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I have been passionate about education since my time as a teaching assistant during my undergraduate education. I earned a Bachelor's Degree from the University of Missouri in 2009, where I majored in Sociology. During my time at Mizzou, I tutored peers as part-time employment, and had the opportunity of being an undergraduate teaching assistant. After graduation, I joined Teach For America and taught middle school math for three year for Memphis City Schools. I am certified to teach all middle school subjects. As a teacher, I planned curriculum and lessons, teaching over 200 students and earning the highest possible teaching rating. I also conducted after school tutoring, where I tutored all middle school subjects. My students worked hard and were able to accomplish an average of 1.5 years' growth in one academic year.

After three years in the classroom, I decided to further my own education. For a time I considered law school, and it was during this time that I studied for and took the LSAT, scoring in the 90th percentile. After this experience, I tutored several teachers who hoped to improve their LSAT scores. Ultimately, I decided that nonprofit work was the correct path for me and I went on to attend Saint Louis University, where I earned a Master of Public Administration. Since graduating in May of 2015 I have been working for Teach For America as a Specialist in Alumni Leadership. I have also had the pleasure of coaching new math teachers during our summer training program.

I have years of teaching and tutoring experience, and am excited to empower each student I work with to invest in themselves and stretch their knowledge. Specifically, I love to tutor math and test-prep (ACT and LSAT), where I can help students realize that a subject or task that once seemed intimidating is possible to excel in. I look forward to working with you.

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Rebecca’s Qualifications

Education & Certification

Undergraduate Degree: University of Missouri-Columbia - Bachelors, Sociology

Graduate Degree: Saint Louis University-Main Campus - Masters, Public Administration

Test Scores

LSAT: 164


Educational equity, music, my dogs

Q & A

What is your teaching philosophy?

Every person has the capability to learn. Our ability is not fixed but rather flexes and grows with the challenges we give it. I believe in motivating my students to see their true potential and pushing them to perform at their best.

What might you do in a typical first session with a student?

Before I can begin tutoring a student, it is important to see what they currently know. Therefore, in my first session with a student, I would issue a diagnostic to assess what knowledge my student is arriving with and what areas they need to work on.

How can you help a student become an independent learner?

In order for a student to become an independent learner they must know what knowledge they currently know and understand what they still need to gain. I use backwards planning to help gradually release responsibility from the instructor to the student. I see this backwards plan like a set of stairs, each one giving the student more responsibility as they gain more knowledge and confidence in the content they are learning.

How would you help a student stay motivated?

All progress is worth celebrating. When a student is making strides, small or large, that effort and accomplishment will be praised and encouraged. Keeping a tutoring session positive and student-focused will help that student stay motivated towards their work.

If a student has difficulty learning a skill or concept, what would you do?

If a student is struggling to learn a skill or concept, I will break that content down into manageable chunks so that the student can digest the knowledge at their pace until the entire skill or concept is learned.

How do you help students who are struggling with reading comprehension?

Once of the best ways to increase reading comprehension is to have a conversation about what is being read. If I had a student who was struggling with reading comprehension, I would ask them to paraphrase what they were reading, sentence by sentence, until this practice is internalized and the student is able to comprehend their reading without prompting.

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