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Daniel

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I graduated from UC Berkeley in 2013 with a degree in Molecular and Cellular Biology. I am currently enrolled in Master's of Science in Medical Health Sciences at Touro University - California. Simultaneously, I am applying for medical school right now, and hopefully, I will be enrolled in a medical school by August of 2016.

I started tutoring in high school. Math always came natural to me, but I also understood the struggles of understanding math. Along with math, Physics and Biology have always been my forte. I think physics helps us understand how the universe functions in our day to day lives. Something as simple as pushing the door, driving a car at a certain speed, or playing with yo-yo could be explained using physics. I also love biology. Once you understand the gist of biological processes, which occur daily, you can't help but to marvel at its precision.

My teaching philosophy is practice makes near-perfect. I believe that with practice and repetition with the right strategies, anybody can master the subjects I will be teaching. Some may need more practice than others. And everybody has their own strengths and weakness, but that should not define individual's potential.

Besides academics, music is my stress-reliever. I thoroughly enjoy playing guitar and learning new instruments. These days, I have been practicing harmonica. My favorite artists/bands include John Mayer, Jason Mraz, and Maroon5. Also, I recently started to get into cooking. I first started cooking because I enjoyed watching cooking shows. I tried few recipes, and I wanted to get better at it. Moreover, cooking food for other people gives me joy.

Daniel’s Qualifications

Education & Certification

Undergraduate Degree: University of California-Berkeley - Bachelors, Molecular and Cellular Biology

Graduate Degree: Touro University - Masters, Medical Health Sciences

Test Scores

SAT Math: 720

Hobbies

Medicine, Politics/Hiking; Guitar, Harmonica, and music in general


Q & A

What is your teaching philosophy?

Every discipline can be mastered to a certain degree.

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

I would introduce myself and understand their needs. That will help me to be effective and time-efficient.

How can you help a student become an independent learner?

Ask questions! That is one of the best ways to ensure that the student is on the same page. Also, it promotes critical thinking and self-evaluation.

How would you help a student stay motivated?

I would reinforce how learning could be applied in real life scenarios. That learning is beneficial.

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

I would draw diagrams or use an analogy. Sometimes well-drawn diagrams or analogies drive the point home better than plain definitions.

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

Reading comprehension is all about the main point. Once the student can get the main point, many of the answer choices can be eliminated. I know the struggle because I have been there!

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

The strategy varies because each student learns differently. Each student has their own preferred style of learning.

How would you help a student get excited/engaged with a subject that they are struggling in?

I found that students do find joy being able to answer questions. I would help students master a concept, then repeat it again and again. Repetition is one of the best ways to master a concept.

What techniques would you use to be sure that a student understands the material?

I would ask a student to reteach something that I have taught him/her. That may sound weird, but teaching is one of the best ways to learn. And if the student can teach, he/she has mastered the subject!

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

Positive reinforcement. When the student gets a question right, congratulate excessively. When a student gets a question wrong, I would try to understand why. There is usually a reason why a student chose a wrong answer.