Award-Winning Statistics Tutors in Renton, WA

...by nature, and have a knack for getting to the root of any problem in order to help students understand it themselves. I am not interested in simply just giving you the correct answer. My ultimate goal is to help you develop a deeper, more solid foundation for the subject so you can go beyond...

...was in high school. Mathematics is a difficult subject to teach because it is so comprehensive and individual. You cannot solve a problem if there is some underlying logic to the problem that you don't understand. I pride myself in finding out what concepts my students do understand, and building from that foundation until the...

...the Operating Room at a Level 1 Trauma Hospital. I am excited to have joined the varsity tutors team so that I can still help students through their journey in school around my other work schedule. Other than assisting as a tutor, I love to play volleyball, basketball and ping pong. I am also a...

...as a Communication Fellow. I attended Stanford University for both my Bachelor's and Master's degrees in Biology, with a minor in Chemistry. While there, I researched the immune system and how asthma and allergies develop. After college I managed a summer camp where I developed my love of working with people and the mountains. In...

...offer the student the best opportunity to witness real life applications of Mathematics. As a tutor, it is my goal to keep students engaged in learning. As such, instead of simply answering the questions that are posed to the student, I ask deeper questions and lead them to a fuller understanding of the core concepts....

...the things I've learned so understand their context very well, I've had experience teaching in classrooms, at high school and university level, and also in 1-1 contexts from a young age, so I've met a range of different student types, and know how to adapt a teaching style to the student.... I have a specific example from a high school which gives insight into my teaching philosophy. When I began teaching mathematics I started by teaching at the board--working through examples which were as clear as possible, giving students plenty of opportunities to ask questions. My explanations were clear and concise, and I could break a problem down into steps. However, the classrooms I found myself in rarely had the type of student I imagined I would be teaching, interruptions, distractions, and a lack of questions, all made me consider how exactly I could be effective in a classroom and how students were learning. When I was reading student quizzes, I was amazed at the difference between what I had emphasized and what they had absorbed. But I taught that; they were there (in the classroom, at least), I would think. To be effective, I needed to consider how my students and I spent my time in a given class; there is the time spent at the board, there is time spent observing students, time spent solving individual questions, or checking what students have understood, and so on. There is the question of what students are focusing on during those minutes in class, as well as the minutes at home. At some point, I realized that everybody in the classroom doesn't need to be doing the same thing at the same time, in fact, it was unproductive to work off this assumption, which creates dead-time where students are learning nothing. I had to accept that students will and must get distracted. Students shouldn't be doing the same thing at the same time. That way of teaching (and thinking) is ideal for one-on-one teaching or tutoring but ineffective for a group of students with different levels and interests. I changed my focus about what I was teaching, because I realized here that a greater part of my role was to raise students' awareness about their own learning, how they learn, whose responsibility it should be, about what their aims were. These were longer-term life skills that they needed. By strengthening self-reflection skills, and aiming for greater critical thinking, I hoped to increase their independence, particularly of the stronger students, so that I freed up time in my class to solve the problems of those who were really stuck and needed one-to-one assistance. It is a question of helping them develop productive learning habits. By talking about their own pace, their own goals, what the purpose of writing notes is, I also wanted to build this idea of their own learning, to stop them thinking of homework as a chore done for the teacher; things like this. There are students who naturally learn; if they are given a book, the page numbers, and the exercises they should be doing, they will sit down and work through it themselves. (No incentive is needed). However, they are a small minority in my experience. Apart from the weakest students, the majority need some sort of assistance from students around them or encouragement from the teacher. You show a student you care when you are talking to them one on one (and sometimes it shouldn't be about mathematics). The question is always how to find the time to do this with students, to build rapport which is so important--how to split myself into different people, working through an example with one student while talking to another student who needs to be engaged, or really has questions. In the school in which I currently work, iPads have been introduced into the classroom as a learning tool, and I looked for ways to incorporate it about the same time, and I was thinking about these challenges in my classroom, so I found my answer here, though I'm sure other solutions exist. I was conscious that iPads shouldn't replace traditional learning methods; they should add something new. When I looked at the material I was going to be teaching, or the worksheets the students would be attempting, I made the decision to make videos of all the examples, and all the problems in advance (as much as possible). I also created resource documents, which gathered other useful online material, such as websites with more depth, videos, etc., because students don't have time to research a lot. I also had to teach students for whom English was a second language, and who are used to my ways of explanation. I also needed some way to deliver this material to my students quickly. In the end, to create a system which was as flexible as possible and could be quickly implemented, I chose to record videos without sound, adding everything as notes on the flipchart, aiming at visual learners who comprise the bulk of learners. I created pdfs of the flipcharts, so students could skip the videos if they wished, and scan the pdf instead. All the students have Google Drive accounts (given by the school), so I created a folder structure of units to store all this material, which they access anywhere at any time. They can watch my explanations as many times as they want. They can read the solutions firstly and then attempt the problems, or they can check solutions after they are done, the idea being that everyone is on the path to becoming that last kind of learner. In this framework, there is scope for students to take a break from learning too, and can be negotiated on an individual basis. All these ideas are readily applicable to a college setting. Class time focuses on students working through problems, watching videos and attempting basic questions for homework. I allow them to solve the problems in any order they choose. One student can be up at the board showing that they can solve a problem, and some will watch while others continue working on the problems they are interested in. The same problem can be solved on the smart board two or three times during one week by different people if need be. Testing and spot quizzes can still be applied easily to measure what people are learning. In the case of broad problems, it is easy to return to the top of the classroom to make clear the concept or the points they've missed, to repeat a particular point. As a group it is conceptual or debatable questions where we interact, or the examples of real-life applications, or in smaller groups when group work activities have been planned.

...On one hand, science is a small community and relies on personal, one-on-one apprenticeship in order to train the next generation of researchers and explorers. On the other hand, learning science (learning anything, in fact) is best done with context in mind; if you can sufficiently teach someone, especially a layperson, the subject matter that...

...of topics including math, statistics, history, geography, french, economics, finance, business and statistics. My approach to tutoring and teaching is simple. I want students to develop a critical thinking and understand the concepts rather than just memorizing things. In my free time, I play soccer, and coach youth soccer. I also like to explore Seattle...

...master's degree and am currently working on my dissertation. I am experienced and comfortable in positions of leadership, responsibility, and education. I have worked for four years as a rowing coach for adults and high school athletes. I have worked for seven years as a tutor in mathematics, computer science, and economics and three years...

...relatable and relevant to students. I also believe that for students struggling with subjects like History and English, test-taking skills are just as important as learning content. I am currently working as an AmeriCorps member at Community for Youth, a mentoring organization aimed at high school students in Seattle. In my spare time, I serve...

...transition to college. I also worked as a special assignment mentor to provide scholastic support for middle school students. I am extremely passionate about education and I always try to pass that passion on to my students. In order to do so, I practice what I consider to be a reciprocal and empathetic pedagogy. This...

...proper time management and how to break down activities. I also like to make sure my students feel comfortable with analysis, editing, note taking, and other methods to give them a competitive edge. The fuel students should use is intrinsic motivation, enjoyment, and the thrill of delving into a topic they can use to expand...

...angles. If the first approach I suggest for a problem isn't clear to a student, I can usually come up with an alternate, sometimes more intuitive way of addressing the same problem. Recreationally, I spend a significant fraction of my time developing my problem-solving skills with the Mathematica programming language. I also enjoy building small...

...years. Budget cuts sent me to a middle school where I taught the high school credit classes there as well as coached the math team. I have a lot of teaching experience and have learned tricks and techniques from excellent teachers. I look forward to helping you reach your academic goals, nothing gives me greater...

...favorite subject my whole life, and my goal is to become a high school math teacher. I know that some people are not the biggest fans of math, but I take it upon myself to help the struggling students, and maybe if they can see themselves succeeding in mathematics they will enjoy it more. In...

...academic subjects. I learned how to succeed in the system of papers, projects, quizzes, and standardized tests, and I look forward helping other students achieve academic success, toousing patience, kindness, creativity, and a sense of humor. I am currently a neuroscience research technician with a passion for photography, travel and spending time outdoors.

...of Biology, but I also have a strong background in Chemistry and Statistics. Last year I was a mentor for at-risk teens at our local middle school. I really enjoyed the experience. I enjoy connecting with youth and it was very special to me to get to make a difference in a teen's life by...

...State University with a Bachelor's degree in Mathematics. With years of peers tutoring through high school/college and over 1 year of professional tutoring, I am confident in assisting anyone who are interested in learning to excel in the subject of their interests. I mainly focus on Mathematics tutoring (HS, College) but also available in subjects...

...diversity of adaptations in the living world. I work with students by making concepts relatable to them and explaining how and why things work a certain way, whether it's math problems or biology vocabulary. This approach solidifies concepts that might otherwise fall through the cracks. I believe that anyone can learn anything! In my spare...

...a student I always summarized my learning process and faults I made so that when people asked me about homework questions I could reflect on myself and used my experience and methods to discuss with them. I always put myself in others' shoes so that to solve the problems effectively. What's more, I have the...