I'm a current undergraduate student pursuing a degree in Writing Seminars. I love learning, and I am very interested in many subjects including literature, history, classics, philosophy, and ethics. Outside the classroom, I spend a great deal of time training and practicing as a member of the Johns Hopkins University Women's Volleyball Team, coaching a competitive club volleyball team for high schoolers in the St. Louis area, and volunteering at a nursing home. As a writer, I have a great deal of experience composing scientific reports, analytical literary analysis, philosophical and political arguments, and creative pieces. Fiction writing is one of my personal passions, and my creative work has been published in several literary journals. I love working with writers of all skill levels, and I am prepared to address difficulties related to grammar and mechanics, syntax, structure, style, content, and editing. I studied Latin at the honors level for over six years throughout middle school and high school. I believe in the value of classical study and I am excited to help other Latin students work through the unique challenges of this language. I am also certified as a test prep tutor for the SAT and the ACT, and I look forward to helping students succeed in standardized testing.
As a college athlete, I understand that many students are committed to activities outside the classroom, and I pursue productivity and efficiency in every session to ensure that students are able to achieve their academic goals without compromising other priorities. I also understand that no two students are exactly alike; I am very flexible in my approach to the learning process and I really enjoy working with diverse personalities and learning styles. I am a very positive and open person, and I hope to become a comfortable and reliable resource for all of my students.
Education & Certification
Undergraduate Degree: Johns Hopkins University - Current Undergrad, Writing Seminars
ACT Composite: 34
ACT English: 35
ACT Math: 33
ACT Reading: 34
ACT Science: 32
Reading, Writing, Volleyball, Theatre, Traveling
Q & A
How do you evaluate a student's needs?
When evaluating a student's needs, I believe the student himself is the best source of information. I will always ask the student about his greatest challenges and what material he finds confusing. Addressing the concerns of the student first can help put his mind at ease and boost his confidence. Additionally, test scores and/or grades can also indicate, to some degree, how the student is progressing in a given subject. If a collection of graded materials can be viewed in detail, it is possible to identify which question types and/or types of information pose particular difficulties. Struggles in a subject are often due to problems understanding the material, but students may also be lacking skills related to identifying the best answer to a question or synthesizing thoughts on tests and in written work. It's important to identify whether the student misunderstands the material or simply has not mastered the strategies and tools necessary to present their best work. Once I understand a student's challenges, I can craft a specific plan catering to individual personalities and learning styles. The most important thing I can do as a tutor to evaluate the needs of a student is to be observant and willing to change course as the student's needs inevitably evolve.
How do you build a student's confidence in a subject?
I find that the best way to build a student's confidence in a subject is point out small improvements and praise their successes. Learning can be a lengthy and difficult process and it's very important to identify small milestones and celebrate accomplishments along the way. Even if the student is far from their ultimate goals, if they feel as though they have successfully mastered at least one aspect of the given subject, it will give them confidence in their ability to tackle other challenges and motivate them to keep working hard. I make sure to balance this positive feedback with constructive criticism surrounding areas where additional improvement is needed.
What techniques would you use to be sure that a student understands the material?
One way I can make sure that a student understands the material is to ask them to explain the important concepts back to me. If a student is comfortable teaching me about the material, it demonstrates confidence in their own understanding. Being able to clearly and succinctly articulate concepts and/or summarize material is a clear indication of understanding. If the student fumbles through an explanation or gets lost somewhere in the middle, we need to spend some additional time reviewing the relevant concepts. Another way to make sure that a student understands the material is to ask them to apply it on a problem set, exercise, short quiz, essay, or other form of written work. A student's ability to contextualize their knowledge and apply it in different situations offers great insight into their overall mastery of the material. Finally, it is important to check in with the student at the next session or before an exam to make sure that they have retained their understanding of the material over a period of time. The ability to regurgitate information a few minutes after it is presented is not necessarily an indicator of true understanding. If a student is able to explain and synthesize material a few days or weeks after it has been taught, this offers much more reassurance that the student has truly internalized the information and will be able to reference this knowledge on future tests and assignments.
What strategies have you found to be most successful when you start to work with a student?
When I start to work with a student, I feel it is important to clarify their goals for our sessions and review recent written work in the subject as well as any recent test scores or other important graded materials. An examination of these materials can help me understand what concepts or types of assignments and test questions are posing particular challenges. Armed with this knowledge, I can work with the student to create a plan for addressing their difficulties. I will ask the student a lot of questions about their perceived strengths and weaknesses, as well as how they feel they learn best. We will begin reviewing material using different tools, such as verbal discussions, written explanations, pictures and diagrams, and quizzes. This will allow me to learn more about the student's learning style, and I will tailor my plans for future sessions based on which strategies appear to be most effective. I am always prepared to change my strategies as I learn more about the student and the student's needs evolve.