I am a rising Junior computer science major, biochemistry minor at Carleton College. I remember how important asking for help was when I was studying for exams and would love to assist students going through the same process. Although I am knowledgeable in many subjects, I am most equipped tutoring in college and high school-level computer science, college and high school-level biology, and SAT prep. During high school, I tutored my classmates in preparation for the SAT, and have two years of experience tutoring college students in computer science courses. I learn best when I understand the practicality and relevance of the material, and hope to instill those concepts in my lessons.

Teaching has been of passion of mine since I began college. Helping others learn the subjects that I used to struggle through is something I enjoy doing.I graduated from The University of Connecticut in Storrs with a degree in Biology. I have an great background in mathematics, physics, and biology.If there is something I do not understand I will work my hardest to learn what it is I need to.

I am a Chilean Teacher with a diverse background. I started as a Music Teacher many years ago and when I came to the US, I got a Master's Degree in Cultural and Linguistic Diversity, with concentration in Hispanic Language and Studies. I have taught Spanish for different ages and levels at different Colleges for the last 13 years. You can be confident that I know what I'm talking about when it comes to the Spanish language and Spanish and Latin American Culture.

I recently graduated summa cum laude from Emory University, maintaining a 4.0 GPA while studying Environmental Science and Philosophy, Politics, and Law. I have extensive experience in tutoring and education, having directed multiple educational summer camps and tutored students and offered courses in chess and tennis. I also have three years of direct tutoring experience at the Emory Writing Center, where I worked with students from a variety of backgrounds on diverse writing tasks. Prior to Emory, I attended the North Carolina School of Science and Mathematics, taking courses like linear algebra, mathematical modeling, multivariable calculus, and advanced chemistry, biology, and physics. From an academic standpoint, I am ready to tutor in these topics, environmental science, philosophy, and writing. I recently received highest honors defending my 100-page thesis and am ready to work with students on in-depth research and writing projects. I am also prepared to assist students in preparing for standardized tests, having scored in the 99th percentile on numerous mainstream exams, including the LSAT, ACT, SAT, GRE, and PSAT. My success in standardized testing was a large part of my success in securing full-ride scholarships to Emory University, and now to the University of Pennsylvania Law School. I am passionate about helping students reach their desired goals and outcomes. My tutoring philosophy centers the student and their approaches to learning, and I would be delighted to help you in your next steps. Please feel free to reach out!

I am from the Boulder, Colorado area, and graduated from the University of Colorado, where I studied English and business, while also completing a four-year study on ethical leadership. Additionally, I pursued Honors distinction through a study of James Joyce and interned with now U.S. Senator Mark Udall during his tenure in the House of Representatives. I worked with Crocs Footwear at their global headquarters as an account manager for five years in account management, before relocating to Austin, Texas, in 2011, when I began pursuing a career in education. I am currently certified as a teacher in Texas in six different subjects, including Language Arts, Social Studies, Math, Business, and Special Education. I enjoy all of these subjects, but am particularly passionate about language arts. My philosophy of education centers around the learner in all aspects, teaching to the whole student and embracing what makes that student unique.

I am a graduate of Washington University in St. Louis. I received my degree in Mathematics. Following graduation, I worked in health care for many years. After my corporate job, I was fortunate to stay home with my children.I look forward to tutoring and helping students by providing clear examples so they can understand math.

I am currently a Ph.D. candidate at MIT in chemical engineering. Previously, I worked as a science tutor for Pasadena City College and a couple of high school students.

Spanish teacher. Venezuelan.Professional formed in the Social.Communication area, with several studies, and specializations related to art, teaching, languages, oral communication skills, and management sciences. Master in Linguistics and Ph.D. in Cultural Management.Extensive working experience in teaching, research, and senior management. Excellent speech.Varied experience leading media and Cultural orders.

My approach to teaching is more or less a fusion of my experiences as an undergraduate, my interests in philology and linguistics, and my teaching experience at the University of Minnesota.Teacher-centered vs. student-centered teaching:In my teaching I have maintained the principles of proficiency-based instruction, and have been content to spend more time in a student-centered atmosphere than I probably would have been hitherto.I will, however, switch to a more traditional approach at times, that is, to a teacher- centered environment, concentrating on specific issues of grammar, structure, or style. Students appreciate the input of an expert, especially when they have a very limited knowledge base in the target language.My warm-ups are most always based on one-on-one teacher-student interaction within the classroom, which encourages students to make themselves heard in a friendly and supportive environment. Such warm-ups in recent years have fallen in one of several categories:1. Asking students to give information about the world (which, I remind them, includes the classroom).2. Asking students to discuss what they did the previous evening.3. Asking students to discuss what they did not do the previous evening.4. Asking students to make statements and have the rest of the class determine whether those statements are true or not.5. Giving students 30 seconds to compose a question, which is then asked aloud.6. Having students suggest random "answers" and having other students pose appropriate questions.Reading:As teachers, we encourage students to read for general ideas, not details. This is, I feel, the logical and correct approach. The difficulty is that it is easier said than done, especially when one uses authentic materials designed for native speakers. Whatever the text, pre-reading exercises must be carefully chosen and students must be prepared for key vocabulary items that will appear in the text.I have attempted to assist in vocabulary building by creating picture dictionaries and matching exercises based on the reading, examples of which are to be found later in this document. I also stress and encourage reading aloud in class at all levels to practice pronunciation and sentence intonation. I have furthermore put together storyboards for first-year reading texts, so that stories can be followed more easily.Technology:In the last few years, I have found that technology has allowed me, as an instructor, to design materials that look more professional and creative. Using graphics programs and experimenting with word processing programs encourages one to think a bit more like a designer, and thus try to see things from a student's perspective.The importance of technology in the classroom has also become more clear to me over the years: in addition to fostering a variety of learning approaches, the use of videos, computers, chatrooms, and, especially, internet activities constantly reminds students that they are not learning some secret language of a classroom, but one spoken by millions throughout the real world.One must always beware, however, of using technology for its own sake. The fact that a good online or computer exercise exists does not mean it needs to be used. As a coordinator (see below) I encouraged my instructors to pick and choose which exercises and types of technology they felt benefitted students most and, moreover, to avoid those exercises in which the student's negotiation of the task becomes overly complex with regard to the objective.General:My success rate in the first, second, and third years has, I think, been very high, and I have always prided myself on the fact that my courses have been in the main both informative and entertaining. Students have appreciated my stepping back from the fore to let them carry out tasks and activities on their own, but they also like the fact that I am willing to take class time to explain concepts that are unclear or linguistic information that I find relevant. Indeed, in one first- year class, my eager and diligent students constantly pressed me for more and more philological information until I was forced to remind them that we had other material to look at in the modern language.My experiences have confirmed my beliefs that 1) traditional approaches can be used alongside newer ones as long as one's goals are clearly set, and 2) that how one teaches something is always as important as what one teaches.

My primary goal is to help students understand why they're learning how to do a problem as much as it is to teach how to solve it. Focusing much more on true understanding of each topic has helped me on my own journey to where I am today, and is something I love to share with the students I teach.

I am a rising Junior computer science major, biochemistry minor at Carleton College. I remember how important asking for help was when I was studying for exams and would love to assist students going through the same process. Although I am knowledgeable in many subjects, I am most equipped tutoring in college and high school-level computer science, college and high school-level biology, and SAT prep. During high school, I tutored my classmates in preparation for the SAT, and have two years of experience tutoring college students in computer science courses. I learn best when I understand the practicality and relevance of the material, and hope to instill those concepts in my lessons.

Teaching has been of passion of mine since I began college. Helping others learn the subjects that I used to struggle through is something I enjoy doing.I graduated from The University of Connecticut in Storrs with a degree in Biology. I have an great background in mathematics, physics, and biology.If there is something I do not understand I will work my hardest to learn what it is I need to.

I am a Chilean Teacher with a diverse background. I started as a Music Teacher many years ago and when I came to the US, I got a Master's Degree in Cultural and Linguistic Diversity, with concentration in Hispanic Language and Studies. I have taught Spanish for different ages and levels at different Colleges for the last 13 years. You can be confident that I know what I'm talking about when it comes to the Spanish language and Spanish and Latin American Culture.

I recently graduated summa cum laude from Emory University, maintaining a 4.0 GPA while studying Environmental Science and Philosophy, Politics, and Law. I have extensive experience in tutoring and education, having directed multiple educational summer camps and tutored students and offered courses in chess and tennis. I also have three years of direct tutoring experience at the Emory Writing Center, where I worked with students from a variety of backgrounds on diverse writing tasks. Prior to Emory, I attended the North Carolina School of Science and Mathematics, taking courses like linear algebra, mathematical modeling, multivariable calculus, and advanced chemistry, biology, and physics. From an academic standpoint, I am ready to tutor in these topics, environmental science, philosophy, and writing. I recently received highest honors defending my 100-page thesis and am ready to work with students on in-depth research and writing projects. I am also prepared to assist students in preparing for standardized tests, having scored in the 99th percentile on numerous mainstream exams, including the LSAT, ACT, SAT, GRE, and PSAT. My success in standardized testing was a large part of my success in securing full-ride scholarships to Emory University, and now to the University of Pennsylvania Law School. I am passionate about helping students reach their desired goals and outcomes. My tutoring philosophy centers the student and their approaches to learning, and I would be delighted to help you in your next steps. Please feel free to reach out!

I am from the Boulder, Colorado area, and graduated from the University of Colorado, where I studied English and business, while also completing a four-year study on ethical leadership. Additionally, I pursued Honors distinction through a study of James Joyce and interned with now U.S. Senator Mark Udall during his tenure in the House of Representatives. I worked with Crocs Footwear at their global headquarters as an account manager for five years in account management, before relocating to Austin, Texas, in 2011, when I began pursuing a career in education. I am currently certified as a teacher in Texas in six different subjects, including Language Arts, Social Studies, Math, Business, and Special Education. I enjoy all of these subjects, but am particularly passionate about language arts. My philosophy of education centers around the learner in all aspects, teaching to the whole student and embracing what makes that student unique.

I am a graduate of Washington University in St. Louis. I received my degree in Mathematics. Following graduation, I worked in health care for many years. After my corporate job, I was fortunate to stay home with my children.I look forward to tutoring and helping students by providing clear examples so they can understand math.

I am currently a Ph.D. candidate at MIT in chemical engineering. Previously, I worked as a science tutor for Pasadena City College and a couple of high school students.

Spanish teacher. Venezuelan.Professional formed in the Social.Communication area, with several studies, and specializations related to art, teaching, languages, oral communication skills, and management sciences. Master in Linguistics and Ph.D. in Cultural Management.Extensive working experience in teaching, research, and senior management. Excellent speech.Varied experience leading media and Cultural orders.

My approach to teaching is more or less a fusion of my experiences as an undergraduate, my interests in philology and linguistics, and my teaching experience at the University of Minnesota.Teacher-centered vs. student-centered teaching:In my teaching I have maintained the principles of proficiency-based instruction, and have been content to spend more time in a student-centered atmosphere than I probably would have been hitherto.I will, however, switch to a more traditional approach at times, that is, to a teacher- centered environment, concentrating on specific issues of grammar, structure, or style. Students appreciate the input of an expert, especially when they have a very limited knowledge base in the target language.My warm-ups are most always based on one-on-one teacher-student interaction within the classroom, which encourages students to make themselves heard in a friendly and supportive environment. Such warm-ups in recent years have fallen in one of several categories:1. Asking students to give information about the world (which, I remind them, includes the classroom).2. Asking students to discuss what they did the previous evening.3. Asking students to discuss what they did not do the previous evening.4. Asking students to make statements and have the rest of the class determine whether those statements are true or not.5. Giving students 30 seconds to compose a question, which is then asked aloud.6. Having students suggest random "answers" and having other students pose appropriate questions.Reading:As teachers, we encourage students to read for general ideas, not details. This is, I feel, the logical and correct approach. The difficulty is that it is easier said than done, especially when one uses authentic materials designed for native speakers. Whatever the text, pre-reading exercises must be carefully chosen and students must be prepared for key vocabulary items that will appear in the text.I have attempted to assist in vocabulary building by creating picture dictionaries and matching exercises based on the reading, examples of which are to be found later in this document. I also stress and encourage reading aloud in class at all levels to practice pronunciation and sentence intonation. I have furthermore put together storyboards for first-year reading texts, so that stories can be followed more easily.Technology:In the last few years, I have found that technology has allowed me, as an instructor, to design materials that look more professional and creative. Using graphics programs and experimenting with word processing programs encourages one to think a bit more like a designer, and thus try to see things from a student's perspective.The importance of technology in the classroom has also become more clear to me over the years: in addition to fostering a variety of learning approaches, the use of videos, computers, chatrooms, and, especially, internet activities constantly reminds students that they are not learning some secret language of a classroom, but one spoken by millions throughout the real world.One must always beware, however, of using technology for its own sake. The fact that a good online or computer exercise exists does not mean it needs to be used. As a coordinator (see below) I encouraged my instructors to pick and choose which exercises and types of technology they felt benefitted students most and, moreover, to avoid those exercises in which the student's negotiation of the task becomes overly complex with regard to the objective.General:My success rate in the first, second, and third years has, I think, been very high, and I have always prided myself on the fact that my courses have been in the main both informative and entertaining. Students have appreciated my stepping back from the fore to let them carry out tasks and activities on their own, but they also like the fact that I am willing to take class time to explain concepts that are unclear or linguistic information that I find relevant. Indeed, in one first- year class, my eager and diligent students constantly pressed me for more and more philological information until I was forced to remind them that we had other material to look at in the modern language.My experiences have confirmed my beliefs that 1) traditional approaches can be used alongside newer ones as long as one's goals are clearly set, and 2) that how one teaches something is always as important as what one teaches.

My primary goal is to help students understand why they're learning how to do a problem as much as it is to teach how to solve it. Focusing much more on true understanding of each topic has helped me on my own journey to where I am today, and is something I love to share with the students I teach.