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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.

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

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.