I am a 34-year-old anxiety coach, tutor, and digital marketer. I consider tutoring to be my career, as I have over 18 years' experience with one-on-one educating. I began tutoring my peers in high school, and have since worked with students from 5 to 50 years old in all subjects. My favorite subjects are math and Spanish, but I also love to help students with test-taking strategy and overcoming school-related anxiety.
I studied International Relations at Rollins College, which required that I be well-versed in many subject areas, and I believe in the value of a well-rounded education. I love getting to know my tutoring clients and becoming truly invested in their success.
Education & Certification
Undergraduate Degree: Rollins College - Bachelors, International Relations
Writing, walking outdoors, playing piano, meditating, listening to podcasts
10th Grade Math
10th Grade Reading
10th Grade Writing
11th Grade Math
11th Grade Reading
11th Grade Writing
12th Grade Writing
ACCUPLACER Arithmetic Prep
ACCUPLACER College-Level Math Prep
ACCUPLACER Elementary Algebra Prep
ACCUPLACER Reading Comprehension Prep
ACT with Writing Prep
CLEP College Mathematics
College Application Essays
College Level American History
College Political Science
Elementary School Math
Florida EOC Assessment Prep
High School Business
High School Economics
High School English
High School Level American History
High School Political Science
High School Writing
SAT Subject Test in Italian
SAT Subject Test in Italian with Listening
SAT Subject Test in Spanish with Listening
SAT Subject Tests Prep
Study Skills and Organization
What is your teaching philosophy?
I am relaxed and believe in making school and studying less stressful in any way possible. I focus on creating positive habits: small things that students can do to make large tasks more manageable.
What might you do in a typical first session with a student?
I would let the student speak more than I do; rather than telling him what we will be doing, I will let him guide us by asking a few questions and letting him explain what he knows first. Most of the time, this approach results in the student being surprised at how much he already knows. Then, future sessions are less intimidating.
How can you help a student become an independent learner?
I can provide the student with lifelong study skills, which go above and beyond traditional things like creating flashcards. I like to show students how to get more out of class time, reading, and homework so that studying for big tests is simpler.
How would you help a student stay motivated?
Allow the student to take a break! Resting our minds is just as important as working diligently. Sometimes, answers and creative ideas pop into our heads most easily when we are not forcing it to happen.
If a student has difficulty learning a skill or concept, what would you do?
Take a break from the frustrating concept and work on related skills that will draw us back to the difficult one without putting too much pressure on it. Then, give some easy tips for the student to try the next time the hard concept comes up in class or at home.
How do you help students who are struggling with reading comprehension?
Encourage them to stop frequently while reading long passages. Pausing to assess how well you're understanding a topic allows you to either move forward confidently or go back and re-read short portions of the text before it gets too overwhelming.
How do you build a student's confidence in a subject?
I would explain my go-to learning strategy: Always do what you know first. Look at the things you are sure about, especially when studying for tests. Do not spend all your time on the difficult or frustrating parts since they will likely only make up a small part of the exam.
How do you evaluate a student's needs?
I gauge a student's emotional reaction to a topic or subject. Angst or apprehension tells me a student needs patience; apathy tells me he needs to be shown how the skill he learns will help him in all other subjects, or in life!
How do you adapt your tutoring to the student's needs?
If I see a student becoming bored or confused by my explanation, I slow down and try not to talk as much. I respect the natural pauses as the student picks up on the topic and wait for him to ask questions. Similarly, if a student looks actively frustrated, I will get his mind off the problem with a completely different approach, i.e. watching a video of someone else explaining the subject matter. I won't always use pencil and paper, though it's my habit to do so; sometimes, I adapt by simply having a conversation about the work.
What types of materials do you typically use during a tutoring session?
Less is more. The necessities are pencil, paper, and the student's book or assignment. Occasionally, I'll use a smart phone or tablet if we need to look up something together.