Coming from a family-run hospitality business, I've always had a passion for helping people. Schooling was always enjoyable for me and I appreciated the challenges as much as I grieved them. I proudly obtained my Bachelor of Arts degree from Cal State Fullerton. The accredited business school acted as my playground for new ways of thinking and approaching concepts. The beauty of studying business is that it is an evolving subject influenced by our rapidly changing society. Early in my college years, I learned that my instinctual ability to help others did not just stop with assisting friends and family. Mandatory group projects became study sessions for other subjects and coffee dates turned into mentor meetings. When I have the privilege of working with students on lessons that I have learned in the past, I become nostalgic and find it exciting to approach them in different ways that are most beneficial to the individual student. 2 + 2 will always be 4, but sometimes we have ask "Why?" and "What do you think it should be?"
California State University-Fullerton - Bachelors, Business Administration
College Application Essays
Elementary School Math
Elementary School Reading
Elementary School Science
Elementary School Writing
High School Accounting
High School Biology
High School Business
High School Economics
High School English
High School Writing
IB Business & Management
ISEE-Lower Level Mathematics Achievement
ISEE-Lower Level Quantitative Reasoning
ISEE-Lower Level Reading Comprehension
ISEE-Lower Level Verbal Reasoning
ISEE-Lower Level Writing
ISEE-Middle Level Mathematics Achievement
ISEE-Middle Level Quantitative Reasoning
ISEE-Middle Level Reading Comprehension
ISEE-Middle Level Verbal Reasoning
ISEE-Middle Level Writing
ISEE-Upper Level Quantitative Reasoning
ISEE-Upper Level Verbal Reasoning
ISEE-Upper Level Writing
Mac Basic Computer Skills
Middle School Reading
Middle School Reading Comprehension
Middle School Science
Middle School Writing
Study Skills and Organization
Technology and Computer Science
How can you help a student become an independent learner?
One strategy that I try to employ when helping a student to become an independent learner is repetition. It can be a helpful tool when trying to develop a habit. I like to find an approach that is most effective for the particular student, and then continually help them answer problems in that way. I would decrease my assistance less and less until checking the answer is my only involvement.
How would you help a student stay motivated?
School can feel never-ending and a bit overwhelming at times. I like to de-stress and re-engage students by mapping out small goals. If the student highly values extracurricular activities, we can use them in academic examples and as rewards. We can examine a calendar and break things down into due dates and holidays. "Only two more lessons until Winter Break!" can also be helpful.
If a student has difficulty learning a skill or concept, what would you do?
I would want to break down the concept into smaller concepts so that we can work up to the larger concept together. If there is a single concept or skill that cannot be broken down anymore and the student is still having difficulty, there may have been something earlier in their academic career that was not fully explained or retained. It would be important to go back to square one and then find the discrepancy. I believe that is why one-on-one work is so helpful.
How do you help students who are struggling with reading comprehension?
Understanding a sentence and interpreting what the sentence means are two very different things. If a student is having trouble comprehending what he or is she is reading, it is important to break down the text into understandable fragments and build from there. I would want to ask the student different conceptual questions about each sentence that is read and get to a point where the student may be able to predict what comes next on their own.
What strategies have you found to be most successful when you start to work with a student?
Every situation seems to be different, and every student has different needs, but I have found that understanding what the teacher or professor wants from the student is a good place to start. I like to "read between the lines" of the syllabus and use the textbook's unassigned course work as a guide.
How would you help a student get excited/engaged with a subject that they are struggling in?
I find that the most challenging subjects tend to be most boring to that particular student; however, this is not always the case. Sometimes the teacher is not reaching the student in a way that resonates with him or her. As a result, I would try to approach the subject in a way that is interesting and/or more understandable. For instance, if the student is struggling in a science class, it may be that the lectures are monotonic, boring, or not providing understandable examples. I would want to excite the student about the subject by finding videos, pictures, and real-life examples that reflect the chapters we are working on to make the concepts more relatable him or her.
What might you do in a typical first session with a student?
Just as teachers take time to introduce themselves and get to know their students at the beginning of the school year, I also want to learn about the student I will be working with. Depending on the age range and personality of the student, I would maybe facilitate an icebreaker style game to get to know one another or carry a two-way conversation. Understanding the student's hobbies and interests, as well as their dislikes and the challenges they face, will help me shape the way I approach sessions.
What techniques would you use to be sure that a student understands the material?
To make sure a student truly understands the material, I would want to ask conceptual questions they haven't been asked before and are outside the scope of the assigned work. I would want to ask questions that force the student to work backwards or approach the idea in a completely different way. Another helpful technique to employ would be to have the student explain the concept to me or teach me how to solve the problem.
How do you adapt your tutoring to the student's needs?
It is important to be attentive and weary of what the student truly needs help with. By listening to the student's anxieties, the guardian's concerns, and the teacher's perspective, a conclusion can usually be made that satisfies the theories of all three parties. Sometimes, students just need help with organization and time management. In that case, I would want to implement habits such as effective note-taking, planning, and prioritization into the session-plan. In other cases, memorization or formula recognition is a difficulty. At that point, I would want to focus on word association, repetition, and significance. These are just examples, as every student is different and has a different range of needs.
How do you evaluate a student's needs?
Evaluating a student's needs is a process that can only be done after careful analyzation. Grades can only say so much when it comes to what the student may be struggling with. It is important to dive deeper and ask questions such as: "Why doesn't the student like this subject?" "How does the teacher approach this subject?" "Does the teacher employ techniques that resonate with this particular student?" "What kind of atmosphere is the student studying in?" "What can we change?" "Is the student just bored?" By asking these questions, detection of the student's needs becomes easier and the situation can be assessed more smoothly.
What types of materials do you typically use during a tutoring session?
I always make sure to have my laptop with me just in case the student and I need to look something up together. I think it is important for the student to see that even tutors don't know everything off the top of their head. I also make sure to have writing utensils, heavy amounts of scratch paper, and a calculator to check work. If I am working with students who need help with geometry, lines, and/or graphs, I will bring a ruler, a straight-edge, and a protractor. Having these materials on-hand not only makes things easier, but also shows that I am prepared and willing to do the problems in the same way the student would need to for the exam.