I'm Mandy! I first started my teaching journey as a snowboard coach, working for eight years with elementary and middle school kids. I realized how much I enjoy helping others learn something challenging. So, I leaned into my BS in Mechanical Engineering and landed a position teaching physics labs. Since then, I've enrolled in a MS Mathematics program that I am nearly halfway through.
My approach with students is to first relate to them to make them feel welcome and heard. I find common...
I'm Mandy! I first started my teaching journey as a snowboard coach, working for eight years with elementary and middle school kids. I realized how much I enjoy helping others learn something challenging. So, I leaned into my BS in Mechanical Engineering and landed a position teaching physics labs. Since then, I've enrolled in a MS Mathematics program that I am nearly halfway through.
My approach with students is to first relate to them to make them feel welcome and heard. I find common ground so they know I am on their team. Students should never be too shy to ask a question, because asking questions is how we learn. I want to foster this type of environment where students feel safe enough to wrestle with any misunderstandings. Sometimes math and science makes students feel frustrated and hopeless. My goal is to work through these emotions to give students the tools they need to feel a sense of mastery over the material.
I have taught and tutored physics 1 and 2 labs for three years. I began tutoring college algebra one year ago. I do both of these at my local community college. In my labs, I begin each class with a small lecture about the experiment. I spend some time working through any questions students have prior to the lab. During lab, I am engaged with the students, gently correcting any mistakes and finding ways to laugh and enjoy the class. As a math tutor, I aim to help students see the process to the solution, rather than just the solution itself. I guide them through each step, allowing them time to consider if they can see the solution on their own. In the end, I hope to get students on their mathematical feet, able to solve problems using their own reasoning.
As a snowboard coach, my job was to build a foundation upon which the snowboarders could grow as people and athletes. My job as a tutor is not much different. I want to help students build a foundation to help them grow academically, professionally, and personally.
