Due to my ADHD and dyslexia, much of my own schooling was spent on the other side of the tutoring table, so I know how it feels to sit with a patient teacher and still not get it, and how frustrating that is for a student and a parent both. It's a large part of why I want to tutor now. I graduated from the University of Oregon with a double major in psychology and neuroscience, earning departmental honors in both. I completed an undergraduate honors thesis and presented it at a research...
Due to my ADHD and dyslexia, much of my own schooling was spent on the other side of the tutoring table, so I know how it feels to sit with a patient teacher and still not get it, and how frustrating that is for a student and a parent both. It's a large part of why I want to tutor now. I graduated from the University of Oregon with a double major in psychology and neuroscience, earning departmental honors in both. I completed an undergraduate honors thesis and presented it at a research symposium, running ANOVAs, t-tests, and intraclass correlations in Jamovi and Excel. I tutor psychology, neuroscience, neuroanatomy, introductory statistics, elementary math and science, and study skills.
My teaching experience covers a wide age range. Most recently I was a teaching assistant for a 400-level psychology course of fifty students, where I prepared materials, ran labs, set up and operated equipment, worked through problem sets, and explained concepts one on one. I also held a senior position in my research lab, training other students on techniques and procedures. Before that, I spent two summers as a 4-H camp counselor running the archery range and organizing large events for campers aged five to fourteen, and two summers teaching swim lessons to groups of eight to ten children aged four to six.
How a student gets to independent practice can vary; whether they get there does not. One student may want to attempt problems alone and review mistakes afterward. Another wants to see worked examples first, then take the rest on their own. Either way the worksheet gets finished, and forcing one into the other's approach would only slow them down. What doesn't vary is the rest. I test students before the official exam because until you've tested yourself, you don't know whether you understand it. I recommend spacing sessions over weeks rather than cramming, and I push students toward what they struggle with most. Easy victories feel good but don't generate real progress. I look forward to working with you.
