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Sessions can focus on any particular aspect of the Chinese language, such as writing, listening, reading, and/or speaking.
Also, I can provide a pre-arranged lesson plan or can make one up to accommodate a student's particular needs depending on his/her requirements and requests.
Sessions can be any length and will usually consist of a short review of the last session's materials, an introduction to the day's topics, and then time to study and practice them in depth. At the end, we will have a period for any other questions as well.
I believe that as a former student myself I have a unique understanding of many of the difficulties learners face in tackling another language and can effectively communicate methods useful in overcoming those difficulties.
Furthermore, because of my experiences abroad I understand what language points are or are not useful for actual communication and what needs particular emphasis. This will help streamline the learning process which is important for learners who want to learn practical language efficiently.
Having lived in China I am also familiar with Chinese outside of the textbook such as cultural background, history, dialectical variations, and language nuances.
I have studied Chinese for nearly 8 years, with 4 years of intense classroom training in college (over 1000 class hours). During that time, I also studied abroad two terms in China at Peking University and Harbin Institute of Technology and placed second in the national 2009 Chinese Bridge Language Competition. After graduating, I lived and worked in China for 4 years as a language educator.
I am proficient in both simplified and traditional Chinese writing scripts and I have access to an extensive array of language resources for each student's individual needs.
Lastly, I will be completely devoted to my students and as such will do all I can to help them succeed.
In college I maintained a 4.0 GPA in my major (English/Literature). During that time, I studied and read writings from a variety of traditions, cultures, and backgrounds. I have written expository essays as well as detailed literary analyses on those and many other works. I am also extremely well versed in the field of literary theory, and in 2012 I wrote the unit on postmodern literature for a college textbook (in English) at Henan Polytechnic University.
In general, I have written on numerous topics, such as literary analysis, film/television, art, politics/government, law, philosophy, cultural studies, linguistics, history, religion, and economics. While in high school, I scored a 5 on the AP Literature and Composition exam and an 800 (top score) on the SAT II Writing exam.
I also have had experience as an ESL/EFL teacher at a university in China and thus understand well the countless aspects encountered when studying English, from grammar and vocabulary to reading and writing skills.
Specifically regarding literature, the approach that I try to teach is one that allows students to view it more comprehensively and also to encourage students to form their own opinion. In my view, a student's opinion is never wrong as long as he/she can support it and the methods to support one's ideas are what I try to cultivate. The notion that there is one "right" way to read and understand literature is, I believe, a flawed one. Rather, giving students their own voice, so to speak, lets them genuinely enjoy having more of a say when discussing prose and poetry. In this way, I believe students feel more involved, and hence more interested and excited about their studies.
I have over 15 years of experience using the programs in Microsoft Office, including Word, PowerPoint, and Excel. I have used them academically as well as professionally and consider myself well-versed in their use. I also have a good familiarity with their various features for presentations, reports, spreadsheets, and other multimedia applications.
I have 4 years of intensive classroom training (1000 hrs.) and studied for two terms abroad at Chinese universities, specifically Beijing University and Harbin Polytechnic University. My senior year of university I finished second in the national Chinese Bridge language competition. I have also worked in China for 4 years and traveled extensively throughout numerous provinces and cities.
Additionally, having once ventured into Mandarin before as a beginner myself, I believe that my unique experience can offer students an invaluable advantage regarding language difficulties. Moreover, my passion for Chinese and the importance of China and its culture to me are signs of my commitment and they motivate me to help my students improve and excel. Finally, my experiences in China afford me an in-depth understanding of the language as used in everyday Chinese life.
The lessons can focus on speaking, listening, reading, writing, or any combination of them. The goal in each lesson will be to allow students to become comfortable with the content and develop skills allowing them to formulate and articulate complete and accurate thoughts and opinions. To achieve this, it is important to give students an all-around understanding of not only the “what” but also the “why” of the language, as well as incorporate authentic materials so students can learn how the language is really used.
While in high school, I scored a 5 on the AP Literature and Composition exam, and as an English/Literature major in college, I studied and read writings from a variety of traditions, cultures, and backgrounds. I have extensive experience in the understanding of literary analysis and how students can effectively study prose and poetry and express their thoughts and opinions accurately and clearly. I have studied the works of the “essential” literary canon such as Shakespeare, Chaucer, Dickens, Twain, and so forth, as well as more obscure or contemporary ones. I am also extremely well versed in the field of literary theory, and can help students more closely and carefully analyze texts and grasp their content and meaning. Finally, my familiarity with the English language from an academic point of view helps me to more comprehensively teach students the various ways to look at English and equip them with the skills to apply them to future tasks.
As an English major in university, excellent writing skills were an absolute necessity and as such so was a solid comprehension of grammar. Besides my academic experience, I furthermore have undergone ESL/EFL training via the Oxford Seminars program and have been certified as a qualified teacher of ESL/EFL. Coupled with my years of experience as an EFL teacher in China, I have a deep and well-established understanding of the mechanics of grammar, and can teach them in a clear and effective manner. Additionally, my firm grasp of linguistics allows me to more thoroughly understand the connection between grammar and language and relate this knowledge in a concise and easily comprehensible way to my students.
As a former ESL/EFL teacher in China for four years, I tutored numerous students in their preparation for the IELTS exam, ranging from impromptu Q&A to essay writing focusing on specific former IELTS test questions. I helped to correct and proofread student essay answers. As many of my students wished to study in Great Britain and other areas that require the IELTS exam, about half of those I taught prepared for that test specifically.
While in high school, I scored a 5 on the AP Literature and Composition exam, and as an English/Literature major in college, I studied and read writings from a variety of traditions, cultures, and backgrounds. They included literary works from China, Japan, Nigeria, South Africa, the Middle East and Maghreb (e.g. Egypt, Algeria, Morocco, etc.), Norway, Germany, the Caribbean, Brazil, Mexico, the United States, Russia, Senegal, Kenya, France, Italy, the United Kingdom, and the Ukraine. I have written expository essays as well as detailed literary analyses on those and many other works. I am also extremely well versed in the field of literary theory, including the subjects of formalism, structuralism and poststructuralism, deconstruction, postcolonialism, feminism, Marxism, reader-response theory, gender theory, race theory, and psychoanalysis. Finally, in 2012 I wrote the unit on postmodern literature for a college textbook (in English) at Henan Polytechnic University.
As an exclusive user of Microsoft Windows on a daily basis and a user since before Windows 95. I have an extensive background with this operating system. I am familiar with the majority of its functions and tools, ranging from accessing programs to system features, such as defrag, command prompts, run commands, OS personalizations, and making changes to the function of the operating system itself. I am lastly familiar with a variety of Windows-based programs themselves and could help an individual those specific programs.
As an English/Literature major in college I was (and still am) no stranger to writing and editing papers. Besides writing numerous papers myself, I have also edited and proofread dozens of essays for students at the undergraduate and graduate level as well as journal articles and studies submitted by professors. While in college I was a one-on-one language tutor to foreign exchange graduate students and I often assisted them in editing their research papers and theses. Furthermore, while working at a university in China I regularly met with professors to read and comment on their work on topics ranging from literary analysis to engineering. I am also proficient in the Microsoft Word editing and review tools, making my editing and suggestions much more than the scrawling of a simple red pen. Lastly, as a competent writer of essays myself, I am able to offer practical and effective advice to help others improve in their writing, both stylistically as well as mechanically, and even offer models of my own work for purposes of reference and illustration.
I have almost 15 years of experience in public speaking. Firstly, over the course of four years of competitive debate in high school and college, I have given over 600 speeches in local and national tournaments. Furthermore, since 2009 I have taught over 1000 hours of undergraduate and graduate level TEFL/ESL classes.
During that time, I specifically taught courses about public, extemporaneous, and improvisational speaking and the skills necessary to succeed in those endeavors. Also included in those courses were personally prepared lesson plans particularly aimed at helping students to achieve their public speaking goals. Lastly, I have given numerous open lectures to around 2000 students on topics ranging from life in college and American culture to natural wonders of the world and sports.
As a former EFL teacher and volunteer ESL and reading tutor, I am well acquainted with the skills and habits indispensable to being a good reader. Moreover, as a literature major myself in college, I have cultivated and utilized numerous techniques in my own studies that can help students to read and understand texts in an expedient and efficacious manner. For example, one of the challenges I have often encountered with students is the intimidating and overwhelming feeling that appears when they are confronted with a long or seemingly complicated passage or work. However, in such situations I can help students to break down the components of a text quickly and correctly in order to make the meaning and context clearer and more manageable. Another instance is the difficulty students often have when encountering new words or phrases and trying to figure out the meaning or the proper pronunciation. In this regard, I can help students to tackle unfamiliar meanings by looking for context clues or language elements like prefixes, suffixes, synonyms, and etymology. As for pronunciation, I have found it useful to provide students with references to similarly pronounced words and how the “pieces” fit together, then to teach them to apply them to newly confronted words or phrases. Finally, my love of books and passion for teaching motivate me to help students to appreciate and excel at reading.
Excluding my own personal spirituality, my education and academic interests have provided me with an extensive exposure to world religious studies. From my first year of kindergarten to college graduation, I attended religious private institutions. Beyond the daily religious influences and services in high school and college, I received over five years of religious education in the classroom, ranging from Catholic and Protestant Christianity to East Asian and South Asian Buddhism. Moreover, outside of the formal academic setting I have studied and explored additional religious traditions, ancestral beliefs, and philosophical systems, including Zen, Daoism, Tibetan Bon, Hinduism, Shinto, Shaivism, Islam, and Sufism. Finally, I also have visited various important religious sites from both Western and Eastern traditions in North America, Europe, and Asia, lending concrete experience to pair with my religious knowledge.
As a former English and ESL/EFL teacher, I have had extensive experience in the teaching and understanding of vocabulary. Throughout the hundreds of lessons I have taught, vocabulary is an ever-present element in areas such as reading literature, taking tests, writing essays, giving speeches, analyzing language, and so forth. Being the core element that vocabulary is, I have often taken it upon myself to understand new words and phrases in their entirety, from their basic definition and usage to their linguistic roots and etymology. Therefore, I am well equipped to aid students in understanding how to use vocabulary properly and successfully. For instance, I can teach students skills like how to correctly use a thesaurus, how to differentiate between similar words and phrases, how to infer the meaning of an unfamiliar word or phrase, contextual clues to use when acquiring or articulating challenging vocabulary, and to know the suitable setting in which to use words of different register, to name a few. Moreover, my voracious appetite for reading allows me to consistently maintain a wide array of and deep appreciation for words. Finally, as a teacher of students learning to comprehend new vocabulary and use it correctly, I have developed exercises, activities, and techniques that students find both fun and effective in learning and retaining vocabulary knowledge, thereby reinforcing the motivation and encouragement required to be a good student of vocabulary.
In general, I have extensive experience in a variety of essay styles, including expository, analytical and argumentative. Additionally, I have written on numerous topics, such as literary analysis, media studies, film/television, art, politics/government, law, environmental studies, philosophy, cultural studies, linguistics, history, religion, and economics. While in high school, I scored a 5 on the AP Literature and Composition exam and an 800 on the SAT II Writing exam. In college, I maintained a 4.0 GPA in my major (English/Literature) and wrote an average of 80-100 pages of writing per semester, including numerous essays of considerable length (25+ pages). I have also written the unit on postmodern literature for a college textbook (in English) at Henan Polytechnic University. Lastly, I have edited dozens of essays for students at the undergraduate and graduate level as well as journal articles and studies submitted by professors.
Great. — All is great. My student loves his lessons and Trevor is a fabulous teacher. He is learning a lot from this experience. ...
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