Welcome to my page!
Let me start off by telling you a little bit about myself: My name is Jackie and I am from southern California. I graduated from High School in 2005 with a ranking of top 10% of my class. Immediately after high school, I started studying Biological Sciences at the University of California, Irvine (UCI). Most people have a misconception of biology. They assume it is difficult when in fact, the only issue is learning how to study biology. After mastering techniques, biology became as easy as math (which I was good at). It took be about a year to learn this techniques, through trial and error. While studying Biology, I also started started during reach on the effects of chemotherapeutic agents on the fertility of drosophila (commonly known as the fruit fly). After doing research I realized that I did not like sitting in a room, but that I preferred socializing and talking to people. It was at that point, that I begin entertaining the idea of studying Medicine. I graduated from UCI, I took about 6 months off, during the time which I worked and applying to medical school. In 2010, I starting studying medicine at Ross University School of Medicine and I feel one love with what I was learning. I'm currently in Miami during rotations at various hospitals.
What makes me different:
Because I have had over 6 years of post-high school education, I have a firm grasp of two subject that go hand in hand: Biology and Math. Both of which are two of the subjects that students struggle in. They are also the subjects that females tend to turn away from or are considered "not good at." My goal is to help students master the subjects as well as techniques that will help them when taking related courses in the future. Both math and biology are not hard, but both need to be approached with understanding and minimal memorization! My plan is to use a method based on the idea of "show one and do one." For example, in a math session (after discussing what they are learning in school) I will solve a math problem in front of the student, and ask them if they understand what I did. If they don't, then I ask where they got confused and re-explain it. If the student says that they understand the math problem, they I wrote one of my own for them to solve. It will require the student to follow the same set of steps that I did. This will me to see if they actually understand instead of taking there word. After explaining the chapter, or the school work, then I have them do the homework in front me. I watch as they solve the problem without interrupting. If they get stuck on a problem, I help them solve it. I only intervene when they are doing a problem wrong and say "try it again"
Since January (before moving to Florida 2 weeks ago) I have been tutoring two 9th graders in California. Both are learning Geometry. When I started tutoring Jeffrey, he was getting an F in Geometry, after about one month of tutoring (3 times a week) his grade improved to a C+. After the first few sessions it was evident that Jeffrey was a smart kid but had forgotten some of the basic math he learned the year before (subtracting negatives, absolute value etc.). I also learned that his method of learning required me to walk step by step with him through his geometry book. My second student, Kyro, was already getting a B- geometry but his parents requested extra help to bring up his grade to something that would competitive when applying to college. I was able to help him get his grade up to an A-. Kyro, unlike Jeffrey, remembered all the math he had learned before, but was not used to showing work. Now, when he is doing Geometry he began making mathematical errors that would be prevented had he written down the steps he used to solve the problem. Kyro was a little more careless, and I had to structure my tutoring to fix this problem. During the first few sessions, I would ask him to solve a problem, when he didn't show his work (even if he got it right), I would ask him to do it again, but this time to show his work. This simple technique of showing his work was able to eliminate about 80% of the errors he was making on homework and exams!
As you can see from my past two experiences, I modify my tutoring technique to fit the student. I will focus on each subject/section until they master it. My sessions are very interactive. I do not believe in the lecturing technique. I prefer the hands on method. I will have them solve and resolve math problems that are giving them trouble. With this being said, Tutoring requires both of us to work together. I will tutor and make sure they understand the subject, but it is necessary for them to study on there own to make sure that they do not forget what they are learning.
I am also very fun during my sessions and I am very encouraging because the best way to make a person say "I love math/biology" is by increasing there confidence. Even by improving there grade by two letter grades (F->C), shows understanding, and will boost there confidence. A confidence is all they need to excel in a subject. As long as they are constantly being reminded of there failure (F), they will fear the subject and hate it. My goal is to show them with patients that both math and biology can be easy.
Thank you so much for reading my game plan!
I hope to work with you soon :)
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Jackline's subjects
Algebra 1
Necessary to gain basic knowledge. Algebra 2, Trigonometry and Calculus are based on what is learned in this subject. Without mastering algebra 1, following math subjects will be a struggle.
Geometry
geometry is a difficult subject. You may not have a had a difficult time with pre-algebra or algebra 1, yet struggle in geometry. Geometry deals with shapes and angels. This is not something they have encountered before in pre algebra or algebra 1.
Prealgebra
Mastering pre-algebra is necessary to success in future subjects, not just math. Basic mathematics skills that can be used for:
1) determining dollar value for a percent on a certain tab
2) determining unknown value
If pre algebra is not mastered, you will not be able to succeed in math in the future.
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