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Chelsea

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I grew up in southern Oklahoma in the small town of Durant. I graduated from Oklahoma State University (OSU) with a B. S. in Chemistry and a B. S. in Biology. I recently obtained my Master's in Science Education from OSU to teach chemistry and biology at the secondary level. I completed my student internship at Charles Page High School in Sand Springs, OK. I will start my teaching career in at Bishop McGuinness Catholic High School the Fall of 2016. In regards to learning about science, I believe students should be provided the opportunity to tap into their curiosity about the natural world. My goal as a teacher is to foster student learning through exploration of natural phenomenon via inquiry-based teaching rather than a recitation of factual information. I advocate for students to grow and become scientifically literate citizens with my guidance. Because I have conducted research in plant genetics, organic chemistry, and biology education at OSU, I am familiar with scientific practices and the science community. Thus, I will serve as a mentor for students in chemistry, biology and life sciences classes to become adept at understanding concepts in the real world beyond the classroom.

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Chelsea’s Qualifications

Education & Certification

Undergraduate Degree: Oklahoma State University-Main Campus - Bachelors, Biology, General

Graduate Degree: Oklahoma State University-Oklahoma City - Current Grad Student, Teaching Learning and Leadership

Hobbies

Music, Dance, Reading, Nature

Tutoring Subjects

Biology

Chemistry

College Biology

College Chemistry

High School Biology

High School Chemistry

Life Sciences

Math

Middle School Math

Science

Q & A

What is your teaching philosophy?

I believe a mentor of science education should be an individual who guides students through their learning. I will take on challenges to provide innovative approaches to elicit problem solving, critical thinking and creativity from students. The relationship between me and students will be one of collaboration. I will establish good rapport with students to ensure candor is the driving force of our relationship. I recognize that through a partnership with learners, both of us will grow in knowledge. I will embrace students’ ideas. While working with students, I will be cognizant of diversity. I will have flexibility in modifying learning experiences so that each learner has the opportunity to be challenged and experience growth. Thus, an essential responsibility of myself, as a mentor, is my ability to grow learners in becoming independent thinkers.

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

In a first session, I will ask students questions about the topic under discussion. I want to discover what the underlying issue is with the learner. Once I identify the problem, I will typically start asking students information they know and then gradually build upon this knowledge in the direction of the question at hand. My style incorporates a lot of conversational aspects rather than me just working a problem. I want to investigate and deeply understand where the disconnect in the learning is occurring. Often, I find a concept is too abstract for a student. Therefore, I use analogies frequently and tie concepts into real life situations to make content material more relevant and applicable to students.

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