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Katherine

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I believe in teaching to each student's needs, both for long- and short-term goals, and always with the 'process' of study and preparation in mind. It is always my goal to engage students to become teachers of their own study, in academics and performance, to discover not "right" and "wrong," but rather what most appeals to them as future shapers of the world. It can be a daunting thing to begin a new class or major. Simply learning the material will not serve in the long run, but it can itself seem to be the greatest challenge the student has yet faced. In reality, it is one piece of their learning and future academic or working life.

Because each person is unique, no two students will have similar areas to address in their academics, nor similar strengths. This touches at the heart of my teaching philosophy: that the most valuable gift a teacher can develop in his or her students is the confidence to invest in their own personal interests, minds and bodies. This approach comes from my career as a professional performer - I have worked with some of the great conductors, composers and singers of our time, and they patiently approach the process of performing through extensive preparation and research. A student might not see this process when a time sensitive project or test is looming, but it is an essential process in their study.

Ultimately, my goal as a teacher is to guide my students towards a curiosity and passion for discovery of their own interests and talents in this way, my students become creative thinkers and shapers of their field, whether they continue on to future academic programs, working life, or teachers themselves. Each student's influence on the world is thus unique and priceless, from the moment they begin study to the very end of their professional lives and personal study.

I also encourage my students to be curious and multi-faceted, and to have interests outside of their studies, majors and future fields. I perform and teach music and academics, but I am also an avid reader and writer, and I love long-distance running and trying new foods and recipes. I'm also an enthusiastic traveler and a beginner rock climber!

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Katherine’s Qualifications

Education & Certification

Undergraduate Degree: Cornell University - Bachelors, Government (Political Science) and Music

Graduate Degree: Westminster Choir College / University of Minnesota - PHD, M.M. Voice Performance and Vocal Pedagogy (2009) / D.M.A. Voice (2012)

Test Scores

SAT Composite (1600 scale): 1460

SAT Writing: 720

Hobbies

Music, singing, flute, piano, reading, writing, poetry, cooking, long distance running, hiking, biking.

Tutoring Subjects

10th Grade Reading

10th Grade Writing

11th Grade Reading

11th Grade Writing

12th Grade Reading

12th Grade Writing

1st Grade Reading

1st Grade Writing

2nd Grade Reading

2nd Grade Writing

3rd Grade Reading

3rd Grade Writing

4th Grade Reading

4th Grade Writing

5th Grade Reading

5th Grade Writing

6th Grade Reading

6th Grade Writing

7th Grade Reading

7th Grade Writing

8th Grade Reading

8th Grade Writing

9th Grade Reading

9th Grade Writing

Adult Literacy

College English

College Essays

Creative Writing

Elementary School Reading

Elementary School Writing

English

English Grammar and Syntax

Essay Editing

Fiction Writing

Flute

High School English

High School Writing

Middle School Reading

Middle School Writing

Music

Music Theory

Persuasive Writing

Piano

Poetry Writing

Public Speaking

Reading

Singing

Writing

Q & A

What is your teaching philosophy?

Because each person is unique, no two students will have similar areas to address in their academics, nor similar strengths. This touches at the heart of my teaching philosophy: that the most valuable gift a teacher can develop in his or her students is the confidence to invest in their own personal interests, minds, and bodies. This approach comes from my career as a professional performer - I have worked with some of the great pedagogues, academics, conductors, composers and singers of our time, and they patiently approach the process of performing through extensive preparation and research. A student might not see this process when a time sensitive project or test is looming, but it is an essential process in their study.

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

In a typical first session, the student and I will discuss what the goals are for that session and for the next few weeks. I always like taking a few minutes to find out how the student views his or her studies in light of academic goals and what the student feels are personal strengths and challenges. I want the student to feel comfortable and to know that I will flexibly work to cater the studying with intention and care.

How can you help a student become an independent learner?

I personally have never stopped the pursuit of knowledge, and this is the main reason why I love teaching. The opportunity to work with students and engage them in their own curiosity, discovery of self, and discipline of study is incredibly inspiring to me, and this attitude shines through in my teaching.

How would you help a student stay motivated?

I offer long- and short-term goals to my students. In this way, we can approach study and materials with immediate needs/deadlines and long-term intentions that are pre-defined. This structure is flexible, so that it can adapt as the student progresses. This is a great help to motivation.

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

I put on another 'hat', so to speak, whenever a concept isn't clicking for a student. Because each person is unique and has a different way of learning, I use a different approach: imagery, physicality, and a new perspective. In this way, it is truly customized per person.

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

Reading comprehension is a skill and I would like students to know that it is a process that requires a short- and long-term discipline. Reading extensively over the long term is incredibly helpful for comprehension, grammar, and vocabulary. Immediate goals are to see the structure of the paragraph and identify the intention, voice and scope of the writing.

What strategies have you found to be most successful when you start to work with a student?

Strategies include patience, compassion for any anxiety or anger, strong listening in the present moment, flexibly addressing student needs, being nimble, and being clear about goals.

How would you help a student get excited/engaged with a subject that they are struggling in?

I set the tone of engagement from the beginning by being enthusiastic and fully involved in each session, and if there are concerns or lack of engagement on the student's end, then we need to identify why that is - is the student concerned about failing? Sometimes a student will procrastinate because he or she doesn't want to disappoint him/herself or others, but I keep things positive and encouraging to show that discipline in study pays off in the long run!

What techniques would you use to be sure that a student understands the material?

I enjoy using conversation, debate, questions, and discussion to check or apply content. I also use demonstrations and examples, as well as mini-tests and assignments to test knowledge and memory.

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

The main way to build a student's confidence is through engagement with their abilities and goals from the start - I set the tone of expectation to include disciplined study and process towards final goals, while at the same time catering to their goals. One has to approach a class or subject with curiosity but also structure. This is a great balance for academics and performance.

How do you evaluate a student's needs?

I note their expressed needs, immediate goal(s), current grade and upcoming deadlines, how they approach the goal(s), general energy level and attitude to evaluate a student's needs.

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

I adapt my timeline and goals for the student based on the progression I see across our work together, as well as through feedback from the student, and parents as applicable.

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

In a typical session, I work with set materials from current test prep or college courses, online resources, my own notes and previous materials, and observational notes on the student.

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