THE UNIVERSITY OF TEXAS AT AUSTIN (Finance)
Stanford University (Master's)
I am currently a graduate student at Stanford's Graduate School of Education, and I am working towards a degree in International Comparative Education. My schedule is relatively flexible, especially during the late afternoon and early evenings.
I was a teacher in Fort Worth at a low socio-economic school for the past 2 years. Because the majority of my students came in several years behind grade level, I've developed a strong set of skills in math remediation. Specifically, I am strong at breaking down complex material in an easy-to-understand way, and I can quickly recognize and address the gaps that are holding students back from mastering the concept at hand. Using these skills, I've helped my students move a great deal academically. For example, only 41% of my students passed their 7th grade math STAAR in the previous year before taking my class; this year, in 8th grade, we've grown dramatically in knowledge and confidence, and as a result, 92% of my students passed their 8th grade STAAR.
A lot of my students' growth was made outside of class in tutoring sessions. I tutored 4 out the 5 school days during the week. During these tutoring times, I was able to provide focused one-on-one or small group instruction that targeted the specific needs of my students. Overall, I hold incredibly high expectations for every single of my students, and I truly believe that anyone can achieve if they have a strong work ethic and if they are given the appropriate support.
Although I specialize in teaching 8th grade Pre-Algebra, during my first year of teaching, I identified 11 of my students who were ready to be challenged and started an Algebra I course for them at our school. Although these 11 students started Algebra I 9 weeks late, they all still passed their End of Course exam, with several of them getting a commended score. This experience also gave me a holistic understanding of not only the Algebra I curriculum, but also how 6th, 7th, and 8th grade math should be taught in order for students to be successful in Algebra I. I am currently a graduate student at Stanford's Graduate School of Education, and I am working towards a degree in International Comparative Education. My schedule is relatively flexible, especially during the late afternoon and early evenings.
I was a teacher in Fort Worth at a low socio-economic school for the past 2 years. Because
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When it comes to the ACT, I scored 35 out of 36 possible points on the math section. I've also taken and done well on other standardized test. For example, I scored 770 out of 800 on my SAT Math section, and I scored a 62 out of 70 on my GRE Math section.
I started the Algebra I course at my school in Fort Worth two years ago for a select group of my students who were ready to be challenged. Even though this group of students started the course 9 weeks late, all of them passed their End of Year credit exam, with the majority getting commended results.
In my first year of teaching 8th grade math, 56% of my students had passed their STAAR test in their previous 7th grade year. At the end of 8th grade, 80% of them passed their STAAR. In my second year, 41% of my students came in to my class having passed their STAAR in the previous year. At the end of 8th grade, 92% of them passed their STAAR.