I have worked as a Sunday school and Summer School teacher for a variety of subjects for over 5 years at the Muslim Center of New York. Furthermore, in my opinion, teaching is a duty incumbent on all of us to help kids receive the assistance we perhaps did not have growing up. Ultimately, it is this mindset and the passion that comes with it that make me a great tutor. Furthermore, my students and their parents were very happy with their progress through the curriculum while they were with me. Some of my students even progressed far into school, and city wide competitions, such as the annual speech competition. In regard to their age, they had ranged from elementary to high school age students.

Since as far back as I can remember, I've enjoyed learning more about different subjects and am an avid reader of historical events and biographies. Reading in general is a way for me to transport myself to another time, place or world. I think that education is extremely important because it is a way for the average citizen to empower him or herself both intrinsically and extrinsically.I am currently a law student and am on the road to appreciating a new kind of study: that of various legal doctrines, statutory interpretation and methods of argumentation.In my spare time, I enjoy running, hiking and traveling. I love being outdoors in natural settings and am happiest when I get the chance to explore something new. I am also a dancer focusing primarily on South Asian dance styles like Bharatnatyam, Bhangra, Garba/Raas and Lavani.

I suppose that a personal teaching statement needs to answer two questions of the sort that one might be asked in a job interview: “Why do you want to teach?” and “What do you hope to accomplish?” I could easily say something about wanting to “wake the student up," “broaden their horizons,” or some variant thereof. Every teacher wants to do those things. When we use those sorts of hackneyed phrases without considering what they mean, we are speaking a dead language. We are partaking in an exercise in Latin grammar; making sure the form is correct without regard for the content. For example, students learn the proper language of “social studies” in elementary school: terms like “culture,” “prejudice,” etc. They repeat these words like they complete the algebraic expression x = 2 + 2; automatically and without considering whether those numbers stand for something in the real world. It's boring and UNPRODUCTIVE for everyone involved.What I want to impart is the ability to practice a sort of “meta cognition.” I want to suggest to that what we call thought typically follows the same procedure as filling in that equation. Real deliberative, reflexive thought takes place BEHIND the number crunching. If one pays attention closely, it even has a different feeling; a sensation in a region somewhat posterior to that felt when calculating. This is what we mean when we talk about “waking students up.” It is the ubiquitous goal of undergraduate education and it should be – if we as educators, are willing to exemplify the practice of poking and prodding at our own clichés until they are jarred from their comas -- until they begin speaking the way they did before they were routinized.Upon the completion of that last paragraph, my ode to reflexivity has doubled back on itself and made me wonder if it also some unconscious expression of my cognitive programming, the legacy of late 60's hippy culture, etc. What do I hope to accomplish? I want to exemplify for my students exactly this kind of probing: a question from a question; a thought in motion doubling back into itself and expanded outward to infinity. When this occurs, student "engagement" is no longer a problem, because a real question has been asked. It fills the consciousness and demands an answer, which demands further questions and so on.

I have been working with students for the past eight years. I love working one-on-one with students. My personal belief is that each student is unique and the way we all learn is unique. My goal is to find the best course of action to help your child with whatever academic difficulties they encounter, then address these problems to help your child succeed in the future. I have experience teaching English abroad in India during my time as a college student at Skidmore College as well as teaching elementary school children basic tools for reading and writing. My love of learning has translated well into a tutoring position and I cover a wide variety of subjects, such as American and European history, essay writing, grammar, standardized test prep, and AP test prep. I am a very active individual who enjoys cooking, jogging, hiking, and reading. I look forward to meeting you and your child and hope to lead him or her to academic success!

Growing up as a first generation student in Boston Public Schools has given me the experience needed to understand the challenges students face: access to content. Through my continued studies at Hamilton College (Bachelor's in Mathematics) and UMASS Boston (Masters in Education) I was able to learn that mastery of the content is not just what is needed to ensure student success. At the minimum, a teacher must also utilize and create anti-racist curriculum, prioritize the social and emotional well-being of the student, communicate and engage with a student's family active participants in their learning, familiarize themselves with current cultural and social events in the real-world, and provide differentiation for students by utilizing tools, manipulatives and providing students with multiple forms of expressing what they have learned. I am hoping to continue to learn about the needs of students through ESL Certification in the fall.I have experience working in two Elementary Boston Public Schools as both support staff and a teacher in an inclusion classroom. I find great joy in sharing my cultural background and helping students learn more about themselves through the content they need to learn. Although my primary experience is with Elementary students, I love exploring and teaching Math topics such as Pre-Algebra. Mathematics is typically a polarizing subject and being able to show students that everyone is a mathematician has been a big passion of mine.My belief that everyone deserves compassion, dignity and respect is at the forefront of my philosophy of education. Students deserve a safe and supportive learning environment modeled and led by an empathetic teacher. A student's interests and hobbies as well as the world around us are used with the content to help increase engagement. After speaking to a student and their family more, we set goals and expectations for our time together as a team. I strive to keep learning fun, creative and engaging while not sacrificing the rigor of the content.

I am a rising sophomore at Cornell University, majoring in computer science and minoring in math. I am passionate about computer science and mathematics, and I'm particularly interested in machine learning. Additionally, I enjoy learning about history. Currently, I'm self-learning computer architecture and Portuguese. I tutor computer science (Python and Java), History, Algebra through Calculus, and high school English.

Currently pursuing degrees in Economics and Computer Science at the University of Michigan. I've been through the ACT and SAT ringer and would love to help with prep. I also specialize in tutoring Math (up to pre-calc), Economics, and History.

Hello! My name is Jeremy Wittkopp. I am a PhD in physics with a specialization in optics. I have worked in the physics field for many years and have published several papers. My main area of research is in computational optics, so I have an extensive understanding of programming. I have also spent many years teaching students of a wide variety of backgrounds, age groups, and nationalities.

I went to college at NYU Abu Dhabi, the world's honors college, where I obtained a Bachelor of Arts in psychology, and I attended high school in New Hampshire at Phillips Exeter Academy. I'm currently applying for medical schools and hope to matriculate in the fall of 2017.I tutor a broad range of high school and college subjects, but my favorites by far are Spanish and chemistry. I started studying Spanish when I was 10 years old, and fell in love with the idea that suddenly I could communicate with a whole other community of people. Since becoming fluent in Spanish, I've continued to pursue my love of languages by studying Arabic and Mandarin Chinese in school, as well as picking up German from my Austrian family and French from my travels. I'm currently teaching myself Russian with the online learning software Duolingo.Chemistry has always been my favorite of the three core sciences, as it's more concretely observable than much of modern physics, but more connected to underlying physical principles than biology. My approach to teaching chemistry is to always keep in mind its connection to the other sciences, which can facilitate a better grasp on many chemical concepts.My approach to tutoring is based in the Harkness philosophy of teaching, which gives a great deal of responsibility to the student to figure things out. I will make sessions as interactive as possible, using as many non-academic resources as I can in order to help students think of subjects as life skills rather than material they must know for a test. I want students to be motivated to learn for the sake of learning something new, rather than simply to pass a test.When I'm not tutoring or writing my medical school applications, I enjoy teaching myself new languages and reading works by authors such as Haruki Murakami, Ernest Hemingway, and James Joyce. I also love to travel whenever I get the chance, and most recently have visited Ireland, Norway, and Austria.

I'm currently an instructor and MFA candidate at The Ohio State University. I hold an MA in English and Creative Writing from the University of Toronto and a BA from The University of King's College. I'm also an author: my essays and journalism have appeared in numerous magazines and literary journals, and my second book of poetry is forthcoming from a Penguin Random House imprint next year.I'm passionate about reading, writing, an analyzing the written word. I especially love helping students find their voice and express themselves in academic essay writing.

I have worked as a Sunday school and Summer School teacher for a variety of subjects for over 5 years at the Muslim Center of New York. Furthermore, in my opinion, teaching is a duty incumbent on all of us to help kids receive the assistance we perhaps did not have growing up. Ultimately, it is this mindset and the passion that comes with it that make me a great tutor. Furthermore, my students and their parents were very happy with their progress through the curriculum while they were with me. Some of my students even progressed far into school, and city wide competitions, such as the annual speech competition. In regard to their age, they had ranged from elementary to high school age students.

Since as far back as I can remember, I've enjoyed learning more about different subjects and am an avid reader of historical events and biographies. Reading in general is a way for me to transport myself to another time, place or world. I think that education is extremely important because it is a way for the average citizen to empower him or herself both intrinsically and extrinsically.I am currently a law student and am on the road to appreciating a new kind of study: that of various legal doctrines, statutory interpretation and methods of argumentation.In my spare time, I enjoy running, hiking and traveling. I love being outdoors in natural settings and am happiest when I get the chance to explore something new. I am also a dancer focusing primarily on South Asian dance styles like Bharatnatyam, Bhangra, Garba/Raas and Lavani.

I suppose that a personal teaching statement needs to answer two questions of the sort that one might be asked in a job interview: “Why do you want to teach?” and “What do you hope to accomplish?” I could easily say something about wanting to “wake the student up," “broaden their horizons,” or some variant thereof. Every teacher wants to do those things. When we use those sorts of hackneyed phrases without considering what they mean, we are speaking a dead language. We are partaking in an exercise in Latin grammar; making sure the form is correct without regard for the content. For example, students learn the proper language of “social studies” in elementary school: terms like “culture,” “prejudice,” etc. They repeat these words like they complete the algebraic expression x = 2 + 2; automatically and without considering whether those numbers stand for something in the real world. It's boring and UNPRODUCTIVE for everyone involved.What I want to impart is the ability to practice a sort of “meta cognition.” I want to suggest to that what we call thought typically follows the same procedure as filling in that equation. Real deliberative, reflexive thought takes place BEHIND the number crunching. If one pays attention closely, it even has a different feeling; a sensation in a region somewhat posterior to that felt when calculating. This is what we mean when we talk about “waking students up.” It is the ubiquitous goal of undergraduate education and it should be – if we as educators, are willing to exemplify the practice of poking and prodding at our own clichés until they are jarred from their comas -- until they begin speaking the way they did before they were routinized.Upon the completion of that last paragraph, my ode to reflexivity has doubled back on itself and made me wonder if it also some unconscious expression of my cognitive programming, the legacy of late 60's hippy culture, etc. What do I hope to accomplish? I want to exemplify for my students exactly this kind of probing: a question from a question; a thought in motion doubling back into itself and expanded outward to infinity. When this occurs, student "engagement" is no longer a problem, because a real question has been asked. It fills the consciousness and demands an answer, which demands further questions and so on.

I have been working with students for the past eight years. I love working one-on-one with students. My personal belief is that each student is unique and the way we all learn is unique. My goal is to find the best course of action to help your child with whatever academic difficulties they encounter, then address these problems to help your child succeed in the future. I have experience teaching English abroad in India during my time as a college student at Skidmore College as well as teaching elementary school children basic tools for reading and writing. My love of learning has translated well into a tutoring position and I cover a wide variety of subjects, such as American and European history, essay writing, grammar, standardized test prep, and AP test prep. I am a very active individual who enjoys cooking, jogging, hiking, and reading. I look forward to meeting you and your child and hope to lead him or her to academic success!

Growing up as a first generation student in Boston Public Schools has given me the experience needed to understand the challenges students face: access to content. Through my continued studies at Hamilton College (Bachelor's in Mathematics) and UMASS Boston (Masters in Education) I was able to learn that mastery of the content is not just what is needed to ensure student success. At the minimum, a teacher must also utilize and create anti-racist curriculum, prioritize the social and emotional well-being of the student, communicate and engage with a student's family active participants in their learning, familiarize themselves with current cultural and social events in the real-world, and provide differentiation for students by utilizing tools, manipulatives and providing students with multiple forms of expressing what they have learned. I am hoping to continue to learn about the needs of students through ESL Certification in the fall.I have experience working in two Elementary Boston Public Schools as both support staff and a teacher in an inclusion classroom. I find great joy in sharing my cultural background and helping students learn more about themselves through the content they need to learn. Although my primary experience is with Elementary students, I love exploring and teaching Math topics such as Pre-Algebra. Mathematics is typically a polarizing subject and being able to show students that everyone is a mathematician has been a big passion of mine.My belief that everyone deserves compassion, dignity and respect is at the forefront of my philosophy of education. Students deserve a safe and supportive learning environment modeled and led by an empathetic teacher. A student's interests and hobbies as well as the world around us are used with the content to help increase engagement. After speaking to a student and their family more, we set goals and expectations for our time together as a team. I strive to keep learning fun, creative and engaging while not sacrificing the rigor of the content.

I am a rising sophomore at Cornell University, majoring in computer science and minoring in math. I am passionate about computer science and mathematics, and I'm particularly interested in machine learning. Additionally, I enjoy learning about history. Currently, I'm self-learning computer architecture and Portuguese. I tutor computer science (Python and Java), History, Algebra through Calculus, and high school English.

Currently pursuing degrees in Economics and Computer Science at the University of Michigan. I've been through the ACT and SAT ringer and would love to help with prep. I also specialize in tutoring Math (up to pre-calc), Economics, and History.

Hello! My name is Jeremy Wittkopp. I am a PhD in physics with a specialization in optics. I have worked in the physics field for many years and have published several papers. My main area of research is in computational optics, so I have an extensive understanding of programming. I have also spent many years teaching students of a wide variety of backgrounds, age groups, and nationalities.

I went to college at NYU Abu Dhabi, the world's honors college, where I obtained a Bachelor of Arts in psychology, and I attended high school in New Hampshire at Phillips Exeter Academy. I'm currently applying for medical schools and hope to matriculate in the fall of 2017.I tutor a broad range of high school and college subjects, but my favorites by far are Spanish and chemistry. I started studying Spanish when I was 10 years old, and fell in love with the idea that suddenly I could communicate with a whole other community of people. Since becoming fluent in Spanish, I've continued to pursue my love of languages by studying Arabic and Mandarin Chinese in school, as well as picking up German from my Austrian family and French from my travels. I'm currently teaching myself Russian with the online learning software Duolingo.Chemistry has always been my favorite of the three core sciences, as it's more concretely observable than much of modern physics, but more connected to underlying physical principles than biology. My approach to teaching chemistry is to always keep in mind its connection to the other sciences, which can facilitate a better grasp on many chemical concepts.My approach to tutoring is based in the Harkness philosophy of teaching, which gives a great deal of responsibility to the student to figure things out. I will make sessions as interactive as possible, using as many non-academic resources as I can in order to help students think of subjects as life skills rather than material they must know for a test. I want students to be motivated to learn for the sake of learning something new, rather than simply to pass a test.When I'm not tutoring or writing my medical school applications, I enjoy teaching myself new languages and reading works by authors such as Haruki Murakami, Ernest Hemingway, and James Joyce. I also love to travel whenever I get the chance, and most recently have visited Ireland, Norway, and Austria.

I'm currently an instructor and MFA candidate at The Ohio State University. I hold an MA in English and Creative Writing from the University of Toronto and a BA from The University of King's College. I'm also an author: my essays and journalism have appeared in numerous magazines and literary journals, and my second book of poetry is forthcoming from a Penguin Random House imprint next year.I'm passionate about reading, writing, an analyzing the written word. I especially love helping students find their voice and express themselves in academic essay writing.