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Costas

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My approach to tutoring is to guide the student to the correct answer to a problem or their own confident answers to abstract questions. I feel that if a student can work through a problem once, they are on track to being able to do their work independently and as such it is the tutors job to simply ensure the student is staying on the correct path. The most effective way to ensure success in this approach is to begin by asking questions. For example, if a student is looking at an algebra problem and is obviously hesitant to put their pencil to paper, then the most appropriate thing to do is to ask them why they are hesitant rather than tell them the first step. By creating a dialogue the path to self-discovery and confidence is open and ready to be traversed.

Costas’ Qualifications

Education & Certification

Undergraduate Degree: Columbia College Chicago - Bachelors, Fiction Writing/ Music Composition

Hobbies

Classical Piano, Writing, Cooking, 3D Development, Reading

Tutoring Subjects

ACT English

ACT Math

ACT Writing

Algebra

American Literature

Biology

College Application Essays

College English

College Level American Literature

Elementary School Math

Elementary School Reading

Elementary School Writing

English

English Grammar and Syntax

Essay Editing

Geometry

German 1

German 2

High School Biology

High School English

High School Level American Literature

High School Physics

High School Writing

Math

Middle School Math

Middle School Reading

Middle School Reading Comprehension

Middle School Writing

Other

Physics

Pre-Algebra

PSAT Prep

Public Speaking

SAT Writing and Language

Science

Spelling Bee

SSAT Prep

Study Skills

Study Skills and Organization

Test Prep

Trigonometry

Writing


Q & A

What is your teaching philosophy?

The most effective form of teaching comes from creating a free space where a student feels comfortable asking questions and is excited to learn the material. I've found that this sort of relationship is most easily developed when tutoring sessions are approached as a dialogue, rather than a lecture. When a student feels that they are diving into a subject with someone as their guide, rather than holding on for the ride as they attempt speed down avenues of thought after their instructor, they take some measure of ownership in their learning. The goal is that instead of being flooded with feelings of fear and uncertainty, when a student does not entirely grasp a subject, they should feel a budding excitement at the prospect of acquiring and mastering some new piece of knowledge.