I am a current undergrad student. I have completed up through organic chemistry 1 (CHM2210 in the florida system), and I am currently taking organic chemistry 2 (CHM2211). I have a 4.0 GPA in college thus far, and I participate in the work-study system in the tutoring center on campus as the primary in-person chemistry tutor, where I have worked for a year. My supervisor decided to retain me for the spring semester, and I have also been offered to continue part-time over the summer once...
I am a current undergrad student. I have completed up through organic chemistry 1 (CHM2210 in the florida system), and I am currently taking organic chemistry 2 (CHM2211). I have a 4.0 GPA in college thus far, and I participate in the work-study system in the tutoring center on campus as the primary in-person chemistry tutor, where I have worked for a year. My supervisor decided to retain me for the spring semester, and I have also been offered to continue part-time over the summer once work-study expires.
I started tutoring with math back when I was in high school, usually algebra 1 and 2. I took a break for a while, then started tutoring intro chem (chm1025) and general chem 1 (chm2045) while in gen chem 2 last year. After that semester, I moved from working as a lab assistant to a tutor, where I also started tutoring college trigonometry
(MAC 1114) and precalculus (MAC 1140). I am confident I can translate this knowledge to the high school level - especially AP, which mirrors collegiate curriculum. My typical method revolves around the baseline assumption that students coming to me for tutoring don't understand the material as initially taught by the instructor, so I try to focus on why they didn't understand and try to work around whatever limitation was the issue. For example, I have a method of abstracting ionic charge and reaction balancing into a more mathematical approach for people who are struggling to understand the reactions in how they are typically presented. I also have a method for teaching lewis structures that centers around a desired "neutral" state for each atom combined with structures of bonds and lone pairs that create a specific formal charge - for example, a 1+ nitrogen is a neutral carbon, both with four bonds. I have found a lot of success with this individualized approach. I have taught students as young as 16 and as old as 40, from one-on-one to groups of 5-10, primarily in the context of a campus tutoring center, but also on my own time organized directly with the student.
