Univeristy of California, Davis; Bachelor of Science (Biological Sciences)
National Hispanic University; Master of Arts in Education - Teaching and Learning (MEd)
California teaching credential (#123205950, valid until June 2017) (Other)
Students who struggle with high school curricula are typically bright individuals who have excelled in school up until this point, and did not need to fine-tune study skills because learning in earlier grades was intuitive. Now that a secondary level of math and science is being taught in densely packed classrooms, each unaddressed question and every red mark on a test reinforces the self-doubt which notoriously creeps in during adolescence.
Teens needs emotional support as much as they need content, and they certainly benefit from guided discussions and practice applying concepts in technical courses. This is where a qualified tutor with a proven track record can help your student change their perspective from a downtrodden "I hate this class" to an enthusiastic "I enjoy this class" (usually with a tentative "I can tolerate this class" in the interim).
I do my best to compassionately and non-judgmentally figure out where the student is in terms of understanding the content, and build up that knowledge with every study session. While I pride myself on being consistently respectful to all students, I adjust my level of sternness to meet the needs of each student and the requests of their guardian(s). Some families prefer a structured approach with mandatory supplementary practice problems as a means to boost grades; some prefer a storyteller who will make math and science less intimidating with intentionally silly puns and personified soliloquies. In either case I come prepared to each lesson with a binder full of options and resources for the content area.
The following is a sample of my introductory lesson format, which is a modified Direct Instruction method custom-tailored to the needs of each student:
1) Inventory the student's interests, extracurricular activities, and previous positive experiences in education to establish a set of "what works" for motivating and reassuring the student. I also give the student a chance to vent their frustration and share why this particular class is giving them trouble. I have found that attentive listening works wonders for building authentic trust and rapport.
2) Assess what has worked best in the past via meta cognition, while utilizing my background in educational theory to offer alternate perspectives (as opposed to stalwart advice) to the student. Validating the student's knowledge of self prior to addressing content knowledge serves to further build rapport and establish confidence as we delve into the task at hand, be it chemistry, trigonometry, or the al'gebras.
3) Allow the student to verbalize their current understanding and tangential questions while I record their ideas. Utilizing Socratic discussion and scaffolding questions, I help the student reinforce their ideas and expand their working knowledge to the next conceptual level of understanding. Physical manipulatives, visualization strategies, mnemonics, and kinesthetic modality learning is utilized wherever applicable.
The purpose of each tutoring session is to ensure that the student is off to a strong start in their reading notes, homework problems, or study guide. I strive to give proper credit to students for what they already know, what they seek to understand, and what they have accomplished at each step of the way. Students who struggle with high school curricula are typically bright individuals who have excelled in school up until this point, and did not need to fine-tune study skills because learning in earlier grades was intuitive. Now that a secondary level of math and science is being taught in densely packed classrooms, each unaddressed question and
Love Anna's calm and focused demeanor, her overall approach to the subject. She makes sure all the concepts are solid, gives just enough scaffolding, and is very encouraging. She's a great find!
My grade in chemistry improved from C+ to A. I understand the material very well. I also received a science award for Chemistry!
Anna is not only professional and knowledgeable, but she has been generous and flexible in setting up extra sessions before tests and projects. Her help is so appreciated!
Anna was recommended to us and I'm so grateful that she was! In the 5 or so sessions to date, I have been thoroughly impressed by Anna's considered explanations, patience, and the rapport she has built with my daughter. From our introductory conversation, Anna researched and brought an assessment to gauge my daughter's strengths and weaknesses. Talk about going the extra mile. I'll write another review once the results are in.
Very patient with our daughter and takes time to explain concepts. Since working with Anna, we have seen an improvement in our daughter's knowledge,which has resulted in improvement in her grades.
Our daughter liked her right away and says she explains in a way she understands. Anna has exceeded my expectations. We only had a few sessions and our daughter is already saying she is starting to like science because is is beginning to understand it a lot better.
Anna is very easy to communicate with and responds right away, very easy to schedule sessions with and is very flexible.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
I successfully completed an Algebra II/Trig Honors class my sophomore year of high school. I then tutored Algebra II and Trigonometry as a Junior taking Math Analysis Honors (Pre-Calculus and Calculus AB combined) and a senior taking AP Calculus BC.
After college, I worked as a private tutor for high school math and science, helping students taking Algebra II as well as those taking Algebra II/Trig (Honors).
I have a thorough understanding of Algebra II topics, including factoring, graphing, conics (including quadratics), matrices, polynomials, and logarithms. The teaching methods courses I completed as part of my chemistry and biology teaching credentials allow me to be a creative and supportive tutor who effectively prepares her students for exams, quizzes, and regular homework assignments.
I first completed Calculus 1 (AB) and 2 (BC) as part of my Biology Bachelor of Science degree nearly 2 decades ago. This past school year I formally revisited the content by taking Calculus 1 (AB) and 2 (BC) at San Jose City College, earning strong A grades in both courses; more importantly, I put myself back into the student role as a means of identifying and preventing common errors and misconceptions.
My Calculus 2 instructor has years of experience writing for the College Board and textbook publishers; I was able to go straight to the source and discuss the AP Calculus test with someone who actually wrote questions for the AP exams.
My Calculus 1 instructor also strongly recommended that I work as a peer tutor at the campus, and personally referred me to tutor a struggling business calculus student who went on to pass the class.
I have cultivated a positive professional relationship with my own calculus professors and maintain correspondence to ensure that even the most esoteric question posed by my own students gets addressed effectively.
As a high school student, I scored an 800 on the Chemistry SAT and a 5 on the AP Chemistry exam.
In 2006, I earned a Bachelor of Science degree in Biology with extensive chemistry coursework at UC Davis. I have industry experience working as a Pharmaceutical Quality Assurance Lab Technician and a Clinical Manufacturing Chemist. I also have classroom experience student teaching Chemistry at a high school, and am credentialed to teach high school chemistry and biology in California.
I completed Geometry Honors during my freshman year of high school. During junior and senior year, I tutored underclassmen in math, including Geometry. This tutoring included help with homework as well as exam prep. In recent years working with Geometry students, I have emphasized application of formulas through practice problems as a natural way of committing those formulas to memory. I also have refined a strategy for approaching proofs in a systematic and concise manner, thus relieving students of the anxiety associated with this topic.
The 2017-2018 school year will be my fifth year of tutoring through WyzAnt. While I started as a chemistry tutor, the demand for high school mathematics tutoring concurrent with science studies encouraged me to include the algebras, geometry, and trigonometry in my repertoire. I now tutor up through and including calculus, and place special emphasis on the precalculus content which is relevant to AP Calculus AB and BC. Both of these AP Calculus exams rely on foundations from precalculus, but these skills do not necessarily overlap or reinforce one another. Spend your time in precalculus wisely, and make sure that crucial skills carry over to your upcoming calculus class with the help of tutoring support.
I successfully completed Trigonometry as part of an Algebra 2/Trigonometry Honors course during my sophomore year of high school. During my junior and senior years, I tutored Algebra 1, Algebra 2, and Trig students while I was taking Math Analysis and AP Calculus BC. After obtaining my Bachelor of Science degree from UC Davis, I worked as a tutor of high school math and science students. Then, I entered a teaching credential program, and obtained a California teaching credential for high school Biology and Chemistry. While working on my Master of Arts in Education degree, which I completed in May of 2013, I also worked as tutor for high school math and science students. My background in teaching methods and test preparation strategies makes me highly qualified to tutor high school students, whether they are completing regularly assigned homework or taking stock of their existing knowledge and skills when preparing for exams.