“Whether you think you can or can’t, you're right.”
-- Henry Ford
My teaching and leadership experience over the last 30 years has helped students, educational institutions and corporations achieve their learning and performance goals. I bring practical, real-world experience to share with you. Please feel free to take advantage of it.
Recently, I served as the Director of Institutional Effectiveness & Assessment and as an adjunct faculty member in the College of Medicine at Charles R. Drew University of Medicine & Science. I am a patient and methodical person who starts by assessing the understanding and capabilities of the learner which enables me to develop a student-specific training plan. I believe in teaching and strengthening the fundamental concepts of a subject.
I can provide week by week tutoring including early exam preparation and practice. I aim to ensure each student progresses in their chosen subject and achieves results which reflect the best of their ability. I have an excellent track record for achieving learning goals, which is a reflection of the students efforts and my own.
My Educational Philosophy
Underlying my educational philosophy is the belief that it is more important to teach learners how to think, rather than what to think. Educators should not treat learners simply as empty vessels waiting to be filled with knowledge. Rather, learners should be engaged with alternative viewpoints that challenge existing assumptions and encourage critical thinking. My goals are to help learners think independently and to train them to articulate their ideas clearly. I find it exciting when learners are able to move beyond parroting what the textbook or professor tells them and are able to draw their own conclusions from the material.
Learners must accept responsibility and be active in some way for learning to take place.
Being responsible means being willing to stand up and say it was my choice, my achievement or my fault.
Learners need to know you believe in them.
Learners should know what they are expected to know.
Learners have a life outside of class that is sometimes actually more important.
Learners really can construct their own knowledge.
Learners expect material to be relevant to their goals.
Learners appreciate structure and guidance.
Feedback is important and it must be as immediate as possible, specific, and ongoing.
Systematic or guided self-analysis is one of the most effective forms of feedback.
back to top