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University of Kentucky (Biology)
University of California, Berkeley (Master's)
Hamline University (Graduate Coursework)
I have 16 years of experience teaching students math, science and fashion in classrooms and informal settings. I have taught middle school science as a licensed classroom teacher, physics and geometry at a private high school, physics, chemistry, earth science, biotechnology and engineering at The Tech Museum, and fashion in private classes and summer camps. I am an energetic, approachable tutor with an artistic side and a sense of humor.
I specialize in helping students with visual strengths approach math and science. If you love to draw--or are always noticing things that no one else saw-- you can be great at math and science. I help artistic students make those connections, so they can develop an intuitive, robust sense of math and science. Math and science can be taught as dull, papr-oriented subjects, but that is not all they can be! I love creating songs, dances, on-your-feet games and hands-on tasks that help active children appreciate and enjoy these subjects. Together, we will create activities and strategies to understand, remember and have fun with the subject. As one of my former students said "I used to hate science, but I have changed my mind." I have 16 years of experience teaching students math, science and fashion in classrooms and informal settings. I have taught middle school science as a licensed classroom teacher, … Read more
2 students are charged at the same rate as one student. For more than 2 students, add $10 per hour per student.
I can't even begin to express how pleased I am with Jinjer. In only two sessions with my son, Jinjer has portrayed so much patience and versatility with such a young student. Her wealth of knowledge from Math to Science is invaluable. The time and preparation she has put into their sessions is well beyond what I expected. She is challenging but not discouraging. That is an asset every tutor should possess; from elementary students to college and beyond. When my son continues to process his lessons many hours after his session, I know Jinjer made a positive impression. The sky is the limit! I plan on many more sessions with her for my son.
Jinjer's sessions with my son just keep getting better and better. She has been punctual, professional, and capable from the start. But as they continue with their meetings, they have developed a rapport that has benefited my son greatly. He is comfortable admitting he doesn't know something and is willing to take risks to try to solve difficult chemistry problems. Best of all, she has taught him strategies to use in a variety of situations, not just content. He is becoming an independent problem solver who is confident in his abilities. That is indeed growth for him beyond my original expectations.
I am now writing this several weeks after the above paragraph was written, and we are approaching the end of the semester. Last semester, my son was struggling in chemistry. We hired Jinjer two months into the second semester. Yesterday, my son got an A on his final exam. Jinjer has done an excellent job of turning him around. I recommend her highly to anyone considering hiring her.
I recently completed a two hour session with Jinjer and was bowled over by her knowledge and ability to share it. She was able to walk me through using PhotoShop Elements and clear up my confusion without making me overwhelmed.
I will definitely call her again when I'm ready for the next step; I really enjoyed working with her.
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.
I learned to use Adobe Illustrator in a series of community college classes at the College of Alameda. Although those classes were focuses on using Illustrator for fashion illustration, I have continued to study Illustrator for many purposes on my own, using books and trial an error. I currently use it daily for pattern design. I can also design fonts, logos, illustrations and diagrams using illustrator. It can even be used to create templates for laser cutters!
I have worked for 8 years as a freelance designer creating posters, flyers and curriculum materials using the Adobe suite, including Photoshop.
I have also successfully helped students learn how to retouch their personal photographs to repair damage such as fold lines or yellowing, and remove blemishes or undesirable features such as double chins.
Photoshop is a powerful and flexible program used for touching up photographs and creating artistic mash-ups from existing images. Like many powerful programs, it has a lot of options and tools that can be overwhelming to the new user. I can can help you sort out what all of those options are for, and what tools will be most useful for the types of tasks you want complete successfully.
One of the most important features of Photoshop is the Layers feature. If you have any experience making flat art, this may seem unintuitive at first, but I can help you learn the quirks and possibilities of layered images..
I can also help you learn the variety of ways the brush tool can be used to mimic different types of paint and even photographic techniques such as dodging and burning.
And so much more!
For many students, Algebra 1 is the first time they struggle with math because it is the first time that students are using an entirely abstract system of notation. Whereas numbers have exactly one meaning that can be connected to physical objects such as fingers or other counters, variables have no set meaning, and change in different contexts. The true meaning of variables can be understood through an exploration of changing patterns. Those patterns can be tied to visual representations, stories, real-world problems, music or other methods that resonate with the student.
Algebra 1 is also full of "rules," and for students for whom memorizing is not a strength, the number of rules can be overwhelming. I can help students memorize the rules through rhymes, acronyms, graphics, flashcards or other methods. I also help students develop reasoning skills so that they can "remember" rules by reasoning up from simpler facts.
In addition to supporting the content taught in Algebra, I also focus on the development of more basic, fundamental math skills that will help make each student more fluent in Algebra. For example, increasing fluency with the multiplication table, practicing mental math by decomposing numbers, and strengthening number concepts through visual or kinesthetic representations of addition, subtraction, multiplication, exponents, number lines, fractions and decimals can help students who only barely grasped those concepts earlier gain a robust understanding that makes Algebra 1 much more comprehensible.
Many students who did fine in Algebra 1 hit a wall in Algebra 2. Algebra 2 requires a robust understanding of difficult concepts like fractions, exponents and variables. In Algebra 1, you can do well by learning a few rules by rote. In Algebra 2, you either have to come to grips with the concepts, or learn way more rules--and when the rules you already know just won't work.
I will work with you to help you remember those rules, but not even mathematicians remember all the rules all the time. The good news is that there's always more than one way to tackle a problem, and I can teach you strategies for working around memory lapses when they occur (usually when you have a test in front of you). With multiple strategies at your command, you can relax, and feel confident that you can solve any problem.
Whether you need basic biology demystified, or want to zoom ahead into advanced biology, I can met your needs. I am certified to teach high school biology, and it is also my educational background -- I earned my Master's degree in plant Biology from the University of California, Berkeley, and a Bachelor's in biology from the University of Kentucky.
I studied fine arts in a magnet school in high school, and have kept up the practice ever since. I've taken about 100 hours of private classes and community college classes since then. My areas of expertise are in fashion illustration and pattern design. I use a variety of media, including Adobe Illustrator, pen and ink, and watercolor.
I have worked with dyslexic students as a teacher at a high school geared towards students with dyslexia. Dyslexic students can be taught to decode most words through thorough and explicit teaching of the 40 phonemes and all the possible ways to spell them. It is also important to practice the subtle art of separating words into syllables. These techniques can be taught in a variety of ways, from games and sensory activities for small children, to no-nonsense charts and simple tricks for adults, such as using a card with a window cut out of it to isolate a word so that the jumble of words on the page doesn't interfere with concentration.
Because dyslexia is primarily a sequencing disorder, dyslexic students may also need help with a variety of study skills--not just reading skills. For example, dyslexic students often have trouble discerning the structure of a paragraphs, and when explicitly taught the structure purpose of introductions, body paragraphs and conclusions, can learn to scan for information more effectively. It also often helps a dyslexic student to learn many different ways of organizing information, including visualization, story boarding,mind-mapping and other methods. Organizing time can also be a challenge, and many dyslexic students benefit from a guided exploration of the many time-management solutions available.
I have worked with children from preschool age on in Reading, math and science. I use a variety of developmentally appropriate games to develop and practice skills.
Here are some examples of strategies that have been successful for kids I've worked with:
I have introduced multiplication concepts by drawing several characters (such as clowns) and giving each each character several props (like balloons or monkeys). I have helped kids practice division of decimals by splitting up money into piles, exchanging dimes for dollars or pennies for dimes when there is a need to carry. I have worked with kids on geometry by cutting or building and labeling shapes. I help kids practice math facts in the context of songs or stories, scores for competitive games, and real-world contexts.
Similarly, in reading, I have helped kids learn their alphabet letters in fun and silly ways--like making letters out of spaghetti elaborately decorating letter drawings. I have helped kids recognize vowels and consonants, and practice vowel sounds by singing "I Like Apples and Bananas" with different vowels (Long o: oh lohk ohples ohnd bohnohnohs). I have helped kids learn vocabulary from context using books like Babar and Peter Rabbit--which have advance vocabulary with plenty of picture clues.
In science, I encourage kids to examine their world closely, make comparisons, and categorize things they've found on Nature walks. I validate their hypotheses by testing them without prejudgement. For example, when one student guessed that magnets should work on anything that is shiny, we tested it on every shiny object we could find. I help them expand their knowledge base by find something correct in their observations. For example, one kid looking at a picture of a cave thought it was the ocean, which opened up the opportunity to discuss how water had made all the shapes the the cave.
While the activities that I've researched and invented are helpful for keeping kids positive and engaged, the most important thing I do as a tutor is listen to them. By listening carefully, I can understand what they know, and what they find confusing. An activity is only great if it is well targeted, and I strive to match activities well with the prior knowledge, interests and skills of each child.
I began tutoring while a biotechnology major in undergraduate school, and Genetics was the first subject I ever tutored. I later went on to study Maize genetics as a graduate student, so I am well-versed with the theory and practice of genetics, include biotechnological techniques. Genetics has moved way beyond simple Mendelian crosses, but I can help you with whatever is making your eyes (if not your chromosomes) cross--whether it's Punnet squares or small interfering RNAs.
Organic chemistry is one of my favorite subjects--both when I was at the top of my class in college, and when I am teaching it as a tutor. It is often considered the "weed-out" course for those hoping to enter a medical profession, and if you haven't developed excellent study skills yet, I can help you improve your ability to memorize, sort, and make sense of the enormous amount of information presented in this course. It also requires a good visual sense, and it is often taught in a way that frustrates students who don't easily "see" the seemingly minor differences in chemical models. I can help you use your strengths to understand those diagrams.
There is no question that organic chemistry is a challenging class. The good news: organic chemistry is incredibly relevant, and I can help you make connections between what you're learning in class and your real-life interests and aspirations, which can make it a really fun and enlightening experience, too.
I am also preparing to be a teacher, and just took the MTLE test (Minnesota's version of Praxis). I scored 300/300 in Reading, 290/300 in Mathematics and 281/300 in Writing. I feel that my great scores reflect the test-taking and essay composition techniques I have learned while teaching SAT and ACT classes. Although the test are different, the skills required to do well overlap, and many of the resources I've collected were helpful as I studied for the MTLE. I look forward to sharing what I learned through in order to help other aspiring teachers reach their goal!
Since 2002, I have run a collaborative clothing business, specializing in wedding dresses for offbeat brides. During that time, I have shared my sewing knowledge with hundreds of students aged 5 to adult.
I have taught beginning and intermediate sewers how to: Select appropriate fabrics, Hand sew, Use a machine (sewing machine basics), Use an industrial sewing machine, Use a serger, Work with difficult fabrics, Insert zippers, Sew buttons, snaps, hooks and other closures, Alter patterns, Copy a favorite garment, Create costumes, and plan a sewing project for success.
Because my goal as a tutor is to help my students become independent of me, I incorporate study skills instruction into every session. In order to acquire excellent study skills, students need to understand their strengths and weaknesses, build a repertoire of memorization, organization and comprehension techniques that work for them, and develop a tolerance for frustration. I have a variety of strategies to help my students acquire these skills.
I help students develop self-awareness through direct instruction about learning styles and multiple intelligences, and frequent opportunities for self-assessment. I help students recognize their strengths and weaknesses by frequently and accurately pointing out their talents, and frankly but less frequently identifying their challenge areas. Because self-assessment can be intimidating at first, I often introduce it in a fun format. For example, I have a “coin bank” where a student deposits a gold coin for every homework question answered independently, a black coin for every question answered with the help of their notes or book, and a slip of paper with a brief description of every question that they cannot answer correctly on their own. This encourages students to work independently, gives us the ability to track their progress over time, and provides a concrete, objective list of skills they still need to work on.
To help improve their self-motivation, I introduce students to a variety of study skills tailored to their needs. For example, some students benefit from explicit instruction on how to use the tools included in typical textbooks such as glossaries, example problems, and chapter descriptions. Some students need help finding a systematic way to take notes that works for them, such as Cornell notes, picture notes, foldables or mind-maps. I introduce them to alternative methods to memorize material that uses song, art or physical activity. Even simple, familiar study tools such as flash cards and notes can be used in creative ways that aid in both memorization and comprehension, and students often respond to the methods I introduce with creative adaptations of their own, giving them ownership over their burgeoning study skills. Students with poor study skills also often need help organizing and remembering where they put their notes or assignments. As a person who is naturally scatterbrained, I can share with them the many tools and habit-building techniques that have helped me develop good organization.
One of the most important skills I teach is tolerance for frustration. The students with the worst study skills are often the bright kids who coasted through elementary and middle school without needing study skills. They are dismayed to find that their intelligence is no match for the high school workload. I teach tolerance for frustration by modeling patience and persistence, requiring that students use resources before turning to me for answers, and helping students codify a systematic response to difficult material. For example, one bright student I coached used to panic when he encountered a difficult-looking problem, and often skipped them, or took random stabs at an answer. After we collaborated on a what-to-do-when-you-don’t-know-what-to-do checklist, “scary” problems often ended with “Oh, that was easy.”