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I've led peer learning sessions, group projects, and indeed student organizations. I've lobbied State Congressmen and Senators, aided business owners in making their establishments environmentally friendly, judged robotics competitions, wrestled at the state varsity level, written published columns and poetry, acted in more than a dozen plays, and delivered speeches to audiences in the hundreds. But none of those things make me a tutor.
Merriam-Webster defines a tutor as "a person charged with the instruction and guidance of another." I have instructed, and I have guided. I've had the privilege of being instructed by masters in their fields: in choral performance, in physics, even in trading financial derivatives on stock options. I've seen how they work, how they inspire, what traits and manners raise a student to new heights of curious inquiry and delighted motivation.
I believe that tutoring is a form of friendship. When I have tutored in the past, it has been as much about learning what those I work with value as their content knowledge. Often, the issue can disconnect between the knowledge they seek and the goals they have for themselves. Memory works best when we form a great number of neural connections around facts, binding them into processes. Relating facts to things we emotionally care about helps us retain those facts not only for tomorrow's exam, but for next year's class building upon earlier material.
So I don't just relate the knowledge - my goal is to guide you to see the connection between the knowledge you struggle with and your personal goals.
I have completed multiple courses in philosophical (eg: the Aristotelian syllogism, fallacies) and mathematical logic (symbolic logics.) My programming experience augments these skills, enabling me to assist students in thinking about algorithms and make symbolic logic understandings practical. My experience in rhetoric, speech, and communication both practically and in course work solidifies my understanding of verbal logic.
Though at a young age I developed speech dysfluencies, I resolved that I wanted to be heard. My parents put me in speech therapy, I pursued acting, choir, and indeed public speaking opportunities as early as 7. Since then, I have debated, advocated publicly, spoken to the media, taken public speaking courses and pursued independent studies. I have written papers analyzing certain types of speech and presented my analysis at the 2012 Eastern Communication Association convention. I not only know how to speak well, I can relate to the journey from inability to speak publicly to speaking strongly and decisively in public.
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