I am an experienced, qualified tutor in ESL, German, SAT and other standardized tests, history and social studies, pre-algebra and algebra, college applications, and general organizational and study skills.
My academic experience is quite straightforward: I have four university degrees:
BA in History from Grinnell College
MA in Political Science from the University of British Columbia
LLB (equivalent to a JD) in Law from the University of Southampton
BCL (equivalent to an LLM) in Law from the University of Oxford
I am currently studying for the New York Bar exam.
My primary teaching experience has been the three years I taught English language abroad in South Korea, China, Ukraine, and Germany. However, I have considerably more experience than this, having tutored since high school. Recent experiences of note include legal and ESL tutoring to a Chinese student in the UK, working with an Austrian master's student, teaching writing to an English undergraduate student, and experience assisting the writing of a Turkish lecturer. Overall I have a wide range of experience. The students I have tutored and taught have ranged in age from 7 to professionals in their 40s. Their cultural backgrounds have varied widely, from students in east Asia to Western students. Their ability levels have also varied widely; although I enjoy helping a professional improve his or her English from a level appropriate to taking a standardized exam to one appropriate for academic life, I have found that some of my most satisfying experiences have been with working students whose abilities had not been fully developed - a nine-year-old boy in Korea, with whom I worked in overcoming his shyness to become a confident English speaker, or a working-class undergraduate student at Southampton, whom I helped to develop her writing skills into a proper academic style.
What makes me a great tutor is manifold. In teaching I use an exceptional amount of energy and enthusiasm; a student is motivated when he or she is engaged and interested in the material. I find that by providing that energy in a classroom or in a one-on-one setting, students react and contribute their own energy. It is then when I appeal to those interests, and make them feel that they have a stake in their learning outcome (which they do) and a sense of competence, pride, and accomplishment. Then, while maintaining that sense of ownership, we proceed according to their pace, challenging them while not letting them fall behind; I aim for an experience that is stimulating without being overwhelming.
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