I graduated from Virginia Tech in 2014 with a B.Sc. in Wildlife Science and a minor in theater. Through my major's professional society, I taught in Virginia schools at a variety of age levels, from elementary to high school. All lesson plans I created (in subjects like geology, oceanography, evolution, etc.) adhered to "Standards Of Learning" set by the state of Virginia. Since graduating I have been an interpretive naturalist at Croydon Creek Nature Center in Rockville, MD, a teaching fellow at the New York Aquarium in Brooklyn, NY, and now I work within the Education Department at the American Museum of Natural History in Manhattan, NY. Given my background in the natural sciences, my favorite subjects to teach include environmental science, ecology, and biology. What I love about teaching is making seemingly difficult concepts easy to comprehend by applying them to real world scenarios. I firmly believe that all students can thrive when lessons are tailored to their learning styles. When my students succeed, I succeed. In my spare time I enjoy hiking, wildlife watching, and a good sci-fi movie.
Undergraduate Degree: Virginia Polytechnic Institute and State University - Bachelors, Wildlife Science
Hiking, wildlife viewing, and film.
What is your teaching philosophy?
Any student can succeed when lessons are tailored to their learning styles.
What might you do in a typical first session with a student?
First, get to know the student and tell the student a bit about myself. Then, I would work with the student to identify what their goals are for the subject we are working on, as well as identify key areas they are struggling with and wish to improve on.
How can you help a student become an independent learner?
Help them find the best study method. Every student is different, and I try to work with individuals to find what study method works best for them.
How would you help a student stay motivated?
I would remind them of the goals they outlined in our first meeting. Sometimes getting to those goals can be frustrating, but we must keep the end in sight. Also, I may suggest we review some older material as a break if a student is stressing out about new material.