I first became interested in primary tutoring when I began tutoring my classmates when I was in 8th grade. I continued tutoring throughout high school and college. I have experiences teaching in Nepal and India, which also gives me an edge over other applicants. Over the years, I learnt that I love seeing people learn and get concepts they didn’t before. I am a recent graduate from University of North Texas with a major in Biology, with a minor in Chemistry and Psychology. I aim to give learning opportunities to students and engage, motivate and prepare them for future education, no matter what academic level they are at.
Undergraduate Degree: University of North Texas - Bachelors, Biology minor chemistry and psycology
GRE Quantitative: 159
GRE Verbal: 152
Interests: Statistics, Algebra, Chemistry Hobbies: Reading books, swimming, and gardening
Elementary School Math
High School Biology
High School Chemistry
High School Physics
What is your teaching philosophy?
You can't teach everything to everyone and true learning requires many different types of knowledge. I use multiple methods of teaching (linguistic, visual, auditory) to speak to students.
How would you help a student stay motivated?
While guidance from a teacher is important to keeping kids on task and motivated, allowing students to have some choice and control over what happens in the classroom is actually one of the best ways to keep them engaged. For example, allowing students to choose the type of assignment they do or which problems to work on can give them a sense of control that may just motivate them to do more.
If a student has difficulty learning a skill or concept, what would you do?
I would see in which areas they were struggling with the most, and then I would try to do a mini-lesson or reteach that particular area. Then, I would give all of my students a redo of that assessment to see if there were any improvements.
How do you help students who are struggling with reading comprehension?
The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge.
What might you do in a typical first session with a student?
Check what their knowledge level is so far, and make an agenda based on that.
How can you help a student become an independent learner?
By taking control of their own actions and questioning them on what I taught them so that I know if they did, in fact, understand it.