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Harvey

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I will attain a BBA in Business Economics this May 2016 from the University of Memphis. Education and community are passions of mine, and I strive to reignite a curiosity for knowledge in my students and peers. Notable positions I have held include a Success Coach for Peer Power—a community centered non-profit whose goal is improving childhood education through involvement between local grade schools, universities, and corporations—and interestingly enough, a ballroom dance instructor. My academic strengths are fairly broad, with expertise in mathematics and standardized testing.

A couple fun facts about myself: I'm from New Jersey and of Italian decent, so I naturally love cooking and all things pizza. My favorite childhood book is The Giver by Lois Lowry, and favorite high school class was physics (rockets, easy winner). I enjoy playing guitar and ride my bicycle on a sunny day.

Harvey’s Qualifications

Education & Certification

Undergraduate Degree: University of Memphis - Current Undergrad, Business Economics

Test Scores

ACT Composite: 32

ACT English: 31

ACT Math: 35

ACT Reading: 31

ACT Science: 30

Hobbies

A few of the things I enjoy include bicycling, guitar, ballroom dance, and music.


Q & A

What is your teaching philosophy?

Anything can be taught with patience, hard work, and an open mind.

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

We might begin with a conversation about the subject. Next an informal assessment of the student’s knowledge, academic confidence, and general difficulties they might have with the material. I hope to create an environment where they may comfortably and clearly communicate their academic needs.

How can you help a student become an independent learner?

By setting clear goals and assigning independent work.

How would you help a student stay motivated?

We will track and observe our achievements with the material, so that the student can visualize their success both short term and long term. My dedication and energy serve to motivate students regardless of temporary hardship. I often think of a quote from Teddy Roosevelt that resonates with my values as an educator: "Nobody cares how much you know, until they know how much you care."

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

Depending on the subject, I have several options to choose from. We might approach the concept in a different manner, perhaps with an anecdote, game, or example. Alternatively, I might slow the pace and review the skill from the top. Last, I might simply examine related material and take a small break from a potentially frustrating concept.