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Elise

I'm a young professional in Boston, and am enthusiastic about helping people learn! For my day job, I write lesson plans used in primary schools across Uganda. I write about subjects across the board, from Social Studies, to English, Math, Science, and more. I have even spent time in South Africa teaching high school students everything there is to know about financial literacy. It's my pleasure to take my work in international education home: I have several years experience tutoring at the middle school and high school levels. I've helped students learn study skills, complete homework assignments, prepare for tests, brush up on subjects of weakness, and even how to translate Latin like a pro. I look forward to getting to know you, and doing whatever I can to help you through classes!

Undergraduate Degree:

University of Connecticut - Bachelors, International Relations & Human Rights

SAT Composite: 2090

I love to cook (and take pride in making healthy food taste good!), I can spend hours at museums of any kind, and always have a book on hand!

10th Grade

11th Grade

12th Grade

7th Grade

8th Grade

9th Grade

CLEP Social Sciences and History

College English

College Level American History

High School

High School English

High School Level American History

Homework Support

Latin 1

Latin 3

Latin 4

Middle School

Other

Study Skills and Organization

Summer

US History

World Civilization

What is your teaching philosophy?

The first step to teaching well is to listen to your students. No one learns exactly the same way as someone else, so it's vital to get to know your students as individuals and teach according to how they learn best.

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

In a first session, I'll start by getting to know what you're about: we could talk about your hobbies, what you like to do, and what you want to get out of having a tutor.

How can you help a student become an independent learner?

Our goal is to help you learn on your own. When we talk about study skills, we'll figure out what you're already doing really well, and what you can change to get the most out of your study time.

How would you help a student stay motivated?

We'll figure out what your personal goals are, and work toward them together. When something starts to get too difficult, we'll figure out a different way to approach it.

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

If you're having trouble with a concept, we'll break it down into something simpler. Once you understand the building blocks of a concept, you'll figure out how to put them together. Most importantly, we'll go at your pace!

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

When students struggle with reading comprehension, I like to guide them through a passage by asking questions. Rather than just explain what something says, I will break down the text into simpler parts to understand and help the student figure out for themselves what the passage conveys.

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

When I first start working with a student, I set aside some time during the first session to ask them what their personal goals are. By having the student explain to me what they feel their weaknesses are, and what they want to achieve, I can focus on those areas and make sure we use our time as effectively as possible.

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

The best way to engage a student on a subject is to connect it to other subjects. Putting a topic into context can help the student see it from a fresh perspective. For example, if a student is struggling with a foreign language, then explaining how that language ties into history and culture can give learning the language more dimension.

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

The basic way I approach teaching material follows a pattern of: I do, we do together, you do. In other words, I demonstrate how to do something, then we do a practice problem together, and then the student does one on their own. This way, the student can transition easily into the subject and I can evaluate for comprehension.