Katherine
Certified Tutor
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)
SAT Composite (1600 scale): 1460
SAT Writing: 720
Music, singing, flute, piano, reading, writing, poetry, cooking, long distance running, hiking, biking.
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
Elementary School Reading
Elementary School Writing
Fiction Writing
Flute
High School English
High School Writing
Middle School Reading
Middle School Writing
Music
Music Theory
Persuasive Writing
Piano
Poetry Writing
Singing
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.