Until college, I attended Pre-IB and then IB schools, graduating with high program marks and as valedictorian in my graduating class; it was at this age that I began my career as a writer. I attended Yale University from 2016 to 2020, majoring in English but specializing first in the intensive Directed Studies program and then the Creative Writing Concentration. During my time at Yale, I worked as a supervisor at the East Rock Record, a student-produced newspaper project by area children. I...
Until college, I attended Pre-IB and then IB schools, graduating with high program marks and as valedictorian in my graduating class; it was at this age that I began my career as a writer. I attended Yale University from 2016 to 2020, majoring in English but specializing first in the intensive Directed Studies program and then the Creative Writing Concentration. During my time at Yale, I worked as a supervisor at the East Rock Record, a student-produced newspaper project by area children. I also traveled to Japan twice, the first time to study literature at Waseda University, and the second time to teach English and Civics under GPI US.
Since graduating, I have exclusively worked in education in the Seattle Metro/Sound area. I have taught those as young as second grade, and tutored at least one student at Harvard Business School, but most of my students were middle or high schoolers, to whom I taught AP Lang, AP Lit, SAT Reading/Writing, ACT Reading/English, AP World History, AP Euro, AP US History, AP Human Geography, and those subjects' mainstream classroom equivalents. I also persistently worked as an essay tutor and editor in a variety of areas, including college apps, IB EE's, and college essays. Area demographics and necessary duty overlap mean that much of my experience--near thirty to forty percent over the past three years--was with ESL and ELL students. Most of this experience was in 1-1, 2-1, and 3-1 settings, both online and in-person. My most recent employer was an area international school; before that, I tutored through area and international agencies.
My approach to history is narrative, and my approach to English is meticulous. I believe in honesty and realism in the classroom, distinguishing, for example, between a standardized test's expectations and the world's. I am somewhat old-fashioned when it comes to materials, favoring pen-and-paper note-taking for its mnemonic facility and a whiteboard for necessary graphics.
