• Undergrad:

  Wake Forest University

• Tutors Out Of:

  Brooklyn, NY

• Travel Radius:

  25 miles

• Tutoring Certifications:

  ESL/ESOL - Japanese - LSAT

• Tutor's Fee Per Hour:

  $36.00 * with a 10% discount after purchasing $360

Over the past year, I taught English to native Japanese students at three rural high schools. I conceived and applied original lesson plans that coincided with the national curriculum. Contrastingly, I invented games where students could practice English outside the standard curriculum's textbook exercises. Outside class, I individually tutored students in preparing for standardized English exams (e. g. Eiken). I edited students' English journals, and started English clubs where interested students could debate, write, and read literature. I also hosted and participated in two English teaching seminars where I trained native teachers in English teaching methodology.

However, it was necessary that I first learn to communicate with native Japanese students and teachers. I thus learned Japanese through self-study before and during my tenure. Because I developed my Japanese in this way, I am acutely aware of what most troubles foreigners who are trying to study this language. I overcame these obstacles via methods I personally developed and tested, and could clearly explain them as a native English speaker.

It was through self-study that I also prepared for and took the LSAT before I departed for Japan. I utilized the Princeton Review's published methods in order to crack the three types of multiple choice sections, and the essay section. I moreover formulated preparation techniques that personally suited me. I would gladly teach these techniques to any interested student. (I scored 167.)

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• ESL/ESOL

  I formerly taught English as a second language (ESL) to resident Japanese high school students. I was assigned to three rural high schools, where I assisted local English teachers whose native language was Japanese. In class, I taught the nationally standardized curricula with lectures, worksheets, games, and seminars. The teachers whom I assisted exhibited varying levels of English understanding. Consequently, they individually requested that I enhance their understanding of particular grammatical rules. I have thus demonstrated my ability to teach to both children and adults. Outside the classroom, I offerred personal help to any student or teacher who requested it. Such help included: preparing students and teachers for standardized English examinations (e. g. "Eiken," English teaching certification), reading and editing students' English journals, and holding English conversation sessions with students and members of the local community. I established English clubs at all high schools, where I would make available to students: English literature and news publications, English music, and the opportunity to chat casually in Japanese and English. Moreover, I developed teaching methodolgy with the regional education community. I participated in and hosted English teaching seminars and workshops, where both foreign and native teachers of English assembled regularly throughout the year. I personally executed one such workshop, where I sought to enhance daily communication between native Japanese teachers and their foreign assistants. Expectedly, these experiences not only built up my English teaching ability, they also improved my capacity to communicate across cultural and lingual boundaries.

• Japanese

  Without any prior formal education, I learned Japanese to an advanced level though self-study. Before and while I was living in Japan from July, 2007, until July, 2008, I utilized Japanese language textbooks and sought help from neighbors and coworkers. Therefore, I can adeptly assist students who are receiving formal instruction via a textbook curriculum. I also understand the unique difficulties an ambitious learner might face when undertaking self-study. After all, I overcame such obstacles myself. Additionally, having lived in Japan, I understand and practice how native speakers of Japanese converse. I therefore can reveal linguistic idiosyncrasies, and so bring my student to speak as a native speaker of Japanese would. Any tutoring curriculum would include: reading comprehension, listening practice, conversation, composition, and grammar and vocabulary/kanji development.