I recently graduated with a Bachelor of Arts in Economics this past December (2019) from the University of Texas at Dallas. I worked freelance as an online math tutor for students between sixth and tenth grade, starting in 2015. Math was a strong subject for me during my years in school, and seeing that math is a topic that students often struggle with, I enjoy the opportunity to use my skills to help others achieve their goals. I started tutoring in person during my senior year of high school and shifted to online tutoring sessions throughout college with students from around the state, with many coming from international families. I personally enjoy tutoring students because it's an opportunity to help them develop their skills and confidence in math and in day to day life. My philosophy on tutoring emphasises a strong belief in the importance of providing a positive and safe learning environment as an instructor. Additionally, with how different learning styles can be, I believe it is important as a tutor to be flexible in teaching style in order to meet the individual needs of each student.

I am a graduate of The University of Texas at Arlington. I received my Bachelor of Science in Architectural Engineering. During my years in high school, I became a tutor at an after-school program, which helped ESL students (9th - 11th) who were having difficulties with the material imparted in their classes, and I also helped them learn, practice, and improve their English. More recently, I had the opportunity to teach and tutor the subject of Spanish Literature for 7th and 9th graders in my home country, Mexico. While I have tutored different subject in the past such as English, Social Studies and Science, my favorite subjects are Mathematics and Spanish. Throughout my experience tutoring, I have found that it is necessary to utilize different teaching methods to meet students' needs so they can fully understand a topic or subject. My tutoring style is flexible since like I mentioned before, every student has distinct learning style. Whether the student has a short-term goal like passing a quiz or a long-term goal like getting a better grade in class, I would be more than eager to lend a helping hand. Besides tutoring, I enjoy painting, bicycling, watching movies or tv shows, and I am really excited for the winter Olympics since I love watching figure skating.

Having taught in both large and small classrooms from the junior high to university level for over twenty years, I know that the best learning occurs during one-on-one interaction. My favorite educational experiences have always been seeing a particular student have that "ah ha" moment when a challenging concept is mastered or the perfect word is discovered. Whether it's understanding subject matter like vocabulary or grammar or producing written argumentation, students always excel when a tutor addresses the student's particular requirements and skills. That's exactly the advantage I strive to give my pupils.My background in helping student writers is extensive, from teaching creative writing classes to working on everything from junior high papers to college admission essays to doctoral dissertations. Spending ten years at the University of Delaware in the English and Theatre Departments, I developed writing programs as well as taught almost all the subject matter courses the English Department offered. While I have a deep connection to literature (especially from the nineteenth century), I also have a background in technical writing that I picked up through my other obsession, which is performance magic.I enjoy sharing my passion for learning and mastering communication skills with others and am eager to share it with students who are ready to excel.

Greetings Students and Families. I am a two time college graduate of The University of North Texas. I received my Bachelor of Science in Elementary Education in 1990, with Texas Teacher Certification, K-8 in all subjects. I furthered my college education with UNT and earned my Master's Degree in Education Administration in 1992. I have 21 college level credit hours in Math, 10 years of Math Teaching experience in the classroom at Richland College, Dallas County Community College. During my time teaching at Richland College, I taught students from many diverse backgrounds, skill level, and ages. I have been a private math tutor before, during, and after my classroom teaching with Richland College. I am qualified and experienced teaching and tutoring grammar, reading, and writing, however, my passion is teaching Math! My teaching goals are as follows: 1. Improve student understanding of math and grades, 2. Increase Self Esteem, and 3. Gain Math confidence and an attitude that Math can be and is Fun ! I frequently use hands on Math Manipulatives, such as fraction circles, base ten blocks, coins, tens trays, and various measuring items to help students get a tactile and tangible experience. I have a good sense of humor and use it wisely and with fun in my lessons with students. We have fun, while learning ! In my leisure time, I enjoy gardening, trying out new recipes in the kitchen, socializing with my cat, Sparky as well as other animal related events. A quiet walk through nature is my refueling technique, and I love the ocean and the beach!

Hello, my name is Erin. I am very excited to teach your child! I earned my Bachelors of Science from Stephen F. Austin State University. I have 19 years teaching experience over 25 years working with children. I enjoy seeing students master new skills and feeling proud of achievements. I love to think outside of the box and use games, songs and lots of energy to make learning fun. I look forward to seeing your child in my online classroom.

Hi! I'm currently a Sophomore at the University of Texas Dallas. I'm studying Accounting and Finance at the School of Business and I love teaching. I have over 3 years over tutoring experience and I've taught many different subjects in math and reading.

I graduated Magna Cum Laude from the University of Texas at Dallas in 2014. This semester, I am going back to UTD to pursue my Masters degree. I moved to the U.S. five years ago and without even realizing it, I became my family’s private interpreter. Not long after that, I realized I could make a living connecting words and worlds. I became an interpreter and I did so for many years.I am always fascinated by the fact that, nowadays, knowing a language can set you apart. It can make the difference between getting a scholarship, an internship, and even a job. I love languages because you can learn not only grammar and pronunciation, but beliefs, history and cultures.Learning something new is NEVER easy! It takes time and patience, but once you "get it", you will feel amazing! Learning English changed my life and I want to help you change yours.

I am currently an undergraduate student at the University of Texas at Dallas, where I am simultaneously pursuing a B.S. in Psychology and a B.S. in Speech-Language Pathology and Audiology. I have taught adult ESL classes for nearly two years as part of a volunteer program at my school, which has given me a strong background in education and organizational skills. I am a fluent speaker of English, Spanish, and Portuguese, and I am in the process of learning Mandarin Chinese. Being an avid reader and learner of languages, my most passionate tutoring subjects are SAT Critical Reading, SAT Writing, Spanish, and general writing/grammar skills. My approach to tutoring emphasizes improving studying and test-taking skills, as well as guiding students to their own, genuine understandings of the material at hand through thought-provoking questions and engagement in critical thinking, as opposed to rote learning techniques. In my free time, I enjoy reading, biking, listening to music, and cooking.

I have learned a great deal in my history of tutoring. I believe that learning is a unique process for each individual, and that it is crucial to understand how to best guide the student through that process, rather than assuming they will always succeed in the same form of instruction as others.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.

I recently graduated with a Bachelor of Arts in Economics this past December (2019) from the University of Texas at Dallas. I worked freelance as an online math tutor for students between sixth and tenth grade, starting in 2015. Math was a strong subject for me during my years in school, and seeing that math is a topic that students often struggle with, I enjoy the opportunity to use my skills to help others achieve their goals. I started tutoring in person during my senior year of high school and shifted to online tutoring sessions throughout college with students from around the state, with many coming from international families. I personally enjoy tutoring students because it's an opportunity to help them develop their skills and confidence in math and in day to day life. My philosophy on tutoring emphasises a strong belief in the importance of providing a positive and safe learning environment as an instructor. Additionally, with how different learning styles can be, I believe it is important as a tutor to be flexible in teaching style in order to meet the individual needs of each student.

I am a graduate of The University of Texas at Arlington. I received my Bachelor of Science in Architectural Engineering. During my years in high school, I became a tutor at an after-school program, which helped ESL students (9th - 11th) who were having difficulties with the material imparted in their classes, and I also helped them learn, practice, and improve their English. More recently, I had the opportunity to teach and tutor the subject of Spanish Literature for 7th and 9th graders in my home country, Mexico. While I have tutored different subject in the past such as English, Social Studies and Science, my favorite subjects are Mathematics and Spanish. Throughout my experience tutoring, I have found that it is necessary to utilize different teaching methods to meet students' needs so they can fully understand a topic or subject. My tutoring style is flexible since like I mentioned before, every student has distinct learning style. Whether the student has a short-term goal like passing a quiz or a long-term goal like getting a better grade in class, I would be more than eager to lend a helping hand. Besides tutoring, I enjoy painting, bicycling, watching movies or tv shows, and I am really excited for the winter Olympics since I love watching figure skating.

Having taught in both large and small classrooms from the junior high to university level for over twenty years, I know that the best learning occurs during one-on-one interaction. My favorite educational experiences have always been seeing a particular student have that "ah ha" moment when a challenging concept is mastered or the perfect word is discovered. Whether it's understanding subject matter like vocabulary or grammar or producing written argumentation, students always excel when a tutor addresses the student's particular requirements and skills. That's exactly the advantage I strive to give my pupils.My background in helping student writers is extensive, from teaching creative writing classes to working on everything from junior high papers to college admission essays to doctoral dissertations. Spending ten years at the University of Delaware in the English and Theatre Departments, I developed writing programs as well as taught almost all the subject matter courses the English Department offered. While I have a deep connection to literature (especially from the nineteenth century), I also have a background in technical writing that I picked up through my other obsession, which is performance magic.I enjoy sharing my passion for learning and mastering communication skills with others and am eager to share it with students who are ready to excel.

Greetings Students and Families. I am a two time college graduate of The University of North Texas. I received my Bachelor of Science in Elementary Education in 1990, with Texas Teacher Certification, K-8 in all subjects. I furthered my college education with UNT and earned my Master's Degree in Education Administration in 1992. I have 21 college level credit hours in Math, 10 years of Math Teaching experience in the classroom at Richland College, Dallas County Community College. During my time teaching at Richland College, I taught students from many diverse backgrounds, skill level, and ages. I have been a private math tutor before, during, and after my classroom teaching with Richland College. I am qualified and experienced teaching and tutoring grammar, reading, and writing, however, my passion is teaching Math! My teaching goals are as follows: 1. Improve student understanding of math and grades, 2. Increase Self Esteem, and 3. Gain Math confidence and an attitude that Math can be and is Fun ! I frequently use hands on Math Manipulatives, such as fraction circles, base ten blocks, coins, tens trays, and various measuring items to help students get a tactile and tangible experience. I have a good sense of humor and use it wisely and with fun in my lessons with students. We have fun, while learning ! In my leisure time, I enjoy gardening, trying out new recipes in the kitchen, socializing with my cat, Sparky as well as other animal related events. A quiet walk through nature is my refueling technique, and I love the ocean and the beach!

Hello, my name is Erin. I am very excited to teach your child! I earned my Bachelors of Science from Stephen F. Austin State University. I have 19 years teaching experience over 25 years working with children. I enjoy seeing students master new skills and feeling proud of achievements. I love to think outside of the box and use games, songs and lots of energy to make learning fun. I look forward to seeing your child in my online classroom.

Hi! I'm currently a Sophomore at the University of Texas Dallas. I'm studying Accounting and Finance at the School of Business and I love teaching. I have over 3 years over tutoring experience and I've taught many different subjects in math and reading.

I graduated Magna Cum Laude from the University of Texas at Dallas in 2014. This semester, I am going back to UTD to pursue my Masters degree. I moved to the U.S. five years ago and without even realizing it, I became my family’s private interpreter. Not long after that, I realized I could make a living connecting words and worlds. I became an interpreter and I did so for many years.I am always fascinated by the fact that, nowadays, knowing a language can set you apart. It can make the difference between getting a scholarship, an internship, and even a job. I love languages because you can learn not only grammar and pronunciation, but beliefs, history and cultures.Learning something new is NEVER easy! It takes time and patience, but once you "get it", you will feel amazing! Learning English changed my life and I want to help you change yours.

I am currently an undergraduate student at the University of Texas at Dallas, where I am simultaneously pursuing a B.S. in Psychology and a B.S. in Speech-Language Pathology and Audiology. I have taught adult ESL classes for nearly two years as part of a volunteer program at my school, which has given me a strong background in education and organizational skills. I am a fluent speaker of English, Spanish, and Portuguese, and I am in the process of learning Mandarin Chinese. Being an avid reader and learner of languages, my most passionate tutoring subjects are SAT Critical Reading, SAT Writing, Spanish, and general writing/grammar skills. My approach to tutoring emphasizes improving studying and test-taking skills, as well as guiding students to their own, genuine understandings of the material at hand through thought-provoking questions and engagement in critical thinking, as opposed to rote learning techniques. In my free time, I enjoy reading, biking, listening to music, and cooking.

I have learned a great deal in my history of tutoring. I believe that learning is a unique process for each individual, and that it is crucial to understand how to best guide the student through that process, rather than assuming they will always succeed in the same form of instruction as others.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.