I tutored at the Skidmore College Writing Center for two years, working collaboratively with a wide range of people and learning styles. I also took courses in tutoring, critical analysis of fiction and theory, and dramatic literature. My teaching philosophy is focused on a student's growth and increasing his or her ability to work independently. First I explain and discuss the information and strategies the student needs. Then I point out instances where the student can use the strategies (and guide the student through them if need be). Lastly, I back off a bit, allowing the student to use strategies on his or her own. In the Writing Center, this process has given students greater confidence as they internalize knowledge and become increasingly able to use it on their own. Since I also majored in Theater, I also enjoy stage acting, singing in a chorus, or even dancing!
Undergraduate Degree: Skidmore College - Bachelors, Theater
ACT English: 35
ACT Reading: 36
ACT Science: 33
Writing, acting, Shakespeare, dance
What is your teaching philosophy?
I guide students until they have enough information to come to the answer on their own. My teaching focuses not only on giving students information, but also a set of tools that they can use on their own, building both their abilities and their confidence in the classroom.
What might you do in a typical first session with a student?
I'll typically get a feel for the student's academic strengths and places for improvement, as well as the student's own interests. My goal is to find out a little of how the student's mind works, so I can attune my teaching strategy to the student's needs.
How can you help a student become an independent learner?
By making sure the student knows the basic concepts well enough to use them on his or her own (since often more complex concepts are made up of simpler ones, especially in writing), and by encouraging the student to pursue what interests him or her about the topic.
How would you help a student stay motivated?
Positive reinforcement, encouragement, and reinforcing for the student that not learning something is the first step to knowing it.