I'm a sophomore at Vanderbilt University studying computer science, currently focusing on iOS and game development. I like growing as a person, but I find it much more interesting and rewarding to grow other people. Seeing a student change, not in intellect but in perspective, is fascinating. I like to focus more on concepts rather than memorization so that students will have the tools to excel in any facet of academia, beyond some random test that holds too much significance.

Teaching ExperienceI am a life-long learner and enjoy assisting students of all ages, with all sorts of subjects, developing that same desire. The desire to question, the desire to know that you know, not just that the instructor says that it is so. The ability to know accounting, to engage in successful public speaking, to start that business, to develop that presentation, is within the reach of all of us. The biggest thing that stands in the path of most students is an unwillingness to try. If one keeps in mind that on the road to accounting success, to public speaking success, to building that business, to completing that knock-out presentation, is that there will be bumps along the road but there are no road blocks!I have developed and delivered countless speeches, sermons, and seminars. I am proficient in all Microsoft office products, including PowerPoint and Word! I enjoy assisting, facilitating that learning experience in students of all ages. Of essence is your willingness to succeed, if that is there, if you are willing to put in the time, then we can master any material! Some of the courses I have facilitated include...FP/120 – Essential of Personal Finance – 3 credit hoursETH/316 – Ethics and Social Responsibility – 3 credit hoursACC/290 – Principles of Accounting I – 3 credit hoursACC/291 – Principles of Accounting II – 3 credit hoursACC/300 – Principles of Accounting – 3 credit hoursACC/421 – Intermediate Financial Accounting I – 3 credithoursACC/422 – Intermediate Financial Accounting II – 3 credithoursACC/423 – Intermediate Financial Accounting III – 3 credithoursACC/491 – Contemporary Auditing I – 3 credit hoursACC/492 – Contemporary Auditing II – 3 credit hoursACC/537 – Financial Accounting – 3 credit hoursBBA/373 – Applied Accounting for Business Decisions – 3credit hoursMBA/557 – Accounting Applications for Management – 3 credithoursIf you were to ask my students what sets me apart from other instructors they would tell you that I actually enjoy doing what I do, I am not just doing it for a pay check but rather, it is because I like seeing the light bulb go off with a student when they finally get a concept, when they have developed the confidence to accomplish a task, when they value knowing not just because it will help them with a test, an exam, or with homework, but because they actually have developed the skills that will enable them to know!

I'm a recent graduate from Vanderbilt University, where I obtained my Masters of Education in Learning and Design, and a Bachelors degree from Southwestern University in Education and English.As a young student I found tutors to be immensely helpful in achieving success, so I know how important finding the right fit can be. I have experience tutoring, teaching, and mentoring students from ages 13 and up- though most of my recent experience is with college students.My favorite subjects to tutor are English and History, because I believe those are subjects where it's easy to help students find themselves within the subject matter. My teaching philosophy can be summed up as meeting students where they are at: to me, the key to student success lies in connection. Connection to instructors, to the content material, and to their own identities.

Several years ago, I had a few students show me a video called "I Just Sued the School System" by Prince Ea. In it, Prince Ea argues that the education system has not changed much in 150 years. He compares it to telephones and computers and declares that nowhere else in our lives would we ever allow for such limited advancement. In a traditional classroom, teachers stand at the board, lecture to students, depositing information into their heads. I feel as though this is how I was taught to teach - spend the night before becoming the expert of my content and then go in the next day to give that information to my students. What does that accomplish?I am not proud of this, but I remember saying six years ago to a student, "You don't even have to have read the book. Just pay attention to discussion in class." What was I asking my students to do at that point? Listen to what a few motivated students and I discussed in class and regurgitate that information in a formal paper at the end of the unit? What a wake up call!For the last five years, I have been trying to live as a "faciliteacher" instead of an expert. I have followed the guidance of some phenomenal teachers, such as Penny Kittle, author of "Book Love", and Kelly Gallagher, author of "Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts". It is difficult. I have had to abandon many of my loves, such as an extensive unit on "Catcher in the Rye", my favorite book of all time. I have had to give up control and allow my students to "share in the ownership of course content, making it more meaningful and useful" (Ventimiglia, 1993, p.2). I am still struggling with this, but as I gain more experience in this new philosophy of teaching, I am beginning to see different and better results.Taking a page from Kittle's book, I have adopted choice reading. Peek into my classroom and by the glow of my twinkle lights you will see students lounging on comfy cushions and couches, reading their choice novels taken from my many bookshelves lining the room. The students and I work together on poems, excerpts and shorter works during class to hone our skills, and then apply those skills to choice novels. Papers are all individualized because the students are writing about a book they selected. They are the experts. I am there to answer questions, read over their work, and act as a sounding board for their ideas. I dedicate time during class for choice reading and group discussions surrounding larger topics, like character development or plot elements. The writing is far more entertaining. The students are passionate about the topic, because it is a book to which they feel connected. Since choice reading is student driven, all of the ideas they discuss in their papers are their own, not something they overhear in a class discussion and are just regurgitating.I also write with my students, as suggested by Gallagher. It is terrifying! Students watch me work through ideas, make mistakes, create terrible pieces of writing, and scrap many drafts. I have also abandoned many formalities that were originally scripture for any formal writing. This makes sense, though. Very few people will have to write formal essays in the real world. They will all need to know how to successfully convey their ideas in entertaining and cohesive manners. Giving students the freedom to pick their topics and perfect their own voices makes writing fun and relevant, no matter the content.I actually ended this last school year with a research project where students selected their own topics and the most logical format in which to present the information they found. One of my favorites was a student who was interested in racism in our current school systems. As she concluded her research, she decided that the most effective piece of writing for her topic would be a letter to our governor demanding change. Not only did she have to process the information she found, but she had to successfully convey her argument so that people would listen. After workshopping it with other students, we finalized it and mailed it to the governor's office. It validated all of her work and effort and made the assignment relevant to her life. Best of all, she was invited to Oakland University in July to present her argument to a panel of adults.My seventeen years of teaching have been like the book "Where's Waldo?". At first, I followed the traditional teaching path, focusing on the canon and formal essays. I was able to teach many different classes from Honors Shakespeare, to Advanced Composition, to Science Fiction, to Comic Books and Graphic Novels. That Waldo, though, didn't have a scarf. So I kept searching. Next, I dabbled in a choice reading unit in my American Literature class. That Waldo had a scarf, but was missing his cane. Each year that I embrace being a "faciliteacher," I get closer and closer to finding the true Waldo. I haven't found him yet, but the searching and experimenting is part of the fun. Secretly, I hope I never find him, because that would mean I reached the end of the book, the end of my development as a teacher.

I am currently a student at Middle Tennessee State University finishing my last semester on a degree in Industrial Mathematics with a minor in Physics.I've always been interested in math education, be it helping classmates grapple the material, or as a tutor for a nearby community college. I try to explain material in a way that illuminates what's actually happening and connect it with what is already understood. What's better than seeing someone figure out the answer is hearing "Oooh, that makes way more sense. That's why we ____."

I am currently a student at Belmont University studying Computer Science and Audio Engineering. I am passionate about mathematics and music, and would like to share my skills with students who need help in these subject areas.

I have had the pleasure of being an Early Childhood Special Education teacher, with a background in Speech and language pathology for the past ten years. I am an enthusiastic, versatile, and compassionate educator, and advocate for my students. I strive to promote the development of all learning styles, by meeting students where they are, and providing them with developmentally appropriate, engaging, and hands-on activities. I believe in helping students become confident in who they are, so that they can achieve the growth in their area(s) of need. My objective is to provide my students with a safe, secure, and nurturing learning environment, so that they can develop a love for learning and acquire the skills to become lifelong learners.

I'm a kind, attentive, and patient tutor with experience teaching students of all ages and levels. I have a bachelor's degree in English and I'm TESOL certified. I tutor a variety of subjects related to English. My favorite subjects to teach are ESL, literature, poetry, and writing. I have three years of experience in childcare and teaching, including one year of experience as an online ESL teacher. I love exploring new and creative teaching techniques. I'll tutor in whatever style best suites you. I'll make you feel at ease while we work to reach your goals. I believe that the best way to learn is in a comfortable and trusting atmosphere.

I am a graduate from the University of Mississippi! I received both my Masters of Science in Mathematics and Bachelor of Arts in Mathematics from Ole Miss! Throughout my undergraduate and graduate school years, I have tutored quite a variety of math classes! My specialities are Calculus I and Algebra! I am very passionate about math; however, I am not just a math expert! I have experience tutoring other subjects as well! In my undergraduate studies, I was a Human Anatomy and Physiology Teaching Assistant as well as a Human Anatomy and Physiology Supplemental Instruction Leader! I love learning and I love helping others learn! I hope to spark a little joy for learning in all the students I encounter!

I am a graduate of Rochester Institute of Technology with a Bachelors of Science degree in Biotechnology and Molecular Biology. I also earned minors in chemistry and Spanish while there. While in college, I was a teaching assistant for Organic Chemistry I and II for 3 semesters, Microbiology for 1 semester, and Tissue/Cell Culture for 1 semester. I have always loved helping students learn because there were times when I relied on those same people. I try to help students not to only complete their assignments, but help them understand and apply the concepts to different problems. I will be attending graduate school to obtain my PhD in Biomedical Sciences and when I am not busy with academics, I like to workout, hang out with friends, and travel.

I'm a sophomore at Vanderbilt University studying computer science, currently focusing on iOS and game development. I like growing as a person, but I find it much more interesting and rewarding to grow other people. Seeing a student change, not in intellect but in perspective, is fascinating. I like to focus more on concepts rather than memorization so that students will have the tools to excel in any facet of academia, beyond some random test that holds too much significance.

Teaching ExperienceI am a life-long learner and enjoy assisting students of all ages, with all sorts of subjects, developing that same desire. The desire to question, the desire to know that you know, not just that the instructor says that it is so. The ability to know accounting, to engage in successful public speaking, to start that business, to develop that presentation, is within the reach of all of us. The biggest thing that stands in the path of most students is an unwillingness to try. If one keeps in mind that on the road to accounting success, to public speaking success, to building that business, to completing that knock-out presentation, is that there will be bumps along the road but there are no road blocks!I have developed and delivered countless speeches, sermons, and seminars. I am proficient in all Microsoft office products, including PowerPoint and Word! I enjoy assisting, facilitating that learning experience in students of all ages. Of essence is your willingness to succeed, if that is there, if you are willing to put in the time, then we can master any material! Some of the courses I have facilitated include...FP/120 – Essential of Personal Finance – 3 credit hoursETH/316 – Ethics and Social Responsibility – 3 credit hoursACC/290 – Principles of Accounting I – 3 credit hoursACC/291 – Principles of Accounting II – 3 credit hoursACC/300 – Principles of Accounting – 3 credit hoursACC/421 – Intermediate Financial Accounting I – 3 credithoursACC/422 – Intermediate Financial Accounting II – 3 credithoursACC/423 – Intermediate Financial Accounting III – 3 credithoursACC/491 – Contemporary Auditing I – 3 credit hoursACC/492 – Contemporary Auditing II – 3 credit hoursACC/537 – Financial Accounting – 3 credit hoursBBA/373 – Applied Accounting for Business Decisions – 3credit hoursMBA/557 – Accounting Applications for Management – 3 credithoursIf you were to ask my students what sets me apart from other instructors they would tell you that I actually enjoy doing what I do, I am not just doing it for a pay check but rather, it is because I like seeing the light bulb go off with a student when they finally get a concept, when they have developed the confidence to accomplish a task, when they value knowing not just because it will help them with a test, an exam, or with homework, but because they actually have developed the skills that will enable them to know!

I'm a recent graduate from Vanderbilt University, where I obtained my Masters of Education in Learning and Design, and a Bachelors degree from Southwestern University in Education and English.As a young student I found tutors to be immensely helpful in achieving success, so I know how important finding the right fit can be. I have experience tutoring, teaching, and mentoring students from ages 13 and up- though most of my recent experience is with college students.My favorite subjects to tutor are English and History, because I believe those are subjects where it's easy to help students find themselves within the subject matter. My teaching philosophy can be summed up as meeting students where they are at: to me, the key to student success lies in connection. Connection to instructors, to the content material, and to their own identities.

Several years ago, I had a few students show me a video called "I Just Sued the School System" by Prince Ea. In it, Prince Ea argues that the education system has not changed much in 150 years. He compares it to telephones and computers and declares that nowhere else in our lives would we ever allow for such limited advancement. In a traditional classroom, teachers stand at the board, lecture to students, depositing information into their heads. I feel as though this is how I was taught to teach - spend the night before becoming the expert of my content and then go in the next day to give that information to my students. What does that accomplish?I am not proud of this, but I remember saying six years ago to a student, "You don't even have to have read the book. Just pay attention to discussion in class." What was I asking my students to do at that point? Listen to what a few motivated students and I discussed in class and regurgitate that information in a formal paper at the end of the unit? What a wake up call!For the last five years, I have been trying to live as a "faciliteacher" instead of an expert. I have followed the guidance of some phenomenal teachers, such as Penny Kittle, author of "Book Love", and Kelly Gallagher, author of "Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts". It is difficult. I have had to abandon many of my loves, such as an extensive unit on "Catcher in the Rye", my favorite book of all time. I have had to give up control and allow my students to "share in the ownership of course content, making it more meaningful and useful" (Ventimiglia, 1993, p.2). I am still struggling with this, but as I gain more experience in this new philosophy of teaching, I am beginning to see different and better results.Taking a page from Kittle's book, I have adopted choice reading. Peek into my classroom and by the glow of my twinkle lights you will see students lounging on comfy cushions and couches, reading their choice novels taken from my many bookshelves lining the room. The students and I work together on poems, excerpts and shorter works during class to hone our skills, and then apply those skills to choice novels. Papers are all individualized because the students are writing about a book they selected. They are the experts. I am there to answer questions, read over their work, and act as a sounding board for their ideas. I dedicate time during class for choice reading and group discussions surrounding larger topics, like character development or plot elements. The writing is far more entertaining. The students are passionate about the topic, because it is a book to which they feel connected. Since choice reading is student driven, all of the ideas they discuss in their papers are their own, not something they overhear in a class discussion and are just regurgitating.I also write with my students, as suggested by Gallagher. It is terrifying! Students watch me work through ideas, make mistakes, create terrible pieces of writing, and scrap many drafts. I have also abandoned many formalities that were originally scripture for any formal writing. This makes sense, though. Very few people will have to write formal essays in the real world. They will all need to know how to successfully convey their ideas in entertaining and cohesive manners. Giving students the freedom to pick their topics and perfect their own voices makes writing fun and relevant, no matter the content.I actually ended this last school year with a research project where students selected their own topics and the most logical format in which to present the information they found. One of my favorites was a student who was interested in racism in our current school systems. As she concluded her research, she decided that the most effective piece of writing for her topic would be a letter to our governor demanding change. Not only did she have to process the information she found, but she had to successfully convey her argument so that people would listen. After workshopping it with other students, we finalized it and mailed it to the governor's office. It validated all of her work and effort and made the assignment relevant to her life. Best of all, she was invited to Oakland University in July to present her argument to a panel of adults.My seventeen years of teaching have been like the book "Where's Waldo?". At first, I followed the traditional teaching path, focusing on the canon and formal essays. I was able to teach many different classes from Honors Shakespeare, to Advanced Composition, to Science Fiction, to Comic Books and Graphic Novels. That Waldo, though, didn't have a scarf. So I kept searching. Next, I dabbled in a choice reading unit in my American Literature class. That Waldo had a scarf, but was missing his cane. Each year that I embrace being a "faciliteacher," I get closer and closer to finding the true Waldo. I haven't found him yet, but the searching and experimenting is part of the fun. Secretly, I hope I never find him, because that would mean I reached the end of the book, the end of my development as a teacher.

I am currently a student at Middle Tennessee State University finishing my last semester on a degree in Industrial Mathematics with a minor in Physics.I've always been interested in math education, be it helping classmates grapple the material, or as a tutor for a nearby community college. I try to explain material in a way that illuminates what's actually happening and connect it with what is already understood. What's better than seeing someone figure out the answer is hearing "Oooh, that makes way more sense. That's why we ____."

I am currently a student at Belmont University studying Computer Science and Audio Engineering. I am passionate about mathematics and music, and would like to share my skills with students who need help in these subject areas.

I have had the pleasure of being an Early Childhood Special Education teacher, with a background in Speech and language pathology for the past ten years. I am an enthusiastic, versatile, and compassionate educator, and advocate for my students. I strive to promote the development of all learning styles, by meeting students where they are, and providing them with developmentally appropriate, engaging, and hands-on activities. I believe in helping students become confident in who they are, so that they can achieve the growth in their area(s) of need. My objective is to provide my students with a safe, secure, and nurturing learning environment, so that they can develop a love for learning and acquire the skills to become lifelong learners.

I'm a kind, attentive, and patient tutor with experience teaching students of all ages and levels. I have a bachelor's degree in English and I'm TESOL certified. I tutor a variety of subjects related to English. My favorite subjects to teach are ESL, literature, poetry, and writing. I have three years of experience in childcare and teaching, including one year of experience as an online ESL teacher. I love exploring new and creative teaching techniques. I'll tutor in whatever style best suites you. I'll make you feel at ease while we work to reach your goals. I believe that the best way to learn is in a comfortable and trusting atmosphere.

I am a graduate from the University of Mississippi! I received both my Masters of Science in Mathematics and Bachelor of Arts in Mathematics from Ole Miss! Throughout my undergraduate and graduate school years, I have tutored quite a variety of math classes! My specialities are Calculus I and Algebra! I am very passionate about math; however, I am not just a math expert! I have experience tutoring other subjects as well! In my undergraduate studies, I was a Human Anatomy and Physiology Teaching Assistant as well as a Human Anatomy and Physiology Supplemental Instruction Leader! I love learning and I love helping others learn! I hope to spark a little joy for learning in all the students I encounter!

I am a graduate of Rochester Institute of Technology with a Bachelors of Science degree in Biotechnology and Molecular Biology. I also earned minors in chemistry and Spanish while there. While in college, I was a teaching assistant for Organic Chemistry I and II for 3 semesters, Microbiology for 1 semester, and Tissue/Cell Culture for 1 semester. I have always loved helping students learn because there were times when I relied on those same people. I try to help students not to only complete their assignments, but help them understand and apply the concepts to different problems. I will be attending graduate school to obtain my PhD in Biomedical Sciences and when I am not busy with academics, I like to workout, hang out with friends, and travel.