I'm an MIT student majoring in Materials Science (a macroscopic study of Chemistry and Physics). I've been tutoring on and off since 2008, when I began teaching math and writing to middle schoolers. I've since taught chemistry, physics, Spanish, writing, literature and composition, and mathematics from Algebra I through Calculus.
I have taught at a number of highly reputable tutoring centers in the Chicago metro area, and have run my own tutoring business (often full-time) since summer of 2011. I currently teach students from 7th grade through college, ranging in age from 11 to 45.
My academic background isn't limited to math and science. Before coming to MIT in 2009, I attended a state university for 3 years, where I studied Spanish, English and Japanese. I also am writing a young adult novel series. All of these activities give me an edge over traditional math and science tutors: I can approach the subjects from a math-centered point of view, or from a language-centered point of view. I pride myself on being able to pick out a student's strengths, and teach her how to apply herself to subjects where she struggles.
I specialize particularly at teaching gifted children. I tutored at the Davidson Academy of Nevada, a high school based on a university campus which routinely graduates half its students as National Merit Finalists, and the THINK Institute for Summer Development, a three-week summer program which introduces 13- through 16-year-olds to the rigors of college-level academics. But I don't require that your child be some sort of super-genius; all of my best students in one-on-one tutoring have been bright kids who were, for one reason or another, underachieving. It's my personal pride and joy to watch those students grow and excel at things they never dreamed they could.
A little about me and my tutoring methods: I think my biggest advantage over most teachers is that I'm on the student's side. Frequently, public school teachers fail to make it clear why the material students are learning should be interesting. If a subject's not interesting, why are we learning it? What is it relevant to? Why do we care? At least for me, it's hard to do well in a subject that's boring. It's my goal to make school work interesting, upbeat and fun. Failing that, I at least want to make school work *survivable*, and to make it clear to the learner why it's important that she manages to pass her classes.
I also strive to make tutoring an easy choice for parents. I ask to meet all of my clients for a risk-free trial session before agreeing to meet long-term: I'll want to come to your house, or your preferred tutoring location, and conduct an hour-long session with the student. Because I believe that personal chemistry is an important part of the teacher-student relationship, I'll ask to sit down with you afterward and discuss my prospects with your child. If I think we're a good match, we'll continue with business, and set up a time to meet long-term. If I think the session went poorly, or if there's something else in the way of me meeting with your child long-term, you'll get the session for free, and I'll go on my merry way.
(These rules obviously do not apply for students who are looking for a cram session, or for irregular meetings; under those circumstances, I'll give you as large a block of time as I can, when I can.)
So please feel free to drop me a message, and know that I'm looking forward to hearing from you.
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