My teaching philosophy is very simple: teach students how to teach themselves. By teaching students the art of self-learning, their confidence in their learning ability will improve while they develop and enhance their analytical and problem-solving skills. These skills are important, because they are applicable in any endeavor, such as being a doctor, engineer, attorney, or an entrepreneur.
My teaching style is also very simple: teach to be taught. The ideology behind “teach to be taught” is that students obtain a certain level of subject mastery when they are able to teach the subject to another individual. To implement this teaching style, I would start by explaining a concept or theory from a big-picture perspective to a student while associating the concept or theory to something the student already knows. (For example, after introducing a calculus concept called a “derivative,” I would tell the student that a derivative is nothing more than a fancy word for slope.) Second, I would provide examples to the student showing how to apply the theory or concept. Third, I would give the student problems to work on after assessing the student’s level of understanding. Last, once I am confident with the student’s understanding of the material, I would give the student another problem and have the student teach me the material. Here, at this stage, I am able to identify and correct any misunderstanding the student may have about the concept or theory. If necessary, I would repeat the last step with the student.
EDUCATION BACKGROUND/TUTORING EXPERIENCE
I hold a Juris Doctor from DePaul University College of Law and a Bachelor of Science in Chemical Engineering from the University of Illinois at Chicago (UIC). I have intensive knowledge in Physics, Chemistry, and Mathematics and enormous teaching and tutoring experience regarding these subjects (5+ years).
For the academic school year of 2006-2007, I tutored math at Bremen High School District 228, which is located in Midlothian, IL. The position required the ability to explain a variety of math subjects to high school students, which ranged from basic math to advance topics like Pre-Calculus and AP Calculus.
During my undergraduate career at UIC, I taught general chemistry and classical physics as a supplemental instructor for the Minority Engineering Recruitment and Retention Program (MERRP) at UIC for two years. In a classroom setting of approximately seven students, I provided students with additional problems and explained theories in order to enhance their understanding of the material. In addition to MERRP, I also tutored physics, chemistry, and mathematics for UIC campus housing.
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