I am an undergraduate student at the University of Pennsylvania. I have been tutoring for over 6 years now, and I have found it to be an extremely rewarding and enjoyable experience. I specialize in mathematics, particularly at the high school level, and I also have experience tutoring other subjects. I also have done SAT prep for the mathematics section of the New SAT and am very familiar with the recent changes to the exam. My belief is that everyone is capable of learning with enough time, explanation, and practice, and I hope to pass this on to all the students I work with. For this reason, I believe in teaching students how to think and problem solve, rather than just having them memorize patterns or facts.
Education & Certification
Undergraduate Degree: University of Pennsylvania - Bachelors, Mathematics
SAT Composite (1600 scale): 1560
SAT Math: 800
SAT Verbal: 750
SAT Writing: 760
AP Calculus BC: 5
SAT Mathematics Level 2: 800
SAT Subject Test in Chemistry: 790
Playing the flute, composing music, reading
10th Grade Math
11th Grade Math
12th Grade Math
9th Grade Math
IB Language A: Literature
IB Language A: Literature HL
IB Music HL
IB Music SL
SAT Subject Tests Prep
How do you build a student's confidence in a subject?
I like to first work through problems step-by-step, asking questions at each step to make sure they are following along. This will quickly reveal any weaknesses in conceptual understanding. Then, I walk the student through a similar problem without just telling them how to do it. Next, I have the student try a problem on their own. Working through different problems that require different skills teaches the students that they are capable of learning new material and are able to apply it, which helps them feel more confident and capable in the subject.
How do you evaluate a student's needs?
I generally start by briefly getting an idea of the student's academic history: what subjects they have taken recently, what they like and dislike, and what has been giving them trouble. If the student does not have a specific concept or skill in mind already, then I'll use this to pick a good starting place. I generally first give simple problems to see if they understand the skill well enough conceptually to use it in basic contexts, and then move on to more complicated problems, based on how much the student struggled.
How do you adapt your tutoring to the student's needs?
For any concept, I always try to have several different ways of explaining it, and I choose which explanations to use based on what has worked for the student in the past. For instance, if the student seems to be more of a visual learner, I might show them a graphical way to solve a problem instead of a more algebraic method.