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As a current nursing student, teaching is part of what I do every day-- from educating parents on child development to helping seniors understand the pathophysiology of diabetes, and even helping classmates with homework. I love being able to share my love of learning with others, and I hope to be able to empower people to be excited and curious about the world around them.

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Emma’s Qualifications

Education & Certification

Undergraduate Degree: Resurrection University - Current Undergrad, Nursing

Test Scores

ACT Reading: 31


Playing piano, listening to music of all kinds, researching health topics, cooking.

Tutoring Subjects

Anatomy & Physiology

AP Environmental Science



College Biology

College Chemistry

College English

Elementary School

Elementary School Math

Elementary School Reading

Elementary School Science

Elementary School Writing


English Grammar and Syntax

Essay Editing

High School Biology

High School English

High School Writing


Middle School Reading

Middle School Reading Comprehension

Middle School Writing





Public Speaking


Social Sciences

Special Education

Spelling Bee


Q & A

How can you help a student become an independent learner?

I love learning, and I want to share that with students to empower them to be excited and curious about any subject on their own.

If a student has difficulty learning a skill or concept, what would you do?

If something is confusing or challenging, I find that it's helpful to relate the topic to something the student is passionate about. For instance, if a student struggles with reading and loves baseball, we could practice reading with books about baseball. Also, sometimes a concept just needs to be presented with a certain style of learning in mind. If a student is a kinesthetic learner, we could find a way to translate the topic into an activity that involves physical objects and moving your body as a way to learn.

How do you help students who are struggling with reading comprehension?

Finding material on a topic that's interesting to the student, reading aloud, and talking about what we've just read are all ways I help students who struggle with reading comprehension.

What strategies have you found to be most successful when you start to work with a student?

When I start to work with a student, I want to find out what the student is interested in-- hobbies, favorite subjects, current obsessions-- so that we can use those as a jumping-off point to start making learning fun. I also try to discover how that student learns best, and adapt to their learning style.

How would you help a student get excited/engaged with a subject that they are struggling in?

I lead by example. In my experience as a student, whether or not the teacher is excited about the subject is the difference between it being my favorite class or the most boring thing I've ever done. I also believe people are more engaged when they feel something is relevant to them, so I try to find ways to relate challenging subjects to things the student is passionate about.

What techniques would you use to be sure that a student understands the material?

The best way to know someone understands is if they can teach it back to you! Playing a quiz game, or having the student pretend they're the teacher, are a couple of ways to be sure they've mastered a topic.

How do you build a student's confidence in a subject?

We all need positive affirmation and validation-- I make sure to compliment the student on small victories, and frame progress in a positive light, as well as reassure students who aren't understanding yet. Integrating new topics with things that have already been mastered helps students feel more empowered and less daunted.

What is your teaching philosophy?

Learning should and can be fun. As a teacher, my biggest goal is to foster a sense of excitement, curiosity, and empowerment in students so that they *want* to continue learning new things. My favorite teachers have been the ones that were clearly passionate about what they were teaching, and I try to follow that example.

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