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Claudia

Claudia

Bachelors, Biology, General
Lynn University, Davenport University, St. Matthew School of Medicine

About Me

I feel the the academic experiences that I have been through as a student for so many years have given me such great insight as a student. All the years of education and of having been a student always gave me an opportunity to learn from my professors. Now that I am on the other side, I have a sense of empathy, respect, and also feel humbled by my experiences and certainly very able to communicate in a professional manner with my students. I have and hold my students to high expectations and will go above and beyond to help them understand the material and my objective is to make them feel empowered and aware that they are capable of performing satisfactory and independently. For myself, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with students of all ages. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs. I am such a person and will always strive to be the best educator that I can be.

Education & Certifications

Lynn University
Bachelors, Biology, General
Davenport University
Masters, MBA
St. Matthew School of Medicine
Doctor of Medicine, Medicine

Q&A with Claudia

My teaching philosophy is student centered. All students are unique, and there is no "one size fits all" approach. I believe it helps to foster critical thinking skills, facilitate the acquisition of lifelong learning skills, help students develop evidence-based clinical problem-solving strategies, and prepare students to function independently. Furthermore, my overall teaching philosophy is based on two principles: active student learning strongly influences student-learning outcomes; and assessment procedures strongly influence student acquisition of knowledge.

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