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Paige: Upland tutor
Certified Tutor
...concepts but also connect them to real-world applications. I believe that education should empower students to express themselves effectively and think critically, which is essential for success in both academics and life. Beyond English, I also enjoy exploring subjects like history and psychology, enriching my students' understanding of literature through these lenses. I look forward...
Education & Certification
Bachelor in Arts, English
Test Scores
ACT Composite: 32
ACT English: 35
ACT Reading: 35
Morgan: Upland tutor
Certified Tutor
...a B.S. degree in Biology and B.A. in Environmental Studies. I have extensive coding experience in R, and am passionate about statistics and data analyses. I love working with students, and teaching was one of my favorite components of my graduate education. I also have experience helping with college/graduate school applications, and the writing process...
Education & Certification
Bachelor in Arts, Biology, General
Doctor of Science, Environmental Science
Julia: Upland tutor
Certified Tutor
...high school I began to tutor elementary and middle school English and Math, but am not tied down to these subjects. My goal is to leave students with the same lasting impact that my tutors and mentors left me with when I was younger, both in the context of education and that of life in...
Education & Certification
Bachelor of Economics, Accounting and Finance
Fleming: Upland tutor
Certified Tutor
...subject specific work, I helped these students with time management and general study skills. I held this role for 3 years, tutoring around 3-7 students weekly. I also have experience tutoring younger students both from my home and college community in science in math courses. My time both as a student and tutor greatly inform...
Education & Certification
Bachelor of Science, Cognitive Science
Michael: Upland tutor
Certified Tutor
...on multiple subjects, but I am especially versed in English Composition, English Literature, and American History. I graduated from Washington and Lee University as a double English and History major and from Drew University with a Master's degree in Theological and Religious Studies. I enjoy movies, baseball, and anything to do with C.S. Lewis.
Education & Certification
Bachelor in Arts, English
Avery: Upland tutor
Certified Tutor
...Center Houston. Today, I get instructional experience as a University Ambassador (tour guide) for my school. I love to teach because I love to learn, and it's my greatest joy to share that experience! I most excited to tutor Latin from intro to Cicero, English with a focus on critical reading and writing skills, and...
Education & Certification
Bachelor in Business Administration, Business Administration and Management
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Recent Upland Tutoring Session Notes
The student is being introduced to the fundamental counting theorem as part of his final unit, which is on basic probability statistics. He has no trouble applying the fundamental counting theorem. I practiced a variety of applications with him, and he didn't really struggle with any of them - the idea is pretty straightforward. You figure out how many possibilities might come together, and how much variability there is in each possibility, and you multiply them all together in order to find the number of uniquely combined possibilities. This shows itself in a variety of ways in word problems - but, abstractly, that's the whole process. He is definitely up-to-speed on this material.
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The student and I met for the first time today, and she was great at jumping right in and had a prior math test for us to review. She is an incredibly bright student who was really receptive to prompts. The concepts that she seemed to struggle with the most in math were geometry and word problems. She never at all seemed defeated when struggling and was also eager to respond. Her enthusiasm is really promising for the future of our sessions.
She has yet to take a reading section, so I asked her to take one before our next session. I also left her with some verbal practice because that seems to be the section that she struggles with the most. I will send tests for analogy practice online, and I encouraged her to make some flashcards on her own in addition to practicing with the ones her sister passed along to her.
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We practiced using the completing the square method for rewriting a quadratic function from the standard form into the vertex form. We also reviewed how to sketch a parabola from the vertex form. We then reviewed square roots and complex numbers, including simplifying expressions with i or square roots in the denominator of a fraction. Lastly, we looked at quadratic inequalities. The student is doing well with simplifying square roots and complex numbers, and she is doing better solving quadratics using square roots and remembering that there are two solutions. She is also getting better working with the vertex form of a quadratic function to determine the vertex of the parabola and sketch the graph.
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This session, we started to prepare for a test on manipulating integers. We reviewed the student's homework, discussing the different processes and talking about what she felt comfortable with. She is still working on adding/subtracting integers. We went over different ways to look at the problems, using our rules we talked about as well as a number line to check the answers. We did extra problems working integers. I left an additional practice sheet with her. I asked her to try to do at least half of the problems to see how she does on her own since I will not be sitting next to her during the test. She is starting to feel more comfortable with the process; however, I did tell her that the only way to really get strong with the concepts is to do as many practice problems as possible. We will continue to review for the test next session.
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Topics covered were solving systems of equations by substitution and by elimination, graphing linear equations using slope-intercept and point-slope forms, applications of systems of equations, and solving linear equations. The student was good with the concepts of each topic and each mistake was either sign related or writing something down wrong. The student was enthusiastic about all the topics covered. I advised her to try and do more and more problems to get formulas into her long-term memory through repetition (the more you write something, the more likely you are to remember it).
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Today, we worked on using context clues to learn and understand vocabulary words, as the student asked to work on this last week. I came with several worksheets to practice this skill, and I chose more difficult vocabulary words that he most likely didn't know so that he had to focus on using the context clues to define the words. In each sentence, he had to identify the words that helped him with the vocabulary word and then write a definition for the word. He seemed really interested in the exercises and was very excited about learning these new vocabulary words. I think this was a very helpful exercise, and we will continue with this next week.
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