I'm Richard, a current Materials Engineer at UCLA with a proposed specialization in nuclear engineering (and even more specifically, thorium-232 reactors!). Throughout my time at high school and even college, I've tutored my peers and have held classes regarding academics along with other hobbies of mine (chess, backpacking skills, among an assortment of other miscellaneous skills).
As Danish philosopher Soren Kierkegaard notes, after helping yourself, it is only a natural step forward to...
I'm Richard, a current Materials Engineer at UCLA with a proposed specialization in nuclear engineering (and even more specifically, thorium-232 reactors!). Throughout my time at high school and even college, I've tutored my peers and have held classes regarding academics along with other hobbies of mine (chess, backpacking skills, among an assortment of other miscellaneous skills).
As Danish philosopher Soren Kierkegaard notes, after helping yourself, it is only a natural step forward to help others - and I live by this ideal. helping others, especially in a field of expertise, feels extremely rewarding even to myself. It not only enables the student but also affirms my own expertise and inspires further confidence to continue teaching.
My lesson plans are derived from my own experience in teaching - an empirical approach. I've found that, especially in mathematics, practice makes perfect, but only through variety. My plans include introducing problems that target a specified skill in multiple ways. I encourage exploration - even I can't think of every way to solve a problem. Naturally, this teaching approach also includes constructive guidance to the problem. Something that looks difficult can be broken down into steps and be tackled in that manner (this maxim applies to almost anything!).
My major is extremely math-intensive (so goes for all engineering majors). This means I constantly review my notes and the material I took from high school. This includes repeated exposure to Algebra, Geometry/Trigonometry, Precalculus, and Calculus. In my core STEM classes, I was a straight-A student and have taught these subjects to peers that took (and are taking) these classes. I've worked with a variety of students, from elementary students to college students my age, and understand that everyone learns at their own pace.
Ultimately, tutoring is about the student - thus, I keep updating my lesson plans accordingly, and welcome any feedback or suggestions. I respond quickly and dutifully :).
