Costas: Cary tutor
Certified Tutor
My approach to tutoring is to guide the student to the correct answer to a problem or their own confident answers to abstract questions. I feel that if a student can work through a problem once, they are on track to being able to do their work independently and as such it is the tutors job to simply ensure the student is staying on the correct path. The most effective way to ensure success in this approach is to begin by asking questions. For example, if a student is looking at an algebra problem and is obviously hesitant to put their pencil to paper, then the most appropriate thing to do is to ask them why they are hesitant rather than tell them the first step. By creating a dialogue the path to self-discovery and confidence is open and ready to be traversed.
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Undergraduate Degree: Columbia College Chicago - Bachelors, Fiction Writing/ Music Composition
Classical Piano, Writing, Cooking, 3D Development, Reading
- ACT English
- ACT Math
- ACT Writing
- Algebra
- American Literature
- Biology
- Calculus
- College Application Essays
- College English
- College Level American Literature
- Elementary School Math
- Elementary School Reading
- Elementary School Writing
- English
- English Grammar and Syntax
- Essay Editing
- Geometry
- German 1
- German 2
- High School Biology
- High School English
- High School Level American Literature
- High School Physics
- High School Writing
- Math
- Middle School Math
- Middle School Reading
- Middle School Reading Comprehension
- Middle School Writing
- Other
- Physics
- Pre-Algebra
- PSAT Prep
- Public Speaking
- SAT Writing and Language
- Science
- Spelling Bee
- SSAT Prep
- Study Skills
- Study Skills and Organization
- Test Prep
- Trigonometry
- Writing
What is your teaching philosophy?
The most effective form of teaching comes from creating a free space where a student feels comfortable asking questions and is excited to learn the material. I've found that this sort of relationship is most easily developed when tutoring sessions are approached as a dialogue, rather than a lecture. When a student feels that they are diving into a subject with someone as their guide, rather than holding on for the ride as they attempt speed down avenues of thought after their instructor, they take some measure of ownership in their learning. The goal is that instead of being flooded with feelings of fear and uncertainty, when a student does not entirely grasp a subject, they should feel a budding excitement at the prospect of acquiring and mastering some new piece of knowledge.