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Brendan

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Hi! I am a student at the University of California, Berkeley. I am on a pre-law track with a major in Cognitive Science and a minor in Education. I have tutored and taught students at all age levels and I truly have a passion for teaching. In high school, I was the tutoring coordinator for the National Honors Society and tutored countless students formally and informally. At Berkeley, I taught over 70 hours last semester spent between an elementary school and middle school. There I conducted educational research on mathematical literacy. I also have worked for the Department of Education where I have experience with curriculum development. I love making a positive impact on students and strive to foster a love of learning and inquiry. I look forward to meeting you!

Brendan’s Qualifications

Education & Certification

Undergraduate Degree: University of California-Berkeley - Current Undergrad, Cognitive Science

Test Scores

SAT Verbal: 750

Hobbies

Hiking, Fishing, Watching/playing sports

Tutoring Subjects

ACT Math

ACT Science

Advanced Placement Prep

Algebra

AP

AP Biology

AP Calculus AB

AP Computer Science Principles

AP Environmental Science

AP Psychology

Calculus

College Application Essays

English

High School English

High School Writing

Math

Neuroscience

Other

Pre-Algebra

Psychology

Python

SAT Prep

SAT Math

SAT Mathematics

SAT Reading

Science

Social Sciences

Summer

Technology and Computer Science

Test Prep


Q & A

What is your teaching philosophy?

I strongly believe that every student has a potential to learn nearly any topic. My goal as a tutor is to find the methods and process that best works for you as a student to learn the material. This might be flashcards, YouTube videos and demonstrations, graphic simulations or a bunch of other tools to ensure your academic success. My goal is to find what works for every student and make learning as rewarding and exciting as I find it to be!

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

Typically I spend at least the first 15-20 minutes just getting to know the student. After getting to know the student, I would go over what they want me to address directly and their goals for the tutoring. After this, nothing is left but to dive into the curriculum.

How would you help a student stay motivated?

I strongly believe in encouragement and praising students for what they are doing correctly instead of always focusing on what is wrong. I also know that a 2-hour tutoring session can seem like 2 days so I always give my students a short 3-5 minute break halfway to keep their energy up.

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

I find that explaining the concept in different ways is the best. If it is a mathematical concept for example, I would explain it from a calculation perspective, then maybe bring in a visual explanation with graphs and images. Then I’d finish off with the overarching concept rather than the nuances of the idea.

How do you build a student's confidence in a subject?

The best way is to use scaffolding, which is when you gradually increase the activity's difficulty to encourage confidence and progress with a student. In online tutoring for example, this entails starting off with easier problems that the student definitely knows. You then begin moving towards harder problems without the student even realizing it.

How do you adapt your tutoring to the student's needs?

I try to match my explanations and tutoring style to the background and needs of my students. If someone is very visual based, then I'll be using videos, graphics, images and diagrams for almost all my explanations. If my student is struggling with a concept, relating it back to their own life and what they know personally always helps solidify information.

What types of materials do you typically use during a tutoring session?

In online sessions, I prefer to use the tutoring learning tools but I also rely on my own knowledge as well as sources from the internet.

How do you help students who are struggling with reading comprehension?

This is especially relevant to students who struggle with reading comprehension of pre-1900 texts. I try to teach them the method of translating the text into their own vocabulary, and then digesting what it really means. I find students often can grasp the meanings of these texts but get bogged down on grandiose or antiquated language.

How can you help a student become an independent learner?

I believe in student centric learning and guidance rather than telling the student the procedures and protocols. I think the use of self-discovery and providing tools is an amazing vessel for long-term learning.