In my experience, some aspects of tutoring remain constant regardless of subject matter or age of the student. However, many facets of the tutoring process are dynamic and should be tailored to the needs of the specific student. I have worked with students of various ages in a wide range of subjects, and have learned how to adapt my tutoring style accordingly.
Last year, I taught English in China to children aged six to twelve. I learned about keeping the attention of children and how to work with the energy children have rather than trying to fight against it. Striking a balance between having fun and maintaining structure is essential with students of this age, as is communicating clearly and directly. I also gained experience teaching English as a second language, as well as reading comprehension, spelling, and elementary writing.
As a counselor at a girls' camp, I was able to work with young teens. Through this experience, I learned that the approach to teaching students of this age must be different than teaching young children. With adolescents, it is important to make a particular effort to get to know each of them as an individual, and make sure that they feel respected and trusted, and not belittled in any way. Helping students of this age to feel confident in taking ownership of their education will not only help them in the tutoring sessions, but also develops good habits as they proceed through high school and college.
As an undergraduate, I was trained as a writing tutor and worked for a year tutoring my peers. Through this training I learned established pedagogical techniques to help overcome potential roadblocks students face. I am currently in a PhD program studying communication, as part of that program I work as a Graduate Teaching Associate and spend most of my time interacting with and assisting with undergraduates. Tutoring young adults is less about instructing and more about being available as a resource, listening carefully to the problems your tutee faces, and being an effective problem solver and cooperator.
While I have experience teaching and tutoring, I also have experience being tutored. I have always had a hard time learning math, and I know firsthand how incredibly frustrating it is to struggle to understand a concept when those around you seem to be catching on quickly. I also know the difference a tutor can make in alleviating that discouragement and building confidence and motivation. The support I received from tutors made me feel safe enough to push through my fear of failure. I want to be that support for students.
My goal is to create an environment where students can feel comfortable asking any question as many times as they need to without feeling like they are exposing themselves to ridicule or leaving a negative impression on a teacher who is in control of their grade. I want them to come into our sessions feeling hopeful and leaving feeling successful.
Finally, I have been writing and preforming stand-up comedy for six years, and believe that levity and laughter is vital to overcoming discouragement and feeling comfortable.
Education & Certification
Undergraduate Degree: Brigham Young University - Bachelor in Arts, Mass Communications
Graduate Degree: The Ohio State University - Current Grad Student, Communication, General
ACT Composite: 28
GRE Quantitative: 153
GRE Verbal: 168
Reading, rock climbing, stand-up comedy
American Sign Language
Elementary School Reading
Elementary School Writing
High School English
High School Level American Literature
High School Writing
Middle School Reading
Middle School Writing
Study Skills and Organization