I have tutored formally since 7th grade, when I organized and ran a peer tutoring organization at my school. As a result of this two-year project, I was named a 2006 Distinguished Finalist for the Prudential Spirit of Community Award. I attended an early college high school program (the Texas Academy of Mathematics and Science) and volunteered in a local middle school, where I worked with struggling students one-on-one. I then transferred to Texas A&M University, where I earned a B.S. in Psychology (with a minor in Neuroscience) in 2013. During college, I tutored several Psychology and Neuroscience courses. After graduating from Texas A&M, I began a graduate program in Neuroscience at the University of Texas at Austin. While in this program, I volunteered in several reverse-inclusion courses for adults with intellectual and developmental disabilities, which renewed my interest both in teaching and in working with individuals with special needs.
I am excited to work with all students, particularly those with special needs (including G/T). Please contact me with any questions you may have, and I look forward to working with you and/or your child!
Undergraduate Degree: Texas A & M University-College Station - Bachelors, Psychology
ACT Composite: 34
ACT English: 32
ACT Math: 33
ACT Reading: 36
ACT Science: 34
SAT Composite (1600 scale): 1540
SAT Math: 740
SAT Verbal: 730
SAT Writing: 790
GRE Quantitative: 165
GRE Verbal: 167
GRE Analytical Writing: 5.5
PSAT Verbal: 80
PSAT Math: 76
PSAT Writing Skills: 80
Reading, singing (in a choir), and playing with my pet rats
10th Grade Math
11th Grade Math
12th Grade Math
7th Grade Math
8th Grade Math
9th Grade Math
CLEP American Government
CLEP History of the United States I
CLEP History of the United States II: 1865 to the Present
CLEP Social Sciences and History
College Level American History
Elementary School Math
GRE Subject Test in Psychology
GRE Subject Tests
High School Geography
High School Level American History
Study Skills and Organization
What techniques would you use to be sure that a student understands the material?
I find that having a student explain a topic to me (or walk me through a similar problem) works really well to make sure that a student actually understands the topic. I have also learned to ask questions such as "does that make sense to you?" TWICE, since oftentimes a student will answer the first time without really thinking the question through.
If a student has difficulty learning a skill or concept, what would you do?
My first reaction when a student has difficulty learning a skill or concept is to pause, though that may seem odd. This pause allows me to think the concept through myself, and see if I can come up with a different way of approaching it. I also will frequently look to the course materials for alternate examples that may be more helpful, and if that doesn't work, I generally try looking online for an example (usually using YouTube or Google). If I can't find something online quickly, I will often suggest that we move on to something else to make the best use of the student's time, and then I will continue looking for inspiration during a break or after the session ends (in which case I email the student once I find a better way of approaching the concept or skill).
What types of materials do you typically use during a tutoring session?
Generally, I start with the student's homework or course notes. I also frequently use the course textbook, online textbooks, and sites. If the student prefers, I can generate practice problems or find alternative materials online.