Caroline
Certified Tutor
Undergraduate Degree: Massachusetts Institute of Technology - Bachelors, Chemistry
Graduate Degree: Johns Hopkins University - Masters, Materials Science and Engineering
ACT Composite: 32
ACT English: 33
ACT Reading: 35
ACT Science: 31
SAT Math: 700
spending time my family, learning about and practicing new recipes, reading good books, running and swimming, conducting kitchen chemistry and home engineering projects with my children, tinkering with the latest digital design and fabrication technologies, and tackling my ever-growing list of making and building projects
College Application Essays
College Physics
Elementary School
Elementary School Math
Elementary School Reading
Elementary School Science
Elementary School Writing
Engineering
GED Math
GED Reasoning Through Language Arts
GED Science
High School Chemistry
High School English
High School Physics
High School Writing
Middle School Reading
Middle School Reading Comprehension
Middle School Science
Middle School Writing
Other
SAT Subject Tests Prep
Statics and Dynamics
Thermodynamics
What is your teaching philosophy?
My teaching philosophy is rooted in experiential education. In any teaching situation I am in, whether one to one or in a classroom of students, I am always working to connect the subject material to real-life experience. I accomplish this through a variety of strategies, including the use of manipulatives (like counters, scales, food, and the occasional piece of kitchen equipment), examples of real-world applications, and even mini-experiments. When working with a student, my goal is to ensure they understand not only how to do something, but why they are doing it and the significance of what they are learning.
What might you do in a typical first session with a student?
A large part of the first session is getting to know each other and determining a student's needs. In addition to introducing myself, I talk with the student about their general interests and hopes. This helps me understand what this student is passionate about, which comes in handy when grounding the subject material in real-life experiences and examples. Before formally assessing them in the subject material that I have been hired to help them with, I ask them first what their goals are for the class or test that we are studying for so I can understand their view of the situation. If it is a class I am helping the student with or if the student has taken the test I am prepping them for, we go over some of their past work together and talk through the problems they had. Finally, I work with the student through some of the subject material. For a class, this usually means their current homework or unfinished work from a previous section. For a test, this means doing some evaluation problems. As the student works through the material, I ask a lot of questions about their thought processes and try to determine why the student is struggling and how best to support them as we go forward.
How can you help a student become an independent learner?
There are several attributes that contribute to a student becoming an independent learner. and as their tutor I feel it is my responsibility to foster these attributes in all my students. The first, and arguably most important attribute, is curiosity and the desire to learn. If a student views learning as a chore they must get through before the rest of their life starts, it is hard for that student to become an independent learner. It is my job to guide them to understanding that not only is learning a lifelong endeavor; it is also possible that learning can be fun and engaging. This is most easily done by showing the subject material we are working on "in action" and connecting it to the student's interests and real-life situations. Once a student wants to know more, is curious, and asking questions, then I help them learn how to find answers to those questions. Together we explore how to find those answers through research online, in books, through experts in the field, and through their own experimentation. Once a student can independently find answers to their questions, then they will need to be able to organize and assimilate that information. Initially, I assist the student in this process, but gradually they should build the skills and confidence to do it on their own.