Hi I'm Sarah, a recent college graduate from UNC Chapel Hill with degrees in Chemistry and Biology. While in college, I served as a Biology 101 TA for 2 years, so teaching is not new to me! My philosophy is to adapt to different learning styles, encouraging students to draw, test themselves, and explain aloud different processes or patterns. I also have worked with many students in the past on developing positive study habits and study planning. I look forward to encouraging and partnering with you as you approach new subjects!
Education & Certification
Undergraduate Degree: University of North Carolina at Chapel Hill - Bachelors, Chemistry and Biology
ACT Composite: 34
ACT English: 32
ACT Math: 33
ACT Reading: 33
ACT Science: 36
SAT Composite: 2260
SAT Math: 760
SAT Verbal: 750
SAT Writing: 750
AP Biology: 5
AP Chemistry: 5
AP English Literature: 5
AP English Language: 5
AP U.S. Government & Politics: 5
reading, running, art, women's health
Q & A
What is your teaching philosophy?
That all students can learn! It's just a matter of adapting my teaching to fit their learning strengths, be that drawing, writing, talking aloud, or lots of practice!
What might you do in a typical first session with a student?
Take a little time to get to know them, talk through what they feel is the hardest part about the subject they want help in, and tell them a little about myself! Then, I might ask them a few questions and jump into learning where their strengths and weaknesses are!
How can you help a student become an independent learner?
There is a technique called "scaffolding." Sometimes, a teacher might ask a question in class that a student doesn't understand. I can take that question and break it into sub-questions that give small clues to the student to help them answer the larger question. The theory is -- the more you practice and the more confidence the student builds, the less "scaffolding" the student will need until they don't need it at all!
How would you help a student stay motivated?
Creating study plans is a great way to take the enormity of a daunting test or class and break it down into small, manageable pieces.