I grew up in Minnesota and first attended Rochester Community and Technical College during my junior year. After taking Calculus, I became a Math tutor. This quickly branched out into tutoring many math related classes. Rochester has a great amount of diversity, and I quickly found myself tutoring math to ESL students and always to a wide range of ages and backgrounds. I went on to the University of Minnesota Morris where I continued tutoring math. I was in Thailand for a term; there I had the opportunity to work with a variety of students from 3rd grade to early high school in English.
Traveling is a great passion of mine! Other activities and studies I enjoy include a diverse selection of film, music, and art. I tend to slowly read my way through old classics rather than keep up with trendy novels. Stimulating conversation is a treat whether it’s induced by a whim or a game. I like games of all kinds, but I can say without hesitation that I am happiest while cooking or baking.
Education & Certification
Undergraduate Degree: University of Minnesota, Morris - Bachelor in Arts, Mathematics
ACT Composite: 30
ACT Math: 30
ACT Reading: 33
film, music, baking, cooking, reading, swimming, gaming
High School Chemistry
High School Physics
Q & A
What is your teaching philosophy?
Establish definitions. Take a moment a see where what you are now reading relates to what you already know, and question everything internally that it may be firmly established in your mind - then you can use it. In teaching algebra, geometry, calculus, and most math, please always write every step. Don't keep anything in your head until you don't need a tutor.
How can you help a student become an independent learner?
I aim to establish simple basic patterns that can help with more than math or test prep.
How would you help a student stay motivated?
In establishing strong, useful definitions and relating what you are currently reading to what you already know, you will naturally be motivated as you enjoy your current interests more richly, enhanced by your increasing store-hold of knowledge.
If a student has difficulty learning a skill or concept, what would you do?
Please explain and show me what you know up to or around the difficult concept. Let's see if you can build it for yourself if given a fresh or more personal framework. As for skill: I encourage doing classwork from your math courses the night given, think of everything as establishing patterns, and don't neglect your health.
How do you help students who are struggling with reading comprehension?
Read both above and below your reading level, consistently. Everything is pattern establishment. Don't be afraid to open a real dictionary and look up words more than is convenient or comfortable. You may have to think about something for a while before it comes clear. That's normal for everyone.
What strategies have you found to be most successful when you start to work with a student?
I like to understand where the student is coming from and relate information to them through stuff they maybe understand or know already. Many relationships in popular stories or games are reflected in the academic material. I like getting to know people outside their classes, but especially to know what's up in their other classes. It's good for your tutors to know what other data you've been collecting.