I am a graduate of Purdue University. I received my Bachelor of Science in Interdisciplinary Sciences with a focus in Earth, Atmospheric, and Planetary Sciences. I also got minors in Entrepreneurship and Innovation as well as Communication. Since graduation, I trained in Charlotte, NC for Ferguson Enterprises as an HVAC Sales Management Trainee and now work in the Chicago, IL branch.
My tutoring endeavors started when I was in middle school, working with elementary students. As I progressed through high school I helped students in 6th through 8th grades and covered math and science courses. I continued to tutor all the way through college, working with middle school and high school students. Through those years of my learning, I also have spent numerous hours volunteering through many organizations, including Habitat for Humanity, Society of Women in Engineering, and Circle K. Some of my favorite experiences were helping students with homework in after-school programs. Being able to make a difference in other's lives was a great feeling for me.
The subjects of my interest including Science, Math, and English I believe were spawned by generations of women in my family who were in Education. From my great grandaunt who was a principal to my grandmothers -- one was an associate professor of finance, another a high school English Department head. Several of my aunts and cousins are past and present teachers of English, Speech and Journalism, as well as district administrators. My focus on the sciences and related math I attribute to a number of men in my family who are or were in Engineering fields. Personally, because of my many years in Math classes, I find the challenge of numbers to be the subject I see as the most fulfilling focus for helping students. I like to teach the basics of Math in a way that gives the student confidence in their current knowledge and the courage to build upon that. I look forward to seeing the signs of comprehension that come with each segment of learning.
Outside of work, I enjoy painting, playing soccer, swimming, and sailing; things I have done -- and plan to keep doing -- for most of my life!
Undergraduate Degree: Purdue University - Bachelors, Atmospheric Sciences
Soccer, Volleyball, Swimming, Sailing, Snowboarding/Skiing, Volunteering, Painting.
10th Grade Math
10th Grade Writing
11th Grade Math
12th Grade Math
1st Grade Math
2nd Grade Reading
3rd Grade Reading
3rd Grade Science
4th Grade Reading
4th Grade Science
5th Grade Math
5th Grade Reading
5th Grade Science
5th Grade Writing
6th Grade Math
6th Grade Reading
6th Grade Science
7th Grade Math
7th Grade Reading
7th Grade Science
7th Grade Writing
8th Grade Math
8th Grade Science
8th Grade Writing
9th Grade Math
Elementary School Math
Elementary School Reading
Elementary School Science
Elementary School Writing
GRE Subject Test in Mathematics
High School Chemistry
High School English
High School Writing
Middle School Reading
Middle School Science
Middle School Writing
What might you do in a typical first session with a student?
Before the first lesson I will try to find out about the student and what problems are occurring so that I can prepare correctly. To start the lesson I will get to know the student after introducing myself. The key will be to encourage a positive mindset to make sure the setting is comfortable.
How can you help a student become an independent learner?
I can help a student become an independent learner by encouraging them to begin the practice problems and I will step in at any point. I will also encourage independence by having the student go through practice problems between sessions. Ideally this will help the student gain more time management skills and confidence in themselves.
What is your teaching philosophy?
I work to help the student acquire the elements of knowledge through experience and continue to adapt my methods to meet each student’s level of comprehension.
How would you help a student stay motivated?
After assessing their knowledge, it is most important that the student feels comfortable asking questions, or admitting if they don't understand the process, and knowing I'm there to repeat the instructions until they understand. I try to make the process of learning simple and basic. What follows that is hopefully comprehension.
If a student has difficulty learning a skill or concept, what would you do?
I would find out what aspect of the concept the student does not understand and then focus on explaining it in a different way. In math specifically, repeating the process or formula is imperative.
How do you help students who are struggling with reading comprehension?
I find it interesting that even in math, reading comprehension is important. Students have to understand the formulas, the symbols, the processes. It is a repetitive learning process -- the numbers used to get the answer have to be understood.
What strategies have you found to be most successful when you start to work with a student?
I have found that when I start working with a student, I first have to understand what ways the student learns. Then I work with them to see what they already know, to build the platform of knowledge that supports the new material they are learning.
How would you help a student get excited/engaged with a subject that they are struggling in?
I would help a student get engaged by having the student attempt easier problems that they're struggling with and then walk them through the parts that are harder. I would focus on encouraging the student to not get frustrated or feel pressured; to build upon their knowledge. Math is a ladder of learning, a step-by-step from the basics upwards toward more complicated applications at each level.
What techniques would you use to be sure that a student understands the material?
For each concept I would ask interactive questions such as why did you do that step? What do you think is next? Where do the numbers fit into the formula to get to the answer?
How do you build a student's confidence in a subject?
By giving them a problem to solve centered on each topic and see where the issues arise. With math, it's repetitive usage of numbers that fit in exact formulas. As I work with the student, I would continue to evaluate the student's learning behavior, like how they focus on the task at hand; are they motivated to learn?
How do you adapt your tutoring to the student's needs?
I adapt my tutoring to the student’s needs by having plenty of practice problems and examples prepared of ways to explain them in different ways. Then the key is deciding how much or how little detail I have to use to get them to understand the math problems.
What types of materials do you typically use during a tutoring session?
I would use a pencil, paper, and the student's book. I will also use books of my own from previous classes, if they are applicable.