Max: University of Louisville tutor
Certified Tutor
*I have been tutoring English and working with children for about 10 years now. I love tutoring when I close the door to the study room, sit down with one of my students, and ask her or him, "So, what do you need help with?" I am in my element. I enjoy it because I had such a great experience with my teachers and professors in high school and college. They were positive role models for me, and they got me interested in their subjects. This is what I want to do for my students.I currently hold an Associate's degree in Humanities and Sciences from my college's Honors program, and I am working on my Bachelor's. I completed a study abroad program in London, where I read English literature, toured the streets, visited Westminster Abbey, and saw a production of The Canterbury Tales. I remember visiting the place where Geoffrey Chaucer's house stood in the 14th century.I have taught English enrichment classes, Robotics and technology classes, and I worked at an afterschool program and as a camp counselor. I have also worked with high school and college students as an English tutor and debate team coach.I look forward to working with you!
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Undergraduate Degree: Rockland Community College - Bachelors, AA Humanities & Sciences
Kungfu, drawing, video games
- American Literature
- College Level American Literature
- Elementary School English
- Elementary School Reading
- English
- ESL/ELL
- Essay Editing
- High School English
- High School Level American Literature
- High School Writing
- Middle School English
- Middle School Reading
- Other
- Public Speaking
- Reading
- Study Skills
- Study Skills and Organization
What is your teaching philosophy?
Drawing on knowledge from the Ancients, I try to use the Socratic Method when teaching: helping students to understand and figure things out for themselves by posing guiding questions, rather than simply telling them or giving them the answer. For example, I will first ask a student how he or she thinks an essay should be structured, perhaps making an analogy to the structure of a regular conversation, rather than simply lecturing on the approved method of intro, thesis, body, and conclusion.
What might you do in a typical first session with a student?
I would first get to know him or her, and that way get an idea of his or her needs. Then, depending on the student's needs and preferences, either provide comments and reflections on their current coursework or teach them new concepts from scratch.
How can you help a student become an independent learner?
Through a method of rapport, discovering the key root issues a student has that are causing difficulty and nurturing them so that a student can blossom on his or her own. For example, if I see a student making simple mistakes with grammar in their essays, the problem might not be their understanding of grammar but a lackluster work ethic, which I could coach them on and relate to my own experience.
How would you help a student stay motivated?
By finding an angle on their work to get him or her interested. For example, if a student has an assignment that seems boring, I might recommend finding something from his or her own experience that relates, and stressing that they are doing the assignment for themselves, to grow and learn, not for the teacher.
If a student has difficulty learning a skill or concept, what would you do?
I find that analogies are always helpful; however, if that doesn't work, then I would teach in a different way, for example explaining a concept with a visual image.
What strategies have you found to be most successful when you start to work with a student?
The Socratic method, where I guide a student to almost teach him or herself by guiding them with questions, makes the session more of a dialogue than a lecture. Aside from that, as far as essay writing goes, I teach a method of structuring an essay called "Keyhole," using the visual image of a keyhole to explain what parts go where.
How would you help a student get excited/engaged with a subject that they are struggling in?
Finding the small things with which they can be successful helps students get motivated to tackle larger issues.
What techniques would you use to be sure that a student understands the material?
Their progress will be evident in their work as we work together.