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Taylor

Hi! My name is Taylor, nice to meet you!

I just recently graduated from Georgia State College and University with my Masters Degree in History and I'm working my way towards becoming a professor teaching at the college level.

I have spent the last eight years accumulating the skills necessary to help you become the student that we both know that you can be. I've worked with students in both one-on-one and in group settings and achieved excellent results. I know that I can help you the same way.

Most importantly, I understand that students learn differently. One of the things that I pride myself on is being able to tailor (no pun intended) our sessions together to target your strengths , which ultimately leads to better retention. I similarly pride myself on being able to boil down complex concepts to make them more digestible for students who are having trouble understanding.

I have worked in both academic and professional settings in order to help students improve their overall performance and I know I can be a great fit for you. Thank you so much and I look forward to talking with you!

-Taylor Lanham

Undergraduate Degree:

 University of Georgia - Bachelors, History w/Philosophy Minor

Graduate Degree:

 Georgia College and State University - Masters, History

GRE: 155

GRE Quantitative: 148

GRE Verbal: 155

Music/History/Philosophy/Audio Engineering

American Literature

AP Research

College Application Essays

College English

College Level American History

College World History

Elementary School

Elementary School Reading

Elementary School Writing

High School English

High School Level American History

High School Level American Literature

High School Political Science

High School World History

High School Writing

IB World Religions

Middle School Reading Comprehension

Middle School Writing

Other

PCAT Verbal Ability

Philosophical Ethics

Social Sciences

Spelling Bee

Study Skills

Study Skills and Organization

What is your teaching philosophy?

At a core level, I truly believe that everyone wants to learn. The trick with most students is convincing them that they do. Once this battle has been won, it's really just a matter of finding out which way that particular student best learns. It's vital when working with students to try to tailor your lectures/sessions to the talents of your students. This isn't always possible in the classroom, but one-one-one sessions present a unique opportunity to do so. Finally, equal to what is being taught is how it is being taught. Many students suffer from what I can only define as an "educational anxiety." The only way around that is to try to create a learning environment that allows students to feel comfortable.

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

The first session should be dedicated to identifying what exactly the student is having trouble with. A lot of students do very poorly and even they don't know why, so it's important to spend some time going through some exercises designed to bring those issues to the forefront. For example, a student is having trouble with writing: ask them to create an outline for an essay on a topic that the two of you decide together. Once you have their thoughts down on paper, you can use that as a blueprint for how they are thinking about the assignment.

How can you help a student become an independent learner?

At a core level, I believe that everyone wants to learn. Much of the time, students are convinced by the world that learning is irrelevant to their lives, so the job of the tutor in this sense is to convince them that this is not the case. Many of these students are suffering from a kind of "educational anxiety-" maybe they did poorly in the past and have convinced themselves that they are not good students. It is remarkable how far a developing a strong connection with a student will go towards fixing this problem. A little moral support goes a long, long way. After that, it's a matter of convincing them that they are good students. That can only happen once the effects of your sessions have taken effect and they begin to see the results of their work.

How would you help a student stay motivated?

It's important to understand that students learn things differently; some learn visually, others learn Socratically, and some students are just straightforward lecture students. If a student is having difficulty understanding a concept, it is likely due to the fact that the concept is being approached in the wrong way. If this doesn't work, metaphor and analogy are both useful teaching tools. Try to find something in the student's life that might be analogous to the concept being discussed and try to use it in order to further their understanding of the concept.

How do you help students who are struggling with reading comprehension?

The best technique for this is to help the student gain an understanding of written structure. A lot of the times, poor reading comprehension occurs with students (particularly at the lower levels) because the student doesn't know what to look for when they are reading. They treat all the information they are reading as though it is the same, and it isn't. As a result, they try to remember everything and end up retaining nothing at all. A good way to start with this problem is to try a meta-cognition exercise (literally-thinking about thinking). Have the student read a paragraph and ask them both what they remember AS WELL AS what they do not. This helps to give the student an idea of what they are missing, so they can proceed accordingly.

What strategies have you found to be most successful when you start to work with a student?

I'm personally a big fan of Socratic teaching, which consists of asking the student a series of questions and letting them piece together the answer. This places the student and the teacher on an even playing field, thereby giving the student more confidence than they might have otherwise. It also tends to lead to better retention, as the student will tend to remember things they figured out on their own better than something they heard someone else say.

How would you help a student get excited/engaged with a subject that they are struggling in?

As I focused mostly on history, I tend to try and put them in the place and time that I am teaching, and ask them to try to think about what they would go through as a member of that society. This can be applied to other subjects (English, Philosophy, etc.) but tends to be a bit more limited in scope. More than anything, students have a tendency to match the emotional engagement of the people they are with. Therefore, the more engaged I am with the subject, the more engaged the student will tend to be.

What techniques would you use to be sure that a student understands the material?

This is more a matter of what materials I think the student needs. Typically, I tend to try to limit materials for teaching to things like PowerPoints or slides, but sometimes students are more visual learners. In those cases, you need to introduce materials more targeted towards their learning style.

How do you build a student's confidence in a subject?

A student's confidence level is often the direct result of repeated support of their ability. More than anything, the tutor needs to establish a strong connection between themselves and the student in order to provide them with the emotional support they need in order to invest themselves in the subject material.

How do you evaluate a student's needs?

To begin, the student needs to be given some kind of a test in order to determine what their biggest area of need is going to be. For history or English, I might begin with some kind of written assignment (nothing big, probably just a page) to get a baseline of the student's subject competency. From there, we can work together in order to determine the best way to proceed from there.