I currently attend Brandeis University as an undergraduate (class of 2027) majoring in Chemistry, Hispanic Studies, and Mathematics. I have held a 4.0 GPA for my entire time in school and pride myself on learning for the sake of learning, rather than achievement. My goal is to inspire the students I work with, with this same mentality. I have received 5s on every single AP test I have taken; among these include: AP Chemistry, AP Calculus, AP World History, AP English Language, and Literature...
I currently attend Brandeis University as an undergraduate (class of 2027) majoring in Chemistry, Hispanic Studies, and Mathematics. I have held a 4.0 GPA for my entire time in school and pride myself on learning for the sake of learning, rather than achievement. My goal is to inspire the students I work with, with this same mentality. I have received 5s on every single AP test I have taken; among these include: AP Chemistry, AP Calculus, AP World History, AP English Language, and Literature and Composition. In addition, I have received a 98 percentile score on the SAT, with the math section being my strong point.
In terms of tutoring experience, I currently work as a TA for chemical thermodynamics at Brandeis, with previous appointments in calculus I and II and organic chemistry. In addition, I have tutored regularly for 6 years in subjects ranging from elementary math to calculus and college chemistry. I pride myself on emphasizing understanding and motivation rather than "perfection." That is to say, I would much rather prepare a student with the tools to succeed rather than be good at guesswork or estimation. Especially as a full-time student currently, it is important that I provide my students with my perspective and motivate them to succeed in any subject they tackle.
I specialize in a one-on-one tutoring approach. However, I also have experience teaching in group settings, including running recitation sections of over 25 students weekly. My main objective is to keep the student engaged by asking clarifying questions and allowing the student to lead the session, rather than treating it as a "second lecture" so to speak.
