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Christopher

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Greetings! I recently graduated from the University of Tulsa with my Master of Arts in Industrial and Organizational Psychology. I received my Bachelor of Arts in Psychology from Rutgers University in 2014. Training and teaching have always been a passion of mine, and that's why I'm here. My tutoring, teaching, and mentoring experience traces back 5 years. I was a mentor and tutor for the Rutgers Future Scholars program when I was at Rutgers, which involved working with students in 8th through 12th grade on reading, writing, math, science, and also things like professional development, job searching, college preparation, and standardized test preparation. During my senior year at Rutgers I also worked with another program called Ignite, which was another collaborative program between Camden city schools and Rutgers University. My responsibilities with those students involved after school tutoring and facilitating outside recreational activities. Those students were in 4th through 8th grade.

For the past two years during my graduate studies, I was an academic counselor at the University of Tulsa's Center for Student Academic Support, where I worked with at-risk students and students with disabilities on skills such as time management, organization, study habits, and procrastination. I also helped some of these students with standardized test preparation, mostly for the GRE because it is what I'm most familiar with.

My experience has covered the gamut of all demographics. I have worked with students as young as 4th grade all the way up to adult, non-traditional students. I have worked with students of all different backgrounds and socioeconomic statuses. I take an individual, student-focused approach to tutoring in order to ensure that the student is learning and making progress at their own pace and that they are comfortable with the material.

Preferences/specialties as far as subjects go are most certainly reading and writing, college essays, study skills and organization, and statistics. As far as hobbies go, I'm originally from the East Coast, so I'm a football, baseball, and hockey fanatic, I like crossword puzzles to untangle the cobwebs in the morning, I've hiked the Appalachian Mountains, and I also like playing guitar (although I'm not very good at it yet).

Christopher’s Qualifications

Education & Certification

Undergraduate Degree: Rutgers University-New Brunswick - Bachelors, Psychology

Graduate Degree: The University of Tulsa - Masters, Industrial-Organizational Psychology

Test Scores

GRE Analytical Writing: 5

Hobbies

Reading, hiking, crossword puzzles, traveling, sports

Tutoring Subjects

College English

College Essays

Comparative Literature

Elementary Math

Elementary School Math

English

English Grammar and Syntax

Essay Editing

Graduate Test Prep

GRE Analytical Writing

High School English

Literature

Math

Middle School Math

Other

Pre-Algebra

Public Speaking

Reading

Statistics

Statistics Graduate Level

Study Skills

Study Skills and Organization

Summer

Writing


Q & A

What is your teaching philosophy?

I take a student-level, individual-focused approach. I don't believe in tricking my students or asking questions that won't get us anywhere. I believe in moving at a pace that the student is comfortable with and setting goals. Tracking those goals and giving feedback is of the utmost importance. There's nothing more motivating than when we start to see progress/results.

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

A first session typically involves establishing a baseline to assess where we're at, and then setting goals to establish where we want to be. It's important for me to understand what the student's needs are and what the best methods are to getting where we want to be. Once we establish those things, we can dig in to some material!

How can you help a student become an independent learner?

Independent learning is much more fluid if a student has the resources available to facilitate it. I like to facilitate the creation of different resources for the student so that they can use them on their own, and I also have a lot of resources already available to me from my work experience. Example: I've had students who really struggle with time management, and I have worked with those students before to create templates of a typical schedule. The student fills out some of the template to get themselves organized for the week, and then they often comment about how much easier it is once everything is on paper.