I worked in academia for 4+ years and after graduating with my Master of Science degree I went to work in the energy (oil and gas) industry for 11+ years and now I am returning to academia because I really enjoy working with young minded students and helping them understand and master science subjects especially chemistry.
Education & Certification
Undergraduate Degree: University of New Orleans - Bachelors, Chemistry
Graduate Degree: Tulane University of Louisiana - Masters, Organic Chemistry
science, math, sports, computers, finance, outdoor winter sports
What is your teaching philosophy?
I try to use positive reinforcement where after we solve one problem in detail, I will let the student work out the next similar problem by themselves, but if they run into a roadblock, then I am here for them.
What might you do in a typical first session with a student?
I would want to contact the student/client before our first session so I know exactly what topic within the course that they need help with, because it will be on the next test or final exam, so we can focus on that particular topic first, and so I can prepare some material (test question or models) for the session.
How can you help a student become an independent learner?
By using metacognitive learning strategies where the student learns the fundamental principles/theories/calculations, and then applies that to solve a similar but different problem, instead of just memorizing facts, figures, formulas, and other mnemonic devices.
How would you help a student stay motivated?
If I see that a student has mastered a particular topic, then we will move on to a more difficult question on the same topic or move to the next topic. I always reference the previous topic if it applies to the new topic.
If a student has difficulty learning a skill or concept, what would you do?
Every student/client is different, so everyone learns a different way. I will teach the skill/concept the most efficient/direct way that I know how, and if I see the student does not understand, then I ask what part of the concept they have a hard time understanding, and then I try to explain it a different way. Analogies or visual aids, such as flow diagrams or schematics along with verbal explanations seem to work. For calculations problems, sometimes it helps to show how changing one variable at a time changes the algebraic equation.
How do you help students who are struggling with reading comprehension?
I teach and tutor science subjects such as: chemistry, physics, and math, so I have not encountered a student with reading comprehension problems, but if I did have such a student, I would slowly spell out, pronounce, and give the definition for words that they have a hard time pronouncing and comprehending.