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Brent

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I did my undergraduate at the University of Colorado Boulder. I got a minor in mathematics, and a bachelors in physics and art history, as well as doing part of a masters in physics. After college I worked for a geophysics firm for a year doing data analysis and programing. After that contract ended I moved to China for 3 years where I taught high school A-Levels and AP physics and mathematics. I'm not living in Arlington Virginia and attending Johns Hopkins for a masters in International Relations.

I enjoy teaching and have a quality track record with my students and their standardized tests. I believe that students need to be spoken to as equals in order for the most effective learning to take place.

Brent’s Qualifications

Education & Certification

Undergraduate Degree: University of Colorado Boulder - Bachelors, Physics

Hobbies

Opera, reading, running


Q & A

How do you build a student's confidence in a subject?

Start easy, get a few correct answers under the belt. And be confident with the student. Mutual confidence goes a long way.

What types of materials do you typically use during a tutoring session?

A surface to write on. Sometimes in physics physical 3d devices are useful too.

What is your teaching philosophy?

There needs to be a human connection between the student and the teacher. Once a connection is formed, and the teacher matches the students level there's nothing that can't be taught.

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

Learn a little about their background, a little about what they want to learn, what textbook they're using, and what kind of teaching style their teacher has.

How can you help a student become an independent learner?

Handholding is essential at the beginning, but it’s important to get students off the training wheels and understanding how to answer questions on their own. I take away my help the more questions we do. And give them resources and ideas about how to find information.

How would you help a student stay motivated?

Cheerleading is largely useless I've found; student's know it's shallow and respond accordingly. I like to talk with students in a realistic way and explain to them why this is important.

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

We'd stop for the day, move on to something else, and then come back to it the next day with a different approach.

What strategies have you found to be most successful when you start to work with a student?

The connection is key. Make sure you understand their learning style, their level, and who they are so when you sit down with them you can feel the connection. They're genuinely excited to learn from you, and you're excited to see them grow.