I am an avid fan of innovation in the field of education. I want to teach others how to approach their study sessions with an understanding of how their brain works.
This can equip students with routines that are customized for their current course load and academic goals. Making students' academic pursuits a sustainable lifestyle is my primary goal but I enjoy enriching their understanding if the universe and enabling critical thinking.
My students learn to understand proper time management and how to break down activities. I also like to make sure my students feel comfortable with analysis, editing, note taking, and other methods to give them a competitive edge. The fuel students should use is intrinsic motivation, enjoyment, and the thrill of delving into a topic they can use to expand their horizons or perspective on life in the 21st century.
Excuse my verbosity.
Education & Certification
Undergraduate Degree: Santa Monica College - Bachelors, General Science
Museums, art galleries, martial arts, piano, open mics, performing, film creation, MATLAB, learning online, Reddit, video editing, writing, creating, exploring, etc. I am a man of science.
ACCUPLACER ESL - Listening
ACCUPLACER ESL - Reading Skills
ACCUPLACER ESL - Sentence Meaning
ACCUPLACER Language Use
AP Computer Science Principles
AP Music Theory
CLEP American Government
CLEP American Literature
CLEP Analyzing and Interpreting Literature
CLEP College Algebra
CLEP College Composition
CLEP College Composition Modular
CLEP College Mathematics
CLEP English Literature
CLEP Human Growth and Development
CLEP Introduction to Educational Psychology
CLEP Introductory Psychology
CLEP Introductory Sociology
CLEP Natural Sciences
CLEP Principles of Marketing
CLEP Social Sciences and History
CLEP Western Civilization II: 1648 to the Present
College Application Essays
COMPASS Writing Skills
Computational Problem Solving
Computer Game Design
Elementary School Math
Elementary School Reading
Elementary School Science
Elementary School Writing
GED Reasoning Through Language Arts
GED Social Studies
GMAT Analytical Writing Assessment
High School Business
High School Economics
High School English
High School Level American Literature
High School Physics
High School Writing
IB Social and Cultural Anthropology
Middle School Reading
Middle School Reading Comprehension
Middle School Science
Middle School Writing
STAAR EOC Prep
Statics and Dynamics
Study Skills and Organization
Technology and Computer Science
What is your teaching philosophy?
Not until we are older do we know what is out there to seek. Our youthful educated guesses may not pull us more than what is gratifying on command. We must reference what is not yet existing by projecting a trajectory based on our current behavior and witness where that will take us. More than looking ahead; this simulation will allow us to change a presence from now to the future to fully explore what else populates the realms of possibility. To learn, one must be receptive, eager, and have a frame to build upon. For example, a fisherman may understand how to set up a pulley system without having done so. We will make what you want a gradual adaptation to that preferred general direction. This way, when we change our minds, there is room to pivot.
What might you do in a typical first session with a student?
We need a map! Where we are, what our scores before are (for data), and where are we going. To diagnose difficulties, I must watch the student in action and gather notes. Only for one session should this last. After, I will peruse their bundles of work to see their tendencies towards failure and cater to mend those habits with specialized practice regiments.
How can you help a student become an independent learner?
By providing recommended books on subjects of interest, website resources, names of quality researchers or experts, inspiration from interesting videos I have curated, etc. Lighting a candle with a lit flame isn't so difficult in the right environment.
How would you help a student stay motivated?
By making sure the learning curve is challenging enough yet not too difficult to discourage effort based on the student's personality. We can make a gamified system where they can earn a score or symbols of victory.
If a student has difficulty learning a skill or concept, what would you do?
Well, this would mean we have not broken it down enough for easy digestion. The subject needs more surface area to be processed. With titles, we will highlight the core concepts and address each one with classic problems from that category or a glossary.
How do you help students who are struggling with reading comprehension?
I have learned many techniques to aid in reading. We must inspire a narrative image when reading, and be able to decode the symbols at a steady rate with proper form to allow comprehension and retention.
What strategies have you found to be most successful when you start to work with a student?
Ones learned by example or by reading documented studies. Bonding, personalized goals and methods, record keeping, exercise regiments, and practice tests.
How would you help a student get excited/engaged with a subject that they are struggling in?
By showing them applications of a subject they are disinterested in, we can express to them its role in society and why it's important. Something may not be for them, but can still be advantageous, like learning laws. Don't just tell the student to do something; tell them why, and show them what is there once they arrive.
What techniques would you use to be sure that a student understands the material?
I would get Socratic with them, and have them do mind dumps. After they're done exhausting their time or idea pool, I will check for the cracks in their wall of thoughts. We will skim review things they missed and will take a spoken, written, and multiple-choice mini quiz. If they score poorly, we can use digital flashcards or refer to our annotated books and notes.
How do you build a student's confidence in a subject?
Once we have a direction and a pace set, they need to see a point system like seen in gamification. With this map and direction and velocity, we can determine their location. We can see the milestones they have passed on their educational journey through subjects. On the map will be key points they have understood for more than a given duration of time. They can spatially notice where they are and where they were. We can color code the most difficult transitions. Or, if they aren't for that sort of thing, we can watch short videos and see which parts they know about (for instance, the use of a crane to build a skyscraper, and they can brag to me about all the concepts at play).
How do you adapt your tutoring to the student's needs?
I get to know their personality, their interests, and their weaknesses. Once I analyze them. I will train them to use notes that have a positive connection to them to make studying convenient. From there, we diagnose the difficulties they have based on their scores that show weakness in specific concepts within the subject. If they are hyper, we make the games interactive and dynamic. If they're more quiet and enjoy reading, I can show them clipped articles or books to outline a subject before we delve in.
What types of materials do you typically use during a tutoring session?
A piece of technology, pens, pencils, and paper. That's what we start with, but it may not be what we finish with. Perhaps they like quiet energetic EDM or classical music playing. Or, maybe they have flashcards or reference sheets. They may have made a learning map. We use what is personally useful and nothing more.
How do you evaluate a student's needs?
Test scores, personal impressions, and maybe a note from their favorite and most difficult teacher. Once I watch them work on their first session, I will know more of what to expect from them. Then, I can reform their methods.