Women can't be engineers. Yes, they can! Everyone has the potential to be whoever they want to be if they put in the hard work. I motivate my students to find their own drive, becoming independent, hardworking, and passionate about what they do. Rather than giving a student the answer to their question, I ask them well-crafted questions until they come to the answer themselves, learning how to learn on their own. Most importantly, I make learning fun! Each student is unique, and once I figure out what they find fun, I incorporate it into my teaching style. Hate math, but love biking? Let's find the circumference of a bike wheel.

In a typical first session, I would ask a student what their background, goals, and needs are. Are they struggling in math or just need some homework help? Are there any exam dates coming up and how will they prepare? What can I do to help them? What are their strong and weak points? What is their learning style? If they are younger, I would ask them about their favorite subjects are in school. I would also briefly talk about the activities they enjoy doing outside of school so that I can incorporate these topics in my teaching to make it fun, and show them why it is important to learn. If I have a more advanced student who knows exactly what they want, I can dive right into a subject on the first day. The goal is to maximize the value you get out of each tutoring session.

One of my biggest priorities is teaching my student how to learn on his or her own. I do this by asking them questions until they reach the answer themselves. By going through this thought process, the student gains intuition on what they can do in future situations when they get stuck. I think it is important to discuss with a student what they can do to study or learn more effectively, depending on their situation. In addition, I may encourage a student to practice or study outside of tutoring sessions if this is something they are willing to do.

I have tutored students before who did not want to be tutored. To motivate them, I talk with them about what they like to do for fun or what type of person they want to be in the future, and then relate that to the work we are doing. If they are not excited about a specific topic, I may change my teaching style to make it more entertaining, or alternate between topics to keep them engaged. I continue to stay patient no matter how restless the student may become.

If a student has trouble with a concept, I begin by listening to them very carefully. What is their question and what part of the concept do they not understand? Then, I try my best to answer their question. If they don't understand a topic in general, I review with them what they already know and break things down from simple to more complex. If it helps, I walk them through derivations for deeper understanding. Oftentimes there are also multiple ways to conceptualize a topic or explain it, so I will try different things.

When I start to work with a student, I find that clearly outlining goals and expectations is a good first step to success. Other strategies I use include are listening carefully, helping them come to the answer rather than giving it to them, using songs, phrases, colors, drawings, or other fun ways to remember things, and giving students tasks to complete outside of a tutoring session.

To help a student get excited about a subject they are struggling in, I relate it to activities they like and the conception of who they want to be in the future. I also show them interesting applications of a subject to real life or to important things. As a mechanical engineer, I have a good idea of how basic math concepts can be used to create something significant in real life. There are many ways to make learning fun, for example remembering what a sin wave or cosine wave looks like through a break dancing arm wave dance. When I study normally, I tend to make interesting drawings and acronyms within my notes to remember concepts quickly and effectively. I find teaching very fun - my excitement will come across!

After a student asks a question and I help them come to the answer, I may ask them another similar question to confirm that they really understand it. Oftentimes a student may know how to answer one question but does not understand the entire pattern they need to follow. Asking them to repeat to me what they learned out loud is helpful. If I see a student a second time, I could ask them about a concept we went over from the last time we met to confirm they truly retained the information.

I build confidence in my students by showing them that I am confident in them myself. If I think they can do it, then they think they can do it. I emphasize that nothing comes easily, but with enough hard work, you can get anywhere. If a student gets a question incorrect, I focus on what they can do next to get it right next time rather than telling them they are wrong. In my first mechanical engineering class exam, I received an F grade, but I didn't give up because I knew it could be done. I worked harder and harder on every exam after that until I became the grade A student I am now. My struggling students have the potential to do the same!

To evaluate a student's needs, I ask them questions to understand where their strong and weak points are. What do they struggle in with their homework, exams, studying methods, or practice tests? What previous background do they have in a subject? If they are a younger student, I am willing to have a conversation with their parents via phone or email beforehand. If they are an older student, they will tell me what they need. Sometimes I read between the lines to decide which teaching strategies will work best for them based on their subject background and learning style.

Each student is unique, both in terms of personality and learning style. I quickly change my teaching style depending on the student. If they are outgoing, playful, and humorous, I might use songs, games, and jokes to help them remember and understand concepts. If they are a "get-to-the-point" more serious student, I will help them answer their questions quickly and effectively. Some students benefit more from a discussion about strategies on how to get a better grade or score outside of the tutoring session, whereas others simply need someone to keep them focused for an hour or have questions they need answered. I have worked with a variety of students, particularly in math. I have tutored students ranging from elementary school to middle school ages, D and F students in high school, high school students in high-level math lane classes, as well as mechanical engineering students my age and above.

I typically ask my student to bring any materials with them from their class (textbooks, class notes) or a test prep book if they have one. I will do the same, referring to my old notes, homework, textbook, and especially any online resources I find beforehand. I have an iPad, which is especially useful for writing out mathematical equations neatly in different colors and making drawings to help show concepts. I can transfer this information through text or email rather than over video chat to make it easier to read. Before a tutoring session, I will prepare practice problems and content, as well as confirm what chapter or topic my student is currently learning or would like to focus on. If they have specific questions, I may ask them to send them to me beforehand so that I can be sure to answer them effectively during the tutoring session. If there is anytime I am unable to answer a question during a tutoring session, I will spend time afterward trying to figure it out. Then I will send the student a text or email with an explanation as soon as possible.

To help students with reading comprehension within a math problem, I review any difficult vocabulary and discuss the meaning of certain words. If we are going over a lengthy word problem, I might ask my student to draw a picture of the situation to understand it better.