I am a graduate of Elon University (2017), where I received my Bachelor of Science in Exercise Science and a minor in Psychology. After graduation, I moved to Madrid, Spain to work as an ESL Teaching Assistant. I spent 3 years in Madrid working at two different schools with students from all different backgrounds and of all ages (4-17). My main responsibilities were creating and implementing engaging cultural activities and fun games aimed to improve my students' listening and communication abilities. I was also a private tutor during my 3 years in Madrid helping Spanish children with English homework and reinforcing their listening comprehension, English grammar understanding and general speaking skills in a fun and exciting way. I also have 2 years of experience working with the China-based company Magic Ears as a TESOL certified instructor, during which I have taught over 1,000 online classes to Chinese students in a 1 to 4 teacher-student ratio setting. I have a true passion for helping foreign students not only improve their English skills but also build confidence and genuinely enjoy speaking the language!In June of 2020, I completed a Master of Arts in Teaching Spanish as a Second Language in Madrid. I also have a DELE Spanish certification (C1 level) and a strong passion for Spanish tutoring. My teaching methods are strongly catered to the learning style, goals and interests of each individual student. Based on my years of experience teaching both Spanish and Chinese students in person and online, I have mastered the ability to be flexible, patient and creative when it comes to teaching and implementing appropriate material. I love to incorporate fun conversation questions, games and activities throughout my lessons in order to maintain an active and engaging environment at all times. I also enjoy using physical props, pictures and videos as wonderful examples of the material at hand so that my students have a clear understanding of the topic. Given that I have always loved working with children, it is very important to me to form a strong personal connection with each individual student so that they feel as confident as possible learning, speaking and practicing English and Spanish with me.In my spare time, I enjoy reading, running, traveling and spending quality time with family and friends. I am a very outgoing, organized and motivated person who is always striving to share my passion for languages with students all around the world!

I'm a physics student at Stony Brook University with interests in mathematics, baroque music, and music theory.

I believe every student has his or her own learning needs. I would like to know more about my students, to provide a personalized learning experience and to help them achieve their dreams. My students will not be afraid of making mistakes. My students will be more confident about their abilities. My students will have a open and critical mind to what they are learning.

Hey! My name is Baoyi and you can call me Rita. I studied and graduated at The University of Texas at Austin. I am an outgoing, organized, friendly and responsible person. I am fluent in Mandarin and English, and I'd love to help more people to know and learn about Mandarin. Most people think Mandarin is hard, but I will say it is super beautiful, interesting and worth learning. I hope you are interested in it and thank you for visiting my profile:)

Tutoring has always come naturally to me, as I even enjoyed helping others learn while getting a higher education myself. Earning my Bachelor's degree has really motivated me to help others achieve their educational and academic goals. I have over 5 years of teaching and tutoring experience, and have loved every moment of it.Teaching gives me the ability to give back to my community in a way that impacts society on a larger scale. The most rewarding feeling in teaching and tutoring is seeing that I have made a difference in a students academic comprehension and learning!

Spanish is my primary language. I am able to bring the skills necessary to build your knowledge in Spanish whether it is your first language or not.I am Psychologist and I have masters degree in education.I work at school teaching Spanish class in 6th, 7th and 8th grade, I also taught 4th and 5th grade last school year too.

Hello! My name is Steven Plater and I currently serve as the Music Teacher at Southside Elementary School in Miami, Florida. I am an enthusiastic and dedicated educator/tutor who has experience working with learners as early as Pre-K to adults. The key to success is to never stop learning, therefore I continue to seek professional development to stay abreast with today's educational trends.

I'm a sophomore at Rice University majoring in Biosciences and on the premed track. I've had experience tutoring students, ages ranging from kindergarten through high school. I've helped a lot of my peers with AP courses and classes in high school as a peer tutor. I also have experience helping students prepare for the ACT through Varsity Tutors. I've had students go from a 25 to 32 after 2 months of working with them. It's really rewarding to see students learn and expand their own capabilities. I truly enjoy helping others achieve their goals! In my spare time I like to play badminton and piano.

Hi there, I believe that learning a new language should be fun. Learning a language is tough, and I am open to helping students practice speaking, reading, and writing without any judgment. I am open to helping you learn Chinese or Japanese no matter where you are in the learning process.I am an experienced translator and mentor with a bachelor's degree in Asian Studies from Pomona College. I concentrated in East Asian History and minored in Japanese Literature and have lived in Japan, Taiwan, and Mainland China.I also have experience as a college access mentor and have supported over 200 students in applying to college and winning scholarships.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.

I am a graduate of Elon University (2017), where I received my Bachelor of Science in Exercise Science and a minor in Psychology. After graduation, I moved to Madrid, Spain to work as an ESL Teaching Assistant. I spent 3 years in Madrid working at two different schools with students from all different backgrounds and of all ages (4-17). My main responsibilities were creating and implementing engaging cultural activities and fun games aimed to improve my students' listening and communication abilities. I was also a private tutor during my 3 years in Madrid helping Spanish children with English homework and reinforcing their listening comprehension, English grammar understanding and general speaking skills in a fun and exciting way. I also have 2 years of experience working with the China-based company Magic Ears as a TESOL certified instructor, during which I have taught over 1,000 online classes to Chinese students in a 1 to 4 teacher-student ratio setting. I have a true passion for helping foreign students not only improve their English skills but also build confidence and genuinely enjoy speaking the language!In June of 2020, I completed a Master of Arts in Teaching Spanish as a Second Language in Madrid. I also have a DELE Spanish certification (C1 level) and a strong passion for Spanish tutoring. My teaching methods are strongly catered to the learning style, goals and interests of each individual student. Based on my years of experience teaching both Spanish and Chinese students in person and online, I have mastered the ability to be flexible, patient and creative when it comes to teaching and implementing appropriate material. I love to incorporate fun conversation questions, games and activities throughout my lessons in order to maintain an active and engaging environment at all times. I also enjoy using physical props, pictures and videos as wonderful examples of the material at hand so that my students have a clear understanding of the topic. Given that I have always loved working with children, it is very important to me to form a strong personal connection with each individual student so that they feel as confident as possible learning, speaking and practicing English and Spanish with me.In my spare time, I enjoy reading, running, traveling and spending quality time with family and friends. I am a very outgoing, organized and motivated person who is always striving to share my passion for languages with students all around the world!

I'm a physics student at Stony Brook University with interests in mathematics, baroque music, and music theory.

I believe every student has his or her own learning needs. I would like to know more about my students, to provide a personalized learning experience and to help them achieve their dreams. My students will not be afraid of making mistakes. My students will be more confident about their abilities. My students will have a open and critical mind to what they are learning.

Hey! My name is Baoyi and you can call me Rita. I studied and graduated at The University of Texas at Austin. I am an outgoing, organized, friendly and responsible person. I am fluent in Mandarin and English, and I'd love to help more people to know and learn about Mandarin. Most people think Mandarin is hard, but I will say it is super beautiful, interesting and worth learning. I hope you are interested in it and thank you for visiting my profile:)

Tutoring has always come naturally to me, as I even enjoyed helping others learn while getting a higher education myself. Earning my Bachelor's degree has really motivated me to help others achieve their educational and academic goals. I have over 5 years of teaching and tutoring experience, and have loved every moment of it.Teaching gives me the ability to give back to my community in a way that impacts society on a larger scale. The most rewarding feeling in teaching and tutoring is seeing that I have made a difference in a students academic comprehension and learning!

Spanish is my primary language. I am able to bring the skills necessary to build your knowledge in Spanish whether it is your first language or not.I am Psychologist and I have masters degree in education.I work at school teaching Spanish class in 6th, 7th and 8th grade, I also taught 4th and 5th grade last school year too.

Hello! My name is Steven Plater and I currently serve as the Music Teacher at Southside Elementary School in Miami, Florida. I am an enthusiastic and dedicated educator/tutor who has experience working with learners as early as Pre-K to adults. The key to success is to never stop learning, therefore I continue to seek professional development to stay abreast with today's educational trends.

I'm a sophomore at Rice University majoring in Biosciences and on the premed track. I've had experience tutoring students, ages ranging from kindergarten through high school. I've helped a lot of my peers with AP courses and classes in high school as a peer tutor. I also have experience helping students prepare for the ACT through Varsity Tutors. I've had students go from a 25 to 32 after 2 months of working with them. It's really rewarding to see students learn and expand their own capabilities. I truly enjoy helping others achieve their goals! In my spare time I like to play badminton and piano.

Hi there, I believe that learning a new language should be fun. Learning a language is tough, and I am open to helping students practice speaking, reading, and writing without any judgment. I am open to helping you learn Chinese or Japanese no matter where you are in the learning process.I am an experienced translator and mentor with a bachelor's degree in Asian Studies from Pomona College. I concentrated in East Asian History and minored in Japanese Literature and have lived in Japan, Taiwan, and Mainland China.I also have experience as a college access mentor and have supported over 200 students in applying to college and winning scholarships.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.