I took my BA and MA degrees in Global Affairs at George Mason University, both very writing-intensive degree programs. I completed my BA with honors, was recognized multiple semesters by the Dean for my exceptional GPA, and completed several research projects. I was praised by my professors for my reflective and analytical writing. In my professional career, I co-authored two research papers that were published by reputable academic journals.
In 2020, I began one-on-one tutoring for a...
I took my BA and MA degrees in Global Affairs at George Mason University, both very writing-intensive degree programs. I completed my BA with honors, was recognized multiple semesters by the Dean for my exceptional GPA, and completed several research projects. I was praised by my professors for my reflective and analytical writing. In my professional career, I co-authored two research papers that were published by reputable academic journals.
In 2020, I began one-on-one tutoring for a seventeen-year old high school student. I tutored him in the subjects of English, essay writing, and college essays. At this time, I began developing my coaching techniques for writing. First, I had my student read his work out loud in order to catch his own mistakes. I noticed this helped him to edit his writing to be clearer and more concise. I also taught him to draft an outline before writing and to write the body paragraphs of his work before the introduction and conclusion. He gave me feedback that these techniques helped him overcome writer’s block because it broke the writing process down into manageable steps. I now use these same coaching techniques with my other students. I do not like to do the thinking for my students and prefer to teach them skills they can use when they are working on their own.
From 2017 to 2018, I taught eighth grade Arabic and history to a class of thirteen students. For teaching Arabic, I appealed to visual learning by playing videos in class, writing the words on the board, and drawing corresponding pictures. I appealed to auditory learning by repeating the words with students and using them in conversations. When teaching history, I wanted to make the content engaging and exciting, so I played movies that were set in the time periods we were studying. I also drew maps on the board and had my students fill the diagrams with important locations and events. They thanked me at the end of the year and begged me to be their teacher again. I hope to make similar rewarding memories at Wyzant.
