Ohio State University (Spanish and International Relations)
University of Cambridge - United Kingdom - ESOL CELTA (Graduate Coursework)
Murray State University (2 years of post-baccalaureate coursework in pre-medicine) (Other)
I am a passionate, patient, and professional "bridge-brained" educator who loves to combine the quantitative with the qualitative, the logical with the creative, the right brain with the left. Helping others is my calling and education has so far been my means to do so.
I graduated from Ohio State University with an undergraduate degree in Spanish and International Relations. My minors were English literature and modern Hebrew. I graduated summa cum laude (GPA: 3.97) with research distinctions in International Relations. In 2014, I returned to school to complete the pre-requisite coursework for medical school. I completed coursework in biology (namely cellular biology, microbiology, physiology, biochemistry, and genetics), chemistry (general and organic), psychology, sociology, and physics. I completed my coursework with a 3.91 GPA.
Furthermore, for the past six years, I have been teaching English as a second language in varying capacities. I have experience teaching children as young as 5 years old all the way to teaching adults. In addition, I have also taught English literature and Spanish I, II and III at the high school level.
My approach to tutoring first entails a diagnostic assessment of the student I am working with. This allows me to gauge his/her academic strengths and weaknesses. Once I have a sense of where the students is and what their expectations and goals are, I can then tailor my lessons and teaching strategies to what works best for the student. I am a firm believer that each person has their own unique way of learning that best suits them and one of my goals in tutoring is for my students to begin to understand which method(s) works best for them. As the old saying goes: "Give a man a fish and he eats for a day. Teach a man to fish and he feasts for a lifetime." I am a passionate, patient, and professional "bridge-brained" educator who loves to combine the quantitative with the qualitative, the logical with the creative, the right brain with the left. Helping others is my calling and education has so far been my means to do so.
I graduated from Ohio State University with an undergraduate
Very patient and listens. He's really fantastic. He makes algebra understandable. Never gives the answer but helps you find it on your own. I'm so glad we found him.
Michael is very patient and really took his time to obtain a better understanding of my daughter as a person first to see if he and her would be a good tutor/student fit.
Working with her he really helps her understand the concept of the subject as well as challenging her to apply her knowledge to correlate with subject matter applications.
He's also great with communicating with scheduling appointments and changes.
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.
During my pre-medicine coursework, I completed an upper level course in molecular genetics. During the course, we focused on the structure of DNA and the mechanisms of its replication, protein synthesis, Mendellian genetics, mitosis and meiosis, gene interactions, and the mechanisms of transcription and translation. I received an A as a final grade.
Starting in 2009, I began to study Hebrew at the collegiate level. After taking one year of Hebrew at Ohio State University, I was accepted into a study abroad program at Hebrew University in Jersualem and completed an 8-week, 200-hour Hebrew language course that focused on all the language learning elements (reading, writing, speaking, listening). I then returned to Ohio State to complete my minor in Hebrew. Additionally, in the fall of 2011, I completed a 500-hour Hebrew language program while living and volunteering on a kibbutz in Israel. Since then, I have faithfully kept up with my Hebrew by watching recorded university lectures that Hebrew University posts on its website.
I recently completed a year of organic chemistry at Murray State University. I received an A in Organic I and a B in Organic II. Furthermore, I still have with my many of the study guides and flash cards that I made for the reactions, which I would be happy to use in helping students review the material.
As a high school and undergraduate student, I developed very strong and diversified study skills that allowed me to do very well on my assignments and exams. However, in tutoring students in the past, I have realized that even though my study skills worked for me, different learners need different techniques to understand and retain the information at hand. That has sparked my interest in researching and finding various strategies and tactics that students could use to create their own personalized study regimen. Whether this be through drawing diagrams for visual learners or developing hands-on tasks for kinesthetic learners or even coming up with creative mnemonic devices for those who need help retaining information, I believe I have accumulated a lot of different ideas that could help learners with a wide variety of learning styles.