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I graduated from Harvard in 2012 with a degree in philosophy and spent the past two years working for a small non-profit that hosted events at college campuses on life's tough questions: why are we here? What is our purpose? Is there a God, and if so, what might that mean for us? How do we make sense of science? It was the perfect job for a philosopher, but now I'm looking to attend graduate school and am hoping to afford it by offering tutoring.
My SAT score was 2250, which placed me in the 99th percentile of all students taking the SAT. I am available to tutor for the SAT (Math, Verbal, and Writing) and certain SAT II and AP exams. I received 5s on my AP tests in English literature, US history, and European history. My last former client improved her SAT test scores by 130 points after a summer of weekly sessions, a score which helped her get into Berkeley. I am also happy to offer assistance with college applications and essays.
Additionally, I was the president of my Speech & Debate club in high school and advanced to the state tournament several years in a row. I oversaw a weeklong training program that coached 40 new students in speech and debate techniques over the summer. I was trained in rhetoric at Harvard and would love to help others learn how to improve their public speaking abilities.
As for my method, I generally try to avoid one-size-fits-all models. My favorite method - especially for tests and exams - is to perform practice exams and review them. I think this is particularly helpful because it (1) prepares them better for the experience of being in the exam and (2) enables you to hone in on the areas that are causing mistakes. I struggled a bit more with math in high school in part because I was never taught how to properly review my exams and my homework for mistakes and to correct them. Often times, one can understand 90% of a lesson, but get an 80% on an exam because of mistakes in one key area. By throughly examining errors on specific questions to discern where the gap in your understanding lies, you can study much more efficiently rather than needlessly reviewing areas you already know. With my tutoring students, I like to use this method to discern where the gaps are and address them - targeting on the places that need improvement to spend our time together most productively.
I'm also very big on positive reinforcement. So often taking exams can become a mental game; if a student thinks she's going to fail, she will stress herself out and end up missing questions she would have easily gotten right if she'd been calm. This is especially true if they've been struggling in the same subject for a while. Though I like to review errors to pinpoint places that need more work, I always take some time to emphasize my students' accomplishments and gains to give them positive reinforcement and improve their confidence. I hope that my tutoring will help students improve both head and heart.
I passed several courses at Harvard Divinity School, including in ancient christianity, theology, and New Testament studies.
I passed a course in deductive logic at Harvard, and tutored other students there on the material we covered in the class. I am most familiar with Warren Goldfarb's textbook, though I also reviewed Quine's textbook and am familiar with Hurley's. I have also worked for a professor grading some logic papers and writing questions for logic and critical thinking exams.
I received my BS in Philosophy from Harvard University in 2012. I have background in early modern and contemporary philosophy, philosophy of science, philosophy of mind, and especially philosophy of religion. I have tutored in deductive logic previously.
As the president of my high school debate team, I ran a camp to train over 40 students in public speaking and debate. During my junior year, I placed first in the county in both public forum debate and parliamentary debate, and in my senior year, I advanced to the state tournament in expository. Additionally, I was trained in rhetoric at Harvard.
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