I have worked in education for over a decade and am currently an adjunct professor of Russian and Humanities. I fell in love with Russian culture in the mid-nineties while studying abroad in Moscow while in high school. I have taught at the University of Chicago in the Slavic Department, the writing program of Little Red Schoolhouse, and the humanities literature core and I currently am a part-time member DePaul University's Department of Modern Languages.
For the past five years, I have taught test prep to high school students in Chicago. I began with tutoring, and recently, I have designed a year long curriculum for juniors that combines test taking approaches (concrete mental maps and plans on how to approach standardized tests) and content focus. The majority of my students improve their scores, their confidence, and their understanding of the purpose of the exam.
I am passionate about teaching especially breaking down a subject into manageable tasks for my students. Tutoring allows me to tailor materials to specific needs of each student which personalizes the goals and the rewards. A few of my favorite things include wonder that comes with falling in love with a new culture and the self-confidence that comes with expressing oneself in a new manner.
In my free time, I love to travel, ride my bike, and play pub trivia.
Education & Certification
Undergraduate Degree: Thomas Aquinas College - Bachelors, Liberal Arts
Graduate Degree: University of Chicago - PHD, Slavic Languages and Literatures
Volleyball, traveling, music
College Level American History
Elementary School Math
High School English
High School Level American History
Study Skills and Organization
What is your teaching philosophy?
It is pretty simple- teaching needs to be the conduit between students' needs, their starting point and their goals. Teaching is about structuring ways to bridge goals and abilities.
What might you do in a typical first session with a student?
Depending on what kind of program we are starting, I like to hear what students want; what they think their strengths are; what kind of study habits they are proud of; what areas they think they are weak in. At the end of the session, I like to have an agreement drafted for a student to understand what is expected of them and what is expected of me.