Teaching is my second biggest passion -- next to science and research! My passion for teaching stems from my love of discovery and learning. I believe that there is an intimate relationship between teaching and learning; there are times when while teaching someone else, I discover something new about the topic like shortcuts or better solutions in math. I also love challenges, and teaching is a challenge in and of itself. I always find it fulfilling to be able to teach and make someone...
Teaching is my second biggest passion -- next to science and research! My passion for teaching stems from my love of discovery and learning. I believe that there is an intimate relationship between teaching and learning; there are times when while teaching someone else, I discover something new about the topic like shortcuts or better solutions in math. I also love challenges, and teaching is a challenge in and of itself. I always find it fulfilling to be able to teach and make someone understand better.
For more than 5 years now, I have been tutoring and teaching in various capacities. I started tutoring when I was in first year college -- back then, I was teaching grade school and high school mathematics. Since then, I have tried to gain as much experience as possible. Through my university's tutoring program, I've tutored numerous students from grade school to college in various courses including elementary mathematics, algebra, trigonometry, geometry, calculus, general science, chemistry, and physics. During these years as well, I have been trained by a company that provides review sessions for students entering high school and college. At that company, I taught general science and elementary mathematics. In both these avenues, I have gained significant experience in tutoring in both group and one-on-one settings.
After obtaining my Bachelor's Chemistry degree and while attending graduate school for my Master's degree, I applied for and got a position as a faculty member in my university. This gave me the opportunity to handle larger formal undergraduate classes in college-level calculus and introductory chemistry. During this experience, I prepared my own lessons and exams, and handled recitation and review sessions for all of my classes.
In all these experiences, I have encountered different types of students with different modes of learning, and I believe these have prepared me to adjust my teaching style accordingly to make sure the student gets the most out of each session. I have found that most students prefer problem-based approaches, so as much as possible I try to proceed with actual problems and questions after giving a brief but sufficient introduction of the subject matter. I usually try to assess the student during the first session, but as I observe how they learn, I constantly adopt to make sure they are always caught up.