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Nicholas

Nicholas

Bachelors, Physics
University of Illinois at Urbana-Champaign

About Me

I began tutoring as a volunteer assignment in high school, later being promoted to an advisory block teacher my senior year. While a student at the University of Illinois at Urbana-Champaign, I continued to tutor other students, mainly in physics and mathematics. Eventually, this lead me to a position as a TA and lab technician in Phys 406: Physics of Music Lab. In total, I have tutored for about 8 years. My favorite facet of tutoring is exploring the different ways in which students learn a topic. An explanation that resonates with 90% of students, may not clarify things for the other 10%. Part of being a good tutor requires me to identify many alternate routes to explanation, should the more common ones not work well. This interests me greatly, as it broadens my own understanding of the topics in math and physics I find so interesting. An added bonus is being able to help someone meet their classroom goals. I recently earned a B. S. in Physics with Distinction in the Curriculum from U of I at Urbana-Champaign with a Minor in Mathematics. I also took enough math courses out of my own interest that I was a mere 12 hours away from completing a double degree in Mathematics. Students preparing for AP examinations may want to know I received a 4 in AP Physics B, a 5 in AP Calculus BC (5 in the AB subscore), and a 5 in AP Chemistry.

Education & Certifications

University of Illinois at Urbana-Champaign
Bachelors, Physics

Test Scores

ACT
Composite
31
Math
33

Q&A with Nicholas

I feel a student does not know, until they can do. Thus, my approach is problem centered. There are 4 steps I walk a student through. 1. Identify: The student and I decide what concepts the problem revolves around. We define any jargon and spell out our goal clearly. 2. Write it down: I get the student to rephrase the question in the language relevant to the course (equations, mathematical notation, pseudo-code, etc.). 3. Do: This part is the actual work. Simplifying equations, solving x, writing code, etc. Usually after walking through steps 1 and 2, this step is the easiest. 4. Question the Answer: Once the work is done, I ask the student to explain their answer. Why does it make sense? What is the answer saying about the problem? How do we know it is the correct answer?

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