I am a college student tutoring for calculus one,two,three, trigonometry, pre-calculus, and Spanish. I have taken most of these courses in high school. I have mastered how to not only do calculus, but also how to explain it thoroughly. I have received instruction for calculus from my high school teacher, tutor, and professor in college. In college, I received instruction from a professor who received his doctorate from Yale University. He would expect me to give him the correct answer always. I have found, by receiving instruction from three different instructors that there are at least three teaching strategies that I can apply. There are various teaching strategies that make the learning process easier, such that I will try to make a problem in mathematics as simple as it has to be so that the student/anyone can understand the problem. For example, my teacher in high school would give me a simpler problem that applied the same concept, which I found that this strategy works. I do not give up as long as the student works with me and does not give up on him/herself.
In Spanish, there are multiple rules and then exceptions to those rules. However, I can work with anybody to try to explain those rules and translate from Spanish to English or English to Spanish. I taught computer classes for two years in Spanish, while teaching I learned different teaching strategies. These teaching strategies were either by showing the student how to do something or explaining what I meant differently. I have taken a Spanish course, which specialized in grammar I found that I could apply these rules when speaking and writing.
Again I have taken pre-calculus, calculus and Spanish in high school. I currently attend Allegheny College in Meadville, Pennsylvania as a rising junior I have had a couple of tutors in my life and I have been a tutor. Thus, I can make sure that I belabor the subject given so that any student understands the material clearly. It is essential that students want to succeed it is the main key to successful learning.
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