"The teacher must adopt the role of facilitator not content provider."
The above quote, originating from the developmental psychologist Lev Vygotsky, adequately describes my philosophy as a tutor. It is a skill to be proficient in a specific field of knowledge, but this is very different from being able to impart such knowledge to others. As demonstrated by Vygotsky theory, learning is both a social and cognitive process that requires a teacher to exemplify the method of learning rather than just relay the content that must be learned.
In my teaching, I look to the concept of the Zone of Proximal Development (ZPD) which frames learning within three categories: 1. Tasks that students can do without assistance, 2. Tasks that students can do only with assistance, and 3. Tasks that students cannot do even with assistance. It is my goal as a tutor to accurately assess which stage the student is regarding a concept and then scaffold accordingly using techniques such as visual aids, analogies, modeling, and asking questions to maintain a level of interactive learning.
I have experienced the positive impacts of both learning and teaching during my undergraduate studies. As a psychology student, I was thrilled to discover new things about the world around me and felt empowered whenever the "lightbulb" of understanding went off after studying a particularly difficult concept. As a tutor for an introductory collegiate neuroscience course, I was thrilled to see these same feelings I experienced reflected in my students. Subjects that I am particularly interested in tutoring include Psychology, Neuroscience, Social Sciences, and Life Sciences.
Outside of tutoring, I have also had experience working with elementary-aged children through the volunteer organizations College Mentors for Kids and Kesem National.
Education & Certification
Undergraduate Degree: Ball State University - Bachelor of Science, Psychology
- Cognitive Neuroscience - Victorian/historical literature - Visual Arts and watercolors - Renaissance fairs - Dance