
Paul
Certified Tutor
Undergraduate Degree: New York University - Bachelors, Liberal Arts
Fly fishing, aviation, soaring, sailing, science, environmentalism, evolution, poetry, fiction, history
American Literature
College English
College Level American Literature
College World History
Comparative Literature
Elementary School Math
High School English
High School Level American Literature
High School World History
Homework Support
Life Sciences
Other
Study Skills
Study Skills and Organization
Summer
World History
What is your teaching philosophy?
I work to find the fun in learning and scholarship for every student. The surest path to success in school is for students to realize that school can be a place of discovery, and that perfection isn't necessary or possible, but improvement is.
What might you do in a typical first session with a student?
In a first session, I explore a student's personal interests: hobbies, favorite activities, favorite subjects, etc. I use those interests as a starting point to engage their curiosity and desire for success, and then expand on those interests in the direction of their weakest subjects.
How can you help a student become an independent learner?
The path to independent learning begins with curiosity and the realization that one's own interests are valid. When that innate curiosity is combined with a few simple study and research skills, students can succeed more easily and feel empowered to learn independently.
How would you help a student stay motivated?
Students don't need motivation if they are interested and see that interest rewarded with success (that is, good grades). I link subjects and lessons to students' own interests and experiences and build on each incremental success to build and maintain motivation.
If a student has difficulty learning a skill or concept, what would you do?
If a student is having difficulty with a particular skill or concept, I always suspect that the material hasn't been presented in a way that matches that student's learning style. Perhaps the student is a visual learner and can benefit from a diagram, or is an experiential learner and needs a hands-on demonstration. Most often, though, there is a question at the core of the difficulty that hasn't been asked the right way yet. In such cases, I try to re-frame the concept or skill from a different perspective, trying to match the student's interests, experiences and learning style.
How do you help students who are struggling with reading comprehension?
In my experience, reading comprehension is impeded by two key factors: an inadequate vocabulary and a lack of contextual understanding. I address the vocabulary problem by telling students that no one knows all words, and even the smartest and most experienced scholars read with a dictionary beside them. I ask them to read aloud to me and stop whenever they see a word they don't know. I either help them find the word in a dictionary or define it for them and have them write each new word and its definition (in their own words) in their personal "word list." This exercise reinforces vocabulary and gives them a sense of accomplishment as they see their lists grow. I address contextual understanding through storytelling and research. I tell students that not understanding context is not their fault; they simply haven't been taught yet. This way, reading becomes a process of discovery, not a frustrating chore.
What strategies have you found to be most successful when you start to work with a student?
I find that learning a student's successes and strengths is the best way begin. That way, the student feels encouraged and empowered.