Although I have been tutoring for 5 years, it didn't become serious for me until college. I enrolled into Rutgers University September 2011 and started tutoring at Piscataway High School as a work study. Students there did not pay attention in class; at least 1/3 female students dropped out due to pregnancy; most students talked back to their teachers and had no discipline. I felt myself being dragged down going to this high school to tutor. I quit tutoring for a semester because I did not want that kind of experience again. I was not ready to handle such undisciplined students.
In sophomore year of college, I started to tutor for a program the Graduate School of Education of my college initiated, called TutoringPlus. Students from Franklin High School in a club called SOCIO (Scholars, Organizing Culturally Innovative Opportunities) would come to my campus library and I would tutor them. Although the pay was very low for the work I did ($9/hr), I loved teaching these students because all of them were ready to learn and do better in school. SOCIO was initiated by fraternity brothers at Rutgers who wanted to help Latino students that wanted to drop out of school. When SOCIO was adopted by Franklin High School, many students got together and joined. Now, SOCIO is very strong and tight knit. I feel so honored working for these kids. Students, who are less fortunate than all the students from my high school, come out to study. I am so honored to teach these students, and I have learned a great deal about all kinds of people, dealing with SAT and school work.
My tutoring methods have been refined to match middle school, high school, and college students.
Before I start tutoring a student, I ask him/her what part of which subject is he/she having most trouble with and make a preliminary plan for myself. This preliminary plan consists of the amount of time spent on each category of the subject that student is most uncomfortable with, amount of time spent explaining problems that were solved in the wrong way or were incorrect, and the amount of time spent on making problems for the student, while the student works on his/her homework. After a few sessions with the student, I start giving out 5-10 question quizzes on what they have learned in the previous session, to verify that the student has spent his/her time wisely and reviewed all notes taken from the sessions. Lastly, in the end of each session, I like to give some homework (5 questions) and ask them to spend at least 20 minutes on doing the homework, looking at the answers (given to the students' parents/guardians), and seeing what they did wrong. Before an exam is given out to my student, I like to test them myself, by looking over their review packets and making up my own questions.
Thank you for taking the time to read my free response, and I look forward to speaking with you soon.
Unfortunately, I do not have any access to transportation and would only be able to tutor within Rutgers University.
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