence by walking them through the process of studying, taking notes, and writing essays. I like to ask them to play the role of the teacher and pretend that I am their student, in order to help them articulate their ideas.
How would you help a student stay motivated?
Every student is different. It is important to figure out what motivates an individual. Sometimes results are enough; a student who improves a test score, for example, might take pride in the number alone. However, students have to love learning. They have to enjoy the experience of working with me, which should end up being reward in itself. If a student learns to love the process, then the work itself serves as motivation.