I have been a high school classroom teacher for a few years, having recently graduated from University of Cincinnati with a bachelors in Secondary Education English Language Arts and a bachelors in Literature and Cultural Studies. My tutoring experience, however, dates back to my second year of high school, when I began working with students in younger grades after school in all subjects. I hope to continue tutoring in all areas and soon work toward my masters degree in Literature, not only for the enjoyment of broadening my own knowledge, but so that I may help high school students earn college credit early. Currently, I professionally specialize in teaching high school English Language Arts and tutoring students preparing for standardized testing.
Ive worked with a great and diverse body of students over the years, strengthening my belief that education is best approached when teachers are able to tailor instruction around students strengths, areas of growth, and interests. Students make deeper and longer-lasting connections when they are able to derive personal meaning from material, explore, and assess relevance to their lives. I try to guide students in the classroom with a mix of modeling, activities, and student-centered exploration, which allows students to study a subject from more angles and establish ownership of their learning.
My strength has always been literature, and like anyone else, I had to work to understand other subjects. Not every concept comes easily to every student. I believe in teaching important study skills, essay writing, deeper reading, and test-taking strategies. When it comes to math, science, and other analytical subjects, I guide students with practice of processes and concepts so that new learning builds easily on established knowledge.
When I am not working, I enjoy spending my time with my family. I have two children, who are both creative and have varied interests. We spend time crafting, exploring nature, solving puzzles, and reading. I am also a soccer and baseball fan, and spend time during spring and fall seasons enjoying both with my daughter.
Undergraduate Degree: University of Cincinnati - Bachelors, Secondary Education Integrated Secondary English Language Arts; Literature and Cultural Studies (BA)
I love reading and creative writing, crafting and exploring nature with my children.
High School English
Study Skills and Organization
What is your teaching philosophy?
I've worked with a great and diverse body of students over the years, strengthening my belief that education is best approached when teachers are able to tailor instruction around students' strengths, areas of growth, and interests. Students make deeper and longer-lasting connections when they are able to derive personal meaning from material, as well as able to explore and assess relevance to their lives. I try to guide students in the classroom with a mix of modeling, activities, and student-centered exploration, which allows students to study a subject from more angles and establish ownership of their learning.
What might you do in a typical first session with a student?
A typical first session is all about allowing me to see how you think. No matter what subject we are studying, it's important for me to see how you approach a problem. I usually field students a selection of questions pulled from different levels of difficulty and concepts, and I request that a student walk me through solving the problem. Using the right steps and strategies indicates someone who is a problem-solver, has strong logic and reasoning skills, and will boost your performance. Whenever possible, I assess my students for the use of these strategies and coach how to use them properly. In addition to providing me with insight into how a student thinks, the brief assessment also indicates right away what subjects or concepts will be the majority of our focus, and which are strong enough that a student can work independently or with limited practice to improve. For example, if a student demonstrates strong comprehension skills in reading, but stumbles frequently on vocabulary and makes errors due to word meaning, I know we will focus on vocabulary building rather than textual evidence or author's purpose. We will also practice new skills and strategies: acquiring new vocabulary, strengthening Greek root word and prefix knowledge, and determining meaning through context clues.