I graduated from the University of Georgia having studied Latin, Sociology, and Political Science. Though my B.A. was in Latin, I became a science teacher because that was what was needed at the low-income school where I began teaching. With my mother and grandmother both having been teachers and my commitment to helping the world, it was not surprising that I tutored my own students frequently, developed ways to help them through state and standardized tests in my classroom, and always loved it. For adolescents, I find that reclaiming their academic experiences through reflection was just as important on drilling them in the facts when it came to ACT, SAT, and AP preparation. A few opportunities to help the parents of my students reinvigorated me as I helped adults get their GED, pass required college courses for their degree, and prove to themselves that anything is possible with hard work!
Undergraduate Degree: University of Georgia - Bachelors, Latin
SAT Composite (1600 scale): 1540
SAT Math: 780
SAT Verbal: 730
SAT Writing: 750
GRE Quantitative: 161
SAT Subject Test in Biology E/M: 780
GRE Verbal Reasoning: 163
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ACT 4-Week Prep Class Prep
ACT 8-Week Prep Class Prep
GRE 5-Week Prep Class Prep
GRE Subject Test in Biochemistry, Cell and Molecular Biology
GRE Subject Test in Biology
GRE Subject Tests
SAT 4-Week Prep Class Prep
SAT 8-Week Prep Class Prep
SAT Subject Test in Latin
SAT Subject Tests Prep
What is your teaching philosophy?
My teaching philosophy is assets-based and concept-focused. I deeply believe that any subject is within a learner's grasp; however, teachers must be flexible to leverage a student's strengths. It builds confidence and helps the student learn how they best learn. Teachers should also focus on bigger-picture concepts rather than discrete skills and facts alone. When students understand why and how to think critically, they become independent learners more quickly and successfully.
What might you do in a typical first session with a student?
The first goal is always to check in about goals -- if we don't know what the student is driving towards, I cannot develop a plan to get there. We may share some personal details to get to know each other, but then, it is time to get to work! I like doing a lesson to figure out each other's style--diagnostics can be left as homework or for the next session. Authentic interaction is important!