I enjoy learning amazing scientific concepts daily, and the joy I take in teaching others about the world around us down to the molecular scale may spark new ideas and thinking that are integral to a student's love of learning of the sciences. As a Senior at UT in Pre-med/Microbio-infectious diseases, I've gone through some of the most rigorous classes in biology and chemistry and I'm glad to say I still have that thirst for knowledge! Don't worry I'm not a boring book worm. I'd rather be on the tennis court than in class to be honest, ha. I try to make topics interesting for student. Also I would like to think of myself as very sociable and hyperactive. And don't worry, yes, I've struggled through science classes many times but I've adapted studying in a way to embrace science in a whole new perspective.
Education & Certification
Undergraduate Degree: The University of Texas at Austin - Current Undergrad, Microbiology and Infectious Disease
All sports especially tennis. I also enjoy being in the lab and performing experiments. I guess hanging out with friends too but thats slightly generic...
Q & A
What might you do in a typical first session with a student?
Touching on topics that were recently covered. This will tell me at what depth the student has learned the material and what I need to reinforce going forward.
How can you help a student become an independent learner?
Slowly introducing the material as simply as possible that the student can expand using logic and reasoning in a methodical way!
How would you help a student stay motivated?
Show the student how it can be applied in a real-world explanation has always been a key method for teaching for me.
How do you help students who are struggling with reading comprehension?
Though reading aloud is an elementary tool, I encourage my students to verbally read. This helps me clarify scientific concepts in college.
What strategies have you found to be most successful when you start to work with a student?
Touching on previous topics and applying them to the real world can bring a fuller understanding of the material.
How would you help a student get excited/engaged with a subject that they are struggling in?
Excitement is my thing. Personally, I'm very hyperactive and always wanting to do hands on experiments. Generally, the simpler the experiment, the larger the realm of knowledge that can relate. But other than experiments, examples that apply to the student everyday can be related to science. Just by applying everyday things to scientific concepts can greatly improve the struggle! Think about sleeping... wow, I do that every day, but the biological reason for it is even more interesting.
What techniques would you use to be sure that a student understands the material?
Though standardized testing is the bane of my existence, I believe that the questions that are asked can indicate key deficiencies in what they learned.
How do you build a student's confidence in a subject?
Start with easier problems and examples, and get into more harder problems. This builds confidence in the material they learned and utilizes more and more of each concept.
How do you adapt your tutoring to the student's needs?
The needs of the student are my priority. If a student is not interested, then I will present interesting interjections. If a student is struggling with the material, then I will work from the ground up with use of the time efficiently. It is all about the student for this tutor.
What types of materials do you typically use during a tutoring session?
I personally get to take pictures and videos of experiments I've learned to perform in lab. This may be interesting and applicable to each student. I also boast personal testing experience on these topics and understand traditional methods that teachers use to ask about biological or chemical questions.
What is your teaching philosophy?
Teach to inspire a love of the sciences. Real-world examples and lab experiences will fill students with wonder and a want for more knowledge.
How do you evaluate a student's needs?
Looking at their prior test scores and asking what the student is not comfortable with as it pertains to the material.