I have been tutoring math for two years and physics for one. I love tutoring -- it is a fulfilling process in which I can help somebody whose shoes I have been in before. I needed a math tutor from 7th grade through sophomore year of high school. Even beyond those years, I know what it's like to fail over and over with both math and physics. Conquering those failures not only feels amazing, but teaches an important life lesson. Helping a student conquer a subject is a great feeling, and I've found it as a calling for me.
I am not only passionate about teaching math, I am passionate about math itself. I hope that my genuine enjoyment of math can act as a motivator for my students, combatting the view that many students have of math as "pointless".
Outside of tutoring, I like to play music and be outdoors. I have been playing guitar and piano for most of my life. I also love backpacking, kayaking, paddle boarding, biking, and exploring in general.
Undergraduate Degree: University of Wisconsin - La Crosse - Bachelors, Mathematics, Physics
Guitar, piano, kayaking, hiking, paddle boarding, backpacking, camping, math
What is your teaching philosophy?
There are two main virtues that I focus on in my philosophy of teaching: patience and empathy. Patience is absolutely necessary to teach effectively. When I first began tutoring, I would find myself giving a short explanation of why I performed some step in a math question which I wasn't concerned about, and I would ignore if the student didn't understand that step since I was rushed to get to the main point of the question. Quality is more important than quantity when it comes to teaching. I would much rather walk away from a tutoring session feeling that a student deeply understands every detail of only one question than having a shallow understanding of several questions. Regarding empathy, I find it important to try to remember what it was like to struggle as a student. Learning from a tutor has an emotional factor to it, in that the tutee is struggling or wants additional assistance with something, and might be afraid of judgment from the tutor. They might think, "He might think I'm stupid," or, "She won't want to help me because I haven't been good enough." It is so important to me to ensure that the student does not feel stupid. In my opinion, there is nothing more inhibiting to a student's success than the student thinking he/she is stupid. Uplifting students (especially those who are in need) by putting myself in their shoes and treating them as an equal is something I always try to implement in my teaching.