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Bradley

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Hello! My name is Bradley Lewis and I am a social studies teacher. I have taught World History and Economics to 10th and 12th graders, as well as Global Studies to 8th graders. I was a graduate student at the University of Minnesota and obtained a Master's of Education in Social Studies Secondary Education (grades 5-12). I received my undergraduate degree in History in 2013 from Washington University in St. Louis.

I served with AmeriCorps as a College Possible Coach where I received extensive training and experience teaching and tutoring students prepare for the ACT. I have also tutored students in the ACT over the past 3 years. I understand the importance of building relationships with students in order to best support them and look forward to helping your child prepare for and be confident going into the ACT as well as other courses.

When I am not in the classroom, I enjoy running, reading, or back at school where I officiate high school basketball and volleyball games.

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Bradley’s Qualifications

Education & Certification

Undergraduate Degree: Washington University in St Louis - Bachelors, History

Graduate Degree: University in Minnesota- Twin Cities - Current Grad Student, Secondary Social Studies Education

Test Scores

ACT Composite: 33

ACT English: 31

ACT Math: 33

ACT Reading: 36

ACT Science: 32

Hobbies

Traveling, reading, running, basketball

Tutoring Subjects

ACT Prep

ACT English

ACT Math

ACT Reading

ACT Science

ACT Writing

Algebra

History

AP Human Geography

College World History

High School Level American History

High School World History

Math

Social studies

Test Prep

Trombone

World History


Q & A

What is your teaching philosophy?

My main goals as a teacher are to have a curriculum that is shaped by my students and to have primarily student-led discussions in my classroom. I want the emphasis to be on student inquiry - relating what students are learning in class to their actual lived experiences. It is one of my goals as a teacher for students to think about and question what they are seeing, reading, and listening to in the media and in class independently, at home, in the community, and with one another. Unlike my high school experience, I do not want my students to go through school thinking that memorizing or learning information solely for an in-class test should or is the end goal. I want students to be part of creating a classroom environment where they are asking themselves, "How does the work that I am doing in class relate to the world I live in today? What value does the information I am thinking about and learning have outside of school? How can I apply my academic knowledge in a real-world setting? What else am I still curious about, and how can I go about finding more information about this topic?" I want my students to be prepared for life outside of high school, whether that be in a professional setting, at home, and/or in college.

What might you do in a typical first session with a student?

Building a strong rapport with students is an essential component of the first session with a student. While I want to get to know who the student is academically, it is equally, if not more important, to learn about their interests, background, and hobbies. I also believe it is important to set goals for the first session so we know where we are aiming to go.


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