I am a graduate of the University of Memphis. I received a Bachelor of Arts in Psychology. Since graduating college in 2011, I returned to the University of Memphis to take some graduate courses in statistics, as well as a few courses in data analytics/computer programming, in hopes of one day earning a masters degree in statistics or possibly data science. I have come to tutor a wide variety of subjects, including high school and college-level math courses, physics, and chemistry. I also have experience with tutoring less mathematically inclined subjects such as essay writing and SAT/ACT English and Reading Comprehension sections. My favorite subjects to tutor are statistics and calculus. My reasoning behind this is that when I first had these courses in high school and later in college, I was profoundly intimidated by them and felt that at any level beyond the in-class exams I needed to pass, they were, for me, completely incomprehensible. After graduating and eventually beginning my life as a tutor, I realized that with sufficient background knowledge/understanding, these areas of study were entirely graspable, and in many cases, intuitive.
I believe in teaching in such a manner that I can make the subject accessible and meaningful to my students. This to me entails going beyond "teaching to the test" and focusing substantially more on answering the why's and how's of the subject rather than just the what's. I also am a rather firm believer in viewing academic comprehension as a strength that can be developed and the brain as the muscle that possesses the potential to harness this strength. I've certainly found that many subjects that most intimidated me were in reality very much within my range of potential to intellectually grasp once I put aside the belief in my limitations and simply attempted to learn them as completely as possible. I always want to enter a tutoring session prepared to answer any questions I would have had if I were being taught that subject for the first time. My goal in tutoring is to never leave a student with a "just because" or a "that's just how you're supposed to do it" answer when there exists an answer that imparts a foundational grasp of a given concept.