I consider myself pretty intelligent - not in an upturned-nose kind of way - but in a driven-by-curiosity sense. Thus, I firmly believe in collaboration, because I get immense gratification when I learn something new, and I want to share that feeling with other people. I am also pretty easy-going and empathetic; I like to tell jokes and try to please people around me, so if I am your tutor you can bet that I will do my best to cater to your needs and strengths. I think the best model for tutoring is for me to help you figure out how to work through problems rather than just giving you the answer.
If you take a look at my interest and hobbies, you can see that my curious drive is not limited to my academics - far from it! I am fascinated with the idea of being a Renaissance Man - a polymath basically - so I am always pushing myself to learn new things and try adventurous experiences. This might mean spending hours learning how to build a portable solar-powered generator or going hitchhiking in central Europe!
Education & Certification
Undergraduate Degree: Whitman College - Bachelor in Arts, Economics and Rhetoric
ACT Composite: 34
ACT English: 36
ACT Math: 30
ACT Reading: 36
ACT Science: 34
Reading, Learning and completing DIY projects, refining my apocalypse skills and resources, scouring the internet for cool, new music, going to live shows, camping, thrift-shopping, seeking new experiences
AP US History
College Level American History
High School English
High School Level American History
Q & A
What is your teaching philosophy?
Socratic. I want to help you figure out the answers, not give them to you!
What might you do in a typical first session with a student?
Spend a little bit of time introducing myself, probably tell a "dad" joke. Once introductions are over, I want to assess what the student believes they need help on and how they best learn.
How would you help a student stay motivated?
I would try to demonstrate that there is progress made every session. Hopefully I would like to be able to break up sessions to reach small and minor milestones, so that way the students can appreciate the fact that they're progressing
If a student has difficulty learning a skill or concept, what would you do?
Work with them to figure it out. This is a very general and broad question, but some strategies would be to reframe the concept or problem, approach it from a tangential model or analogy, or build up from what they already know.
What techniques would you use to be sure that a student understands the material?
Ask them to explain it to me, or "reverse" tutor me.