Education opens doors. It took me a long time to understand the powers of knowledge and sharing it but I can now affirm that bettering oneself through education is one of the biggest joys of life. I am a recent graduate of the University of Oregon in Political Science, International Relations and German. I am planning to attend Sciences Po Graduate School of Public Affairs located in Paris, France this coming fall. I have extensive experience tutoring English and German language along with social studies subjects.I'm a culture junkie, a traveler, a linguist and an appreciator of the simple things in life.

History, and our understanding of history should be fluid and open to change. The student of history ought to become part archaeologist and part time traveler engaged in the continual quest for information, data, and analysis. Contrary to the scientific approach, which starts with the formation of hypotheses followed by research, history focuses on the asking of questions, learning the answers to those questions, and using those answers as a foundation for stronger more detailed questions. The student who learns the historian's trade will be empowered to succeed with the most fundamental of skills: to learn how to learn.I use innovative methods based upon my own research in teaching the historian's trade to guide and empower my students. I focus on showing my students by using an example of the task I want them to perform as a regular form of teaching.For example, I may use a multimedia presentation comprised of primary sources to teach an abstract concept, such as a reading of a slave poem complete with images (sketches as well as early photography of slave beatings) with an underscore of mood appropriate period music. The objective is to evoke an emotional response and place slavery in its human context, not just an abstract concept in a textbook. The use of pictures and music allows the student to see and feel a complex issue in its historical context. Issues of the past inform our present, putting present issues in historical context, which brings history to a personal level, allowing students to learn from their own past and realize they have choices about their futures. In this way, the complexities of history unfold into a tangible and relatable form, while simultaneously showing students exactly how they themselves will be expected to share what they've learned by creating their own multimedia presentation, for example. A couple additional teaching strategies include:Oral History: Research and conduct an oral interview of a contemporary who was involved in an historical event. I would teach students about the 1983 invasion of Grenada, a.k.a. Operation Urgent Fury, by sharing my own oral interview and research. This provides the students with an "eyewitness account" of an historical event and provides an opportunity to develop the students' critical thinking skills by showing the potential that what one reads about may not be as accurate as one thinks. For example, history textbooks often paint a picture of Grenadians welcoming the Americans with open arms, but my interviewee told stories of snipers and resistance that lasted longer than the official history indicates. In addition, oral history projects make history anecdotal by placing historical events in a real-life context, relating history to concepts familiar with a student's life. Small, moderator-led discussion groups provide a forum to assess whether students understand the event and can think critically and analytically about its significance and relevance; whereas, having students then perform their own oral interviews requires them to demonstrate that they can use the tools and skills learned to engage in primary research and analysis.Basic Research: Examine primary documents (letters, journals, broadsheets, articles, or editorial cartoons) written in the context of the day and time as events unfold. Documents will be hand-selected by the teacher to build scaffolding for students to frame the targeted lesson and learning objectives. In teaching, the use of a primary textbook, secondary source books, and primary documents is essential. Each week, a portion of class time is comprised of overview lectures that cover the textbook materials, assessed by in-class examinations, with the remaining class time dedicated to small, moderator-led (guided) group discussions and student presentations, centered primarily on the primary source materials. Before beginning the reading of a secondary book, I will incorporate an extra session for an overview lecture and discussion. Knowledge of the secondary source materials will be evaluated based on essays and/or a research paper.I believe that it is important to empower students by making history hands on and interactive. Contrary to traditional approaches to the discipline, I teach to an outline of core competencies, not an amalgam of memorized facts and dates. Although the skills and knowledge gained are tailored to the historian, they are equally essential to the average liberal studies student's success in a constantly changing world. The ultimate outcome is to have the student think critically and in an historical context by effectively communicating themes, ideas, and subject matter in written and oral format. Students will be able apply basic research methods to discover appropriate primary and secondary sources and critically assess those sources in order to demonstrate a general aptitude for knowing which tools and resources to seek and apply in order to answer a given question.In my professional employment as a certified paralegal, I often taught paralegal interns and new attorneys hired by our firm. I created materials on policies/procedures and, in the case of paralegal interns, an overview of the law practiced by our firm. I made the process interactive by using case materials to demonstrate the impact of the law on the client's life, demonstrated how the law might impact their lives, and provided the opportunity for constructive feedback in Q & A sessions. As a non-traditional student who worked full-time while completing his bachelor's and master's degrees, I understand the struggles of time management and deadline scheduling that students face and will be an invaluable advisor, providing practical tips on how to balance school, work and life demands.In sum, all of my pedagogical strategies are dedicated to interweaving my professional and academic experiences with my innate passion for making history come to life while simultaneously empowering students with the tools to succeed in their lives, academically and professionally.

I recently graduated with a PhD in Wildlife Sciences from Texas A&M University-Kingsville and now work as a full-time staff member in the University of New Mexico's Biology Department. Prior to beginning work on my doctorate, I worked as a full-time tutor for a highly-regarded private tutoring company in Seattle.I have extensive experience helping students excel in subjects such as biology, chemistry, physics, algebra I and II, pre-calculus, calculus, statistics, English, and writing composition. Additionally, I have helped many students prepare for standardized tests such as the ACT, SAT, GRE and LSAT. I employ a style of tutoring that focuses on developing academic skills that can be used by students to succeed in various subjects. After several sessions with me, my students often report feeling more confident, prepared and ready to succeed.

I am a teacher 20 years of all ages. I believe in meeting students where they are at and using their strengths to get them to reach their goals.Meaningful learning connects us to our world.

As a tutor, I'm dedicated to engaging with all kinds of students and ensuring that they get the resources needed for success. Sometimes, all it takes to understand a difficult subject is a little extra time, attention, and a fresh perspective. Those are what I strive to make available for my clients: Time, attention, and a new way of looking at things.

Hi! My name is Mikel and I am a native Spanish teacher with more than 8 years of experience teaching MATH and SPANISH at bilingual schools for primary to middle school grade levels in the United States and Spain. I am currently working as a middle school (6th, 7th and 8th grades) math teacher for a bilingual charter school in Albuquerque. I have a bachelor´s degree in Education with an endorsement in foreign languages and a bachelor´s degree in Telecommunications Engineering. I am a very creative person, I work as filmmaker writing my own scripts and directing my short films and music videoclips. I also love making music. I look forward to speaking Spanish with you or to teach you some middle school math!

Hello, I'm JD. Currently, I teach middle school math and do tutoring on the side. Helping students access content no matter their skill level is something that I try to achieve in every encounter.

My name is Dora. I am 22 years old and I am a third year Civil Engineering student at the University of New Mexico. I'm passionate about getting young people engaged in math, science, and our natural word! Previously, I have worked with organizations doing environmental education outreach with youth in New Mexico. I've conducted environment research throughout New Mexico and Latin America, and am passionate about bringing real world experience and stories to my students.I have completed multi-variable engineering Calculus III, which means I can tutor all levels of Mathematics. Additionally, in the past I have worked reading and reviewing policy for legislators. So, I make an awesome, quick, and practical writing tutor.

I received my bachelor's degree in Elementary Education from Regis University. Since I have graduated, I have been teaching Elementary students in a classroom setting. I am most passionate about Reading and Literacy. I enjoy helping young students learn the foundational skill for reading and watching them grow! In my free time I enjoy crafting, spending time with my family, and bike-riding!

I have had the opportunity to work with a broadrange of individuals, fromchildren to adults. For example, in the course ofteaching one semester (Sixth-grade) while at St. Helen's Catholic School (Southgate, CA) in theLos Angeles, California area, I had the opportunity to interact withchildren ofmanyethnic backgrounds. Later on Iworked for Professional Tutors of America asan Academic Tutor (Yorba Linda, CA). I was also employed by a local tutoring center, more specifically, The Enrichment Center II (La Habra, CA), to mentiona few of the positions whichI have held within the education sector. I am hoping to tutor abroad rangeof individuals.It is my feeling, that one must offer a student choices, versus dictates or commandments, in terms of what they must or must not do, within the context of the learning environment. The student will thereby become more motivated to learn, his or her own, respective subject matter at hand. An instructor should anticipate great things from all of his students, irrespective of a student's talents and abilities. Each student should be treated as an individual, since each learner engages in learning, in his or her own, individual manner. A cookie-cutter approach to teaching, should be eschewed. Finally, learning should be deemed a lifelong pursuit; it should be my role as an academic tutor/educator, to ignite a greater measure of passion, for learning, within the hearts of my students, both present and future.

Education opens doors. It took me a long time to understand the powers of knowledge and sharing it but I can now affirm that bettering oneself through education is one of the biggest joys of life. I am a recent graduate of the University of Oregon in Political Science, International Relations and German. I am planning to attend Sciences Po Graduate School of Public Affairs located in Paris, France this coming fall. I have extensive experience tutoring English and German language along with social studies subjects.I'm a culture junkie, a traveler, a linguist and an appreciator of the simple things in life.

History, and our understanding of history should be fluid and open to change. The student of history ought to become part archaeologist and part time traveler engaged in the continual quest for information, data, and analysis. Contrary to the scientific approach, which starts with the formation of hypotheses followed by research, history focuses on the asking of questions, learning the answers to those questions, and using those answers as a foundation for stronger more detailed questions. The student who learns the historian's trade will be empowered to succeed with the most fundamental of skills: to learn how to learn.I use innovative methods based upon my own research in teaching the historian's trade to guide and empower my students. I focus on showing my students by using an example of the task I want them to perform as a regular form of teaching.For example, I may use a multimedia presentation comprised of primary sources to teach an abstract concept, such as a reading of a slave poem complete with images (sketches as well as early photography of slave beatings) with an underscore of mood appropriate period music. The objective is to evoke an emotional response and place slavery in its human context, not just an abstract concept in a textbook. The use of pictures and music allows the student to see and feel a complex issue in its historical context. Issues of the past inform our present, putting present issues in historical context, which brings history to a personal level, allowing students to learn from their own past and realize they have choices about their futures. In this way, the complexities of history unfold into a tangible and relatable form, while simultaneously showing students exactly how they themselves will be expected to share what they've learned by creating their own multimedia presentation, for example. A couple additional teaching strategies include:Oral History: Research and conduct an oral interview of a contemporary who was involved in an historical event. I would teach students about the 1983 invasion of Grenada, a.k.a. Operation Urgent Fury, by sharing my own oral interview and research. This provides the students with an "eyewitness account" of an historical event and provides an opportunity to develop the students' critical thinking skills by showing the potential that what one reads about may not be as accurate as one thinks. For example, history textbooks often paint a picture of Grenadians welcoming the Americans with open arms, but my interviewee told stories of snipers and resistance that lasted longer than the official history indicates. In addition, oral history projects make history anecdotal by placing historical events in a real-life context, relating history to concepts familiar with a student's life. Small, moderator-led discussion groups provide a forum to assess whether students understand the event and can think critically and analytically about its significance and relevance; whereas, having students then perform their own oral interviews requires them to demonstrate that they can use the tools and skills learned to engage in primary research and analysis.Basic Research: Examine primary documents (letters, journals, broadsheets, articles, or editorial cartoons) written in the context of the day and time as events unfold. Documents will be hand-selected by the teacher to build scaffolding for students to frame the targeted lesson and learning objectives. In teaching, the use of a primary textbook, secondary source books, and primary documents is essential. Each week, a portion of class time is comprised of overview lectures that cover the textbook materials, assessed by in-class examinations, with the remaining class time dedicated to small, moderator-led (guided) group discussions and student presentations, centered primarily on the primary source materials. Before beginning the reading of a secondary book, I will incorporate an extra session for an overview lecture and discussion. Knowledge of the secondary source materials will be evaluated based on essays and/or a research paper.I believe that it is important to empower students by making history hands on and interactive. Contrary to traditional approaches to the discipline, I teach to an outline of core competencies, not an amalgam of memorized facts and dates. Although the skills and knowledge gained are tailored to the historian, they are equally essential to the average liberal studies student's success in a constantly changing world. The ultimate outcome is to have the student think critically and in an historical context by effectively communicating themes, ideas, and subject matter in written and oral format. Students will be able apply basic research methods to discover appropriate primary and secondary sources and critically assess those sources in order to demonstrate a general aptitude for knowing which tools and resources to seek and apply in order to answer a given question.In my professional employment as a certified paralegal, I often taught paralegal interns and new attorneys hired by our firm. I created materials on policies/procedures and, in the case of paralegal interns, an overview of the law practiced by our firm. I made the process interactive by using case materials to demonstrate the impact of the law on the client's life, demonstrated how the law might impact their lives, and provided the opportunity for constructive feedback in Q & A sessions. As a non-traditional student who worked full-time while completing his bachelor's and master's degrees, I understand the struggles of time management and deadline scheduling that students face and will be an invaluable advisor, providing practical tips on how to balance school, work and life demands.In sum, all of my pedagogical strategies are dedicated to interweaving my professional and academic experiences with my innate passion for making history come to life while simultaneously empowering students with the tools to succeed in their lives, academically and professionally.

I recently graduated with a PhD in Wildlife Sciences from Texas A&M University-Kingsville and now work as a full-time staff member in the University of New Mexico's Biology Department. Prior to beginning work on my doctorate, I worked as a full-time tutor for a highly-regarded private tutoring company in Seattle.I have extensive experience helping students excel in subjects such as biology, chemistry, physics, algebra I and II, pre-calculus, calculus, statistics, English, and writing composition. Additionally, I have helped many students prepare for standardized tests such as the ACT, SAT, GRE and LSAT. I employ a style of tutoring that focuses on developing academic skills that can be used by students to succeed in various subjects. After several sessions with me, my students often report feeling more confident, prepared and ready to succeed.

I am a teacher 20 years of all ages. I believe in meeting students where they are at and using their strengths to get them to reach their goals.Meaningful learning connects us to our world.

As a tutor, I'm dedicated to engaging with all kinds of students and ensuring that they get the resources needed for success. Sometimes, all it takes to understand a difficult subject is a little extra time, attention, and a fresh perspective. Those are what I strive to make available for my clients: Time, attention, and a new way of looking at things.

Hi! My name is Mikel and I am a native Spanish teacher with more than 8 years of experience teaching MATH and SPANISH at bilingual schools for primary to middle school grade levels in the United States and Spain. I am currently working as a middle school (6th, 7th and 8th grades) math teacher for a bilingual charter school in Albuquerque. I have a bachelor´s degree in Education with an endorsement in foreign languages and a bachelor´s degree in Telecommunications Engineering. I am a very creative person, I work as filmmaker writing my own scripts and directing my short films and music videoclips. I also love making music. I look forward to speaking Spanish with you or to teach you some middle school math!

Hello, I'm JD. Currently, I teach middle school math and do tutoring on the side. Helping students access content no matter their skill level is something that I try to achieve in every encounter.

My name is Dora. I am 22 years old and I am a third year Civil Engineering student at the University of New Mexico. I'm passionate about getting young people engaged in math, science, and our natural word! Previously, I have worked with organizations doing environmental education outreach with youth in New Mexico. I've conducted environment research throughout New Mexico and Latin America, and am passionate about bringing real world experience and stories to my students.I have completed multi-variable engineering Calculus III, which means I can tutor all levels of Mathematics. Additionally, in the past I have worked reading and reviewing policy for legislators. So, I make an awesome, quick, and practical writing tutor.

I received my bachelor's degree in Elementary Education from Regis University. Since I have graduated, I have been teaching Elementary students in a classroom setting. I am most passionate about Reading and Literacy. I enjoy helping young students learn the foundational skill for reading and watching them grow! In my free time I enjoy crafting, spending time with my family, and bike-riding!

I have had the opportunity to work with a broadrange of individuals, fromchildren to adults. For example, in the course ofteaching one semester (Sixth-grade) while at St. Helen's Catholic School (Southgate, CA) in theLos Angeles, California area, I had the opportunity to interact withchildren ofmanyethnic backgrounds. Later on Iworked for Professional Tutors of America asan Academic Tutor (Yorba Linda, CA). I was also employed by a local tutoring center, more specifically, The Enrichment Center II (La Habra, CA), to mentiona few of the positions whichI have held within the education sector. I am hoping to tutor abroad rangeof individuals.It is my feeling, that one must offer a student choices, versus dictates or commandments, in terms of what they must or must not do, within the context of the learning environment. The student will thereby become more motivated to learn, his or her own, respective subject matter at hand. An instructor should anticipate great things from all of his students, irrespective of a student's talents and abilities. Each student should be treated as an individual, since each learner engages in learning, in his or her own, individual manner. A cookie-cutter approach to teaching, should be eschewed. Finally, learning should be deemed a lifelong pursuit; it should be my role as an academic tutor/educator, to ignite a greater measure of passion, for learning, within the hearts of my students, both present and future.