I believe that no two students are exactly alike and that every mind deserves an equal chance to reach its fullest potential. I am also confident that no one branch of study is set apart. Instruction is most effective when it appeals to a student's particular passions and interests in order to stimulate curiosity and engagement in a course of study. A student's strengths should be celebrated, but they should also be utilized to facilitate growth in other areas.
Education & Certification
Undergraduate Degree: University of Oklahoma Norman Campus - Bachelor in Arts, Film and Media Studies
Graduate Degree: University of Oklahoma Norman Campus - Unknown, Professional Writing
Film and Television, Reading, Woodworking, Cooking
Q & A
What is your teaching philosophy?
I find that with History and English (especially as it relates to composition) a holistic approach is most beneficial. Not only does the process help a student's comprehension of a particular subject, but it also stimulates the mind to think about the interconnectivity of all studies. I enjoy seeing students make connections across different fields of interest.
What might you do in a typical first session with a student?
Rather than dive right into complicated subject matter, I would prefer to get to know the student in such a way as to understand his or her thought process and attain a general understanding of academic background. There is much to be gained from a self-assessment; having the student tell me what his/her strengths and weakness are. While the accuracy of the statements may not always be reliable, it is a valuable insight into the student's mind.
How can you help a student become an independent learner?
This is an important and often overlooked point. Most people's conception of a tutor is similar to a calculator for non-math subjects. I am always careful to not just explain an answer or concept to a student. I also help them understand my own process for recalling or finding information, giving them the tools I've used for my own academic success.