My profession before I even started teaching was tutoring. I started when I was a sophomore in college for my undergrad, and worked for the Learning Center first as a volunteer, then they hired me part time on the staff as a student tutor. My only regret for leaving was that I had to transfer schools.
After that endeavor, I worked to build a client list both during the rest of my college years and in and around Faribault County in the last 10 years. My favorite experience was that of...
My profession before I even started teaching was tutoring. I started when I was a sophomore in college for my undergrad, and worked for the Learning Center first as a volunteer, then they hired me part time on the staff as a student tutor. My only regret for leaving was that I had to transfer schools.
After that endeavor, I worked to build a client list both during the rest of my college years and in and around Faribault County in the last 10 years. My favorite experience was that of working with America Online's Academic Assistance Center, where I was a tutor for 11 subjects, including introductory Spanish. Since then I have started my teaching career, and have taught/tutored both in face and online. If given the choice (and income) I would love to teach online 1-1 with students, because the relationships and trust I build in the students helps put "me out of a job" tutoring wise, when they become independent mathematicians.
I am patient, and have studied various pedagogues of learning for different learning styles. As one who struggled in traditional math instruction, I created a language for myself and "translated" what the teacher said into what I can understand and use it to further my understanding.
I have 19+ credits of graduate level math instruction, and have taught educational psychology as well as college level math. Much of math is taught incorrectly since we have to follow the "standards" of our state curriculum. Tutoring is a liberating practice. Contact me and schedule a meet to let me show you there's hope to learn.
