Loyola University of New Orleans (English Writing)
I began teaching and tutoring in 2009, working for The Princeton Review in New York City. I started as an SAT teacher, and subsequently trained for and taught prep classes for the GRE, GED, PSAT, and SAT subject tests, all the while doing one-on-one tutoring sessions with students looking to improve their test scores even further. I also tutored students in academic subjects (rather than test preparation). More recently, I have also written for and consulted on a few High School Equivalency books published by The Princeton Review.
After years of TPR tutoring, I became a High School Equivalency teacher at Henry Street Settlement, a community center on the Lower East Side. At Henry Street I ran the GED class for disengaged youth. During this time 97 of my students earned their diplomas, and our program’s pass rate was well above both city and state averages. Having found both success and fulfillment working with adult learners, I have been fortunate to continue that work here in New Orleans: currently, I teach Math and English classes at Delgado Community College’s Adult Education Department.
Since I began tutoring and teaching, I've worked with students from a wide variety of backgrounds and situations. Likewise, my students have come in at sundry academic levels: some are high achievers who desire an extra bump in their test scores, while others are struggling to keep up with their classes or may have already fallen behind their peers. No matter what, my philosophy is the same:
As I see it, a teacher’s job is to convey information in the way best suited for most people’s comprehension. The job of a tutor is to find the explanation that will connect with his particular student, which may very well not be the same as the teacher’s explanation. So, I use creativity in finding an approach that will work for my student specifically, and if the first attempt doesn’t do it, then I try something else, and then something else, until my student and I find something that works for her. When it happens—when a student who has long felt herself excluded from mathematical knowledge can truthfully say “I get it. I didn’t used to, but now I get it,”—then she and I know that we have accomplished our goal. And then we embark on the next goal, and then the next …
Without a doubt, I have seen it proven too many times to count, that every student can learn—all she needs is the right tools and a little guidance. It is not a belief, but a fact.
My students often remark that the things that set me apart as a tutor are my patience and persistence. I am happy to stick with a student as she struggles with a concept, and it never crosses my mind that something might be beyond her ability to comprehend—rather, I just realize that I have not yet come up with the right explanation that that student needs. So really, my patience with those who struggle to learn is more me being patient with myself, as I try to find that explanation that is “right” for the particular student. And my persistence—never letting a student give up—is a manifestation of what I absolutely know, what I want to demonstrate to my class: that every student can learn every concept, if she only gives herself whatever time and effort is necessary.
I look forward to hearing from students of all ages and at all levels. I will meet you "where you are," academically speaking, and we'll move forward from there. You can learn! You can improve!
I began teaching and tutoring in 2009, working for The Princeton Review in New York City. I started as an SAT teacher, and subsequently trained for and taught prep classes for the GRE, GED, PSAT, and SAT subject tests, all the while doing one-on-one tutoring sessions with students looking to improve their test scores even further. I also tutored