I am a PhD student in Religious Studies at UNC Chapel Hill, looking to supplement my stipend with some tutoring jobs. I take my role as an educator very seriously, committing a great deal of time and energy to my courses at the University, and drawing upon my experience as both a high school and middle school teacher in the past. I have always enjoyed working with kids in recreational (summer camp) and educational capacities, and hope to do the same for many years to come!
Undergraduate Degree: Occidental College - Bachelors, Religious Studies
Graduate Degree: University of North Carolina at Chapel Hill - Current Grad Student, Religious Studies
GRE Quantitative: 790
GRE Verbal: 710
GRE Analytical Writing: 5
College Level American History
College Level American Literature
College World History
High School English
High School Level American History
High School Level American Literature
High School World History
High School Writing
What is your teaching philosophy?
I firmly believe in what I'll (admittedly somewhat tritely) call "novel repetitions." The key to knowledge and skill acquisition is familiarity - if a student can employ their knowledge and skills in a variety of different contexts, then they have actually learned it. Thus, I try my best to provide contexts and problems that require students to take a basic skill, formula, etc., and use it in as many different ways as possible. I also try my best to scaffold, building prior skills back into lessons catering to more advanced ones, so that the basics (and, ultimately, the more advanced skills, as well) become second-nature through sheer repetition.
What might you do in a typical first session with a student?
A first session with a student is an opportunity to gauge their abilities. Thus, if they haven't completed some sort of practice exam, I might go over some exercises designed to help me gauge their facility with a variety of the skills needed in the subject we're working on. However, the two most important tasks in a first tutoring meeting are getting to know the student and also working with them to set big goals - what are they hoping to get out of our tutoring sessions? What is their goal for the course/exam we're working on? I find that identifying and articulating concrete goals is a major factor in student motivation, and thus very significant in the earliest interactions between teacher and student.