Marquette University (econ and math)
At Marquette I worked three years tutoring intro econ classes, stats classes and calculus classes. My wide experience of tutoring many different subjects has allowed me to gain skills to work with all types of students. I did both group tutoring sessions and individual sessions with students at Marquette. When it comes to tutoring individuals I worked to build sessions that meet the individual’s needs. Each tutoring session was different because each student was different. I take the approach in tutoring to find what works best for the student to put them in a position to succeed.
Most students that I tutored saw marked improvement on their tests scores and grades in the classroom. I enjoyed tutoring and watching students succeed in the classroom and reach their goals. When it comes to tutoring there are two main goals I have for students. The first and foremost is for the student to have a good understanding of the concepts so that they have the ability to solve the problems after the session. The second is to instill confidence in students that they can be successful in math. Many students I encountered struggled with math because they lacked the confidence in their math skills.
When I work with students in an individual setting I never solve the problem directly for the student. I work to develop the critical skills necessary to solve the problems. Every type of math from Algebra to Calculus has little tricks that can make the difference on a test or the SAT. The key is to work with the student to develop those skills as they solve the problems. The ability to solve problems quickly and efficiently is the most important factor to improving a SAT score or moving up a letter grade in a math or econ class. The answer is less important than knowing how to solve the type of problem. I think of myself as a guide for the student to help them work through the problem. I want the student to work through the problem so if they get stuck on a test they have the confidence to be ability to work through the problem they are having. This ability to solve problems is one that comes through hard work, practice, and doing lots of math problems. As a tutor I tried to give students more problems to do outside the tutoring session so they can practice when I am gone. For me being a good tutor means coming prepared to tutoring sessions with problems and a plan so that way the time is maximized with the student. When I tutored at Marquette I spent anywhere from 15-30 minutes preparing for each session. I never charged the student for that time because they were not working with me directly.
At the same time I believe in inspiring students to be confident in their math skills. I have had some professors in math that disparage or belittle students for making stupid mistakes. I found this very discouraging and counterproductive to learning. It is important to me to stay positive and patient when students struggle. I find it truly rewarding watching students that struggled end up succeeding and reaching their goals. From my experience students that are confident in their skills will do better on tests and in the classroom. Overall I think I make a good tutor due to my experience, passion and drive for others to succeed. At Marquette I worked three years tutoring intro econ classes, stats classes and calculus classes. My wide experience of tutoring many different subjects has allowed me to gain skills to work with all types of students. I did both group tutoring sessions and individual sessions with students at Marquette. When it comes to tutoring individuals I
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I was a teacher assistant at Marquette University for two semesters for calculus. I also have tutored calculus for over three years. I have experience preparing students for the AP test.