Kathy: Carmel tutor
Certified Tutor
I have a Bachelor of Arts degree in biology from the University of California, Santa Cruz and over 10 years of experience tutoring general biology, general chemistry, and college algebra. I love tutoring because it is customized for the student and hence, a very effective and efficient way to learn. I became interested in the teaching and learning process and earned Pennsylvania secondary teaching certification because I have an extremely intelligent child with learning differences who learns easily, but in non-traditional ways. My hobbies are gardening and hiking and I love to be outdoors. We have a small dairy goat farm and make cheese and soap from the milk.
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Undergraduate Degree: The University of California at Santa Cruz - Bachelors, Biology, General
gardening and hiking
- Algebra
- Biology
- Cell Biology
- College Biology
- High School Biology
- Life Sciences
- Math
- Pre-Algebra
- Science
What is your teaching philosophy?
Teaching must start with the student's understanding of the subject and move forward from there, using the student's strengths to master the areas in which the student struggles. I love tutoring because it is customized to fit the individual student.
What might you do in a typical first session with a student?
I would assess the student's background knowledge and misconceptions as well as the student's skills and areas of strength in understanding.
How can you help a student become an independent learner?
A student can develop into an independent learner by coaching them to an answer rather than giving it to them. Once they are coming to an answer correctly with coaching, have them try a problem without assistance. When they can do that correctly, they develop self-confidence which is often the biggest hurdle.
How would you help a student stay motivated?
Success is the greatest motivator, so I make sure each step is a leap the student can be successful with.
If a student has difficulty learning a skill or concept, what would you do?
When a student has trouble learning a skill or concept, the tutor first needs to determine whether the student lacks background knowledge or skills, is having trouble with the idea and needs a metaphor or analogy that they already understand, or needs a way to remember the steps, etc. The tutor would then proceed to fortify the problem area.
How do you help students who are struggling with reading comprehension?
Usually in science and math, vocabulary words are major hurdle in reading comprehension. Working on ways to understand and remember vocabulary words usually helps. I also coach students to use the organization of the chapter to guide their comprehension.
What strategies have you found to be most successful when you start to work with a student?
I try to identify strengths right away to help relieve their anxiety and boost confidence.
How would you help a student get excited/engaged with a subject that they are struggling in?
I try to point out how amazing something is in science or how useful a mathematical procedure can be in real life.
What techniques would you use to be sure that a student understands the material?
Students must be able to explain processes and use procedures, so I have them practice this with me.
How do you build a student's confidence in a subject?
I proceed beginning with wherever they are in the material and proceed in steps of a size that they can be successful with, making sure that the material is making sense as we move along.
How do you evaluate a student's needs?
A student's needs can be evaluated by asking questions to ascertain the current difficulty and any problems with background skills and knowledge.
How do you adapt your tutoring to the student's needs?
I make sure I am starting where the student currently is with the material and move along at a speed that works for them. Some students understand more easily verbally or visually, or both together, and I work with the student in the way they think best.
What types of materials do you typically use during a tutoring session?
I usually use the assigned material along with mnemonics, metaphors, and summaries.