I'm a current medical student located in Chicago studying for my board exams. I was home-schooled during middle and high school and from this experience I learnt the importance of self motivation as well the need to have someone that will give you the extra push when you need it. The flexibility of homeschooling gave me the opportunity to participate in the dual enrollment program at my local community college in Gastonia, NC. It was during this time, my first experience in a public school setting, that I realized my love for tutoring. During a college math course I was asked by a fellow student to explain the concepts we were going over in class. She later told me about failing 3 consecutive exams and was on the verge of quitting. After our third session together she began to see improvements in her homework grades and was able to score an 88% on her math exams. To me the greatest highlight of my time at that institution was when we "high-fived" after she got her test score.I transferred to Queens University after high school graduation; there I was offered a position as a physics and organic chemistry tutor my junior and senior year. I've always taken pride in helping students, and hold to the belief that anything worth doing is worth doing well; even when the job is tutoring. One Saturday I was stuck in the library for 8 hours with a tutee going over concepts in physics. Of course after our long session we both swore never to look at physics again, but the following Monday there I was at the Center for Academic Success with another student.Throughout my educational endeavor I've being privileged to help students both in my class and the classes behind me. At Queens University I received the tutor of the year award, as well as an award for a research project I presented both at the school and at a national science conference in West Virginia. With all that, the greatest reward is when the grades of a fellow student can be changed for good, especially when they are putting in the effort.

As a dedicated educator with a Master's in Education Leadership from Queens University of Charlotte, I have over 5 years of experience in tutoring and teaching, specializing in Elementary School Reading and English Grammar and Syntax. My teaching philosophy centers on fostering a supportive learning environment where students feel empowered to explore their potential. I am passionate about helping students succeed and adapt my methodologies to meet their unique needs, ensuring that each child can thrive academically. Currently certified to teach in North Carolina, I remain committed to professional growth and strive to inspire my students to develop a love for learning. Outside of the classroom, I enjoy reading and exploring new educational resources, which further enrich my teaching practices.

I am a caring, dedicated Masters level, Educator with over 20 years' experience working with diverse learners (including ADD, ADHD, and Autistic) and in a variety of settings--including remote/online learning. As a result, I have developed an extensive toolbox of techniques that help me reach Scholars. I am a lifelong learner and passionate about seeing Scholars succeed. I believe that each child can learn given time and support tailored to their specific learning style and needs. I am especially dedicated to supporting K-5 Scholars as these are crucial years for learning core academic skills and life habits that will ensure a strong future and quality of life. Most of my teaching experience was in serving K-5 students in ELA, Math, Writing, Science and Social Studies. However, I am also Art Educator certified K-12 and have taught K-5 Visual Art for 5 years.

My Bachelor's degree is in French from the University of North Carolina at Chapel Hill. During my junior year in college, I spent a semester in France and lived with a family that didn't speak English. It was a challenging and very educational experience. During the course of that semester, I traveled all over Europe and visited many different countries. Several years after graduation, I attended Queens University in Charlotte NC where I graduated with a Master of Arts in Teaching degree and a certification in Kindergarten through 6th grades. I have taught first, third and fourth grades full time, as well as having taught beginning French in elementary school. I love teaching French, as well as Math and Reading. Substitute teaching and tutoring are also on my resume, and I enjoy teaching children of all academic levels. Because children love to learn, my job is incredibly fun and rewarding.

Hello! I am a Florida educator that loves helping students find their "a-ha moment." My background is primarily middle school and my specialty is Science. However, I have been moved around in the school system quite a bit and I'm flexible to teach many different contents and age groups.When I was younger I found that my brain didn't quite learn the same way as others and tests were way more difficult for me. Fortunately, my teachers tutored me after school and I was tutored through local organizations. This helped me identify my personal learning style and how to make education work for me. Every since then I have wanted to be that person for another young and bright child.I am a book nerd and geek in general. I love biking and spending time outdoors. I believe that everyone has the ability to grow your brain. Let's work together and see what is possible.

History, and our understanding of history should be fluid and open to change. The student of history ought to become part archaeologist and part time traveler engaged in the continual quest for information, data, and analysis. Contrary to the scientific approach, which starts with the formation of hypotheses followed by research, history focuses on the asking of questions, learning the answers to those questions, and using those answers as a foundation for stronger more detailed questions. The student who learns the historian's trade will be empowered to succeed with the most fundamental of skills: to learn how to learn.I use innovative methods based upon my own research in teaching the historian's trade to guide and empower my students. I focus on showing my students by using an example of the task I want them to perform as a regular form of teaching.For example, I may use a multimedia presentation comprised of primary sources to teach an abstract concept, such as a reading of a slave poem complete with images (sketches as well as early photography of slave beatings) with an underscore of mood appropriate period music. The objective is to evoke an emotional response and place slavery in its human context, not just an abstract concept in a textbook. The use of pictures and music allows the student to see and feel a complex issue in its historical context. Issues of the past inform our present, putting present issues in historical context, which brings history to a personal level, allowing students to learn from their own past and realize they have choices about their futures. In this way, the complexities of history unfold into a tangible and relatable form, while simultaneously showing students exactly how they themselves will be expected to share what they've learned by creating their own multimedia presentation, for example. A couple additional teaching strategies include:Oral History: Research and conduct an oral interview of a contemporary who was involved in an historical event. I would teach students about the 1983 invasion of Grenada, a.k.a. Operation Urgent Fury, by sharing my own oral interview and research. This provides the students with an "eyewitness account" of an historical event and provides an opportunity to develop the students' critical thinking skills by showing the potential that what one reads about may not be as accurate as one thinks. For example, history textbooks often paint a picture of Grenadians welcoming the Americans with open arms, but my interviewee told stories of snipers and resistance that lasted longer than the official history indicates. In addition, oral history projects make history anecdotal by placing historical events in a real-life context, relating history to concepts familiar with a student's life. Small, moderator-led discussion groups provide a forum to assess whether students understand the event and can think critically and analytically about its significance and relevance; whereas, having students then perform their own oral interviews requires them to demonstrate that they can use the tools and skills learned to engage in primary research and analysis.Basic Research: Examine primary documents (letters, journals, broadsheets, articles, or editorial cartoons) written in the context of the day and time as events unfold. Documents will be hand-selected by the teacher to build scaffolding for students to frame the targeted lesson and learning objectives. In teaching, the use of a primary textbook, secondary source books, and primary documents is essential. Each week, a portion of class time is comprised of overview lectures that cover the textbook materials, assessed by in-class examinations, with the remaining class time dedicated to small, moderator-led (guided) group discussions and student presentations, centered primarily on the primary source materials. Before beginning the reading of a secondary book, I will incorporate an extra session for an overview lecture and discussion. Knowledge of the secondary source materials will be evaluated based on essays and/or a research paper.I believe that it is important to empower students by making history hands on and interactive. Contrary to traditional approaches to the discipline, I teach to an outline of core competencies, not an amalgam of memorized facts and dates. Although the skills and knowledge gained are tailored to the historian, they are equally essential to the average liberal studies student's success in a constantly changing world. The ultimate outcome is to have the student think critically and in an historical context by effectively communicating themes, ideas, and subject matter in written and oral format. Students will be able apply basic research methods to discover appropriate primary and secondary sources and critically assess those sources in order to demonstrate a general aptitude for knowing which tools and resources to seek and apply in order to answer a given question.In my professional employment as a certified paralegal, I often taught paralegal interns and new attorneys hired by our firm. I created materials on policies/procedures and, in the case of paralegal interns, an overview of the law practiced by our firm. I made the process interactive by using case materials to demonstrate the impact of the law on the client's life, demonstrated how the law might impact their lives, and provided the opportunity for constructive feedback in Q & A sessions. As a non-traditional student who worked full-time while completing his bachelor's and master's degrees, I understand the struggles of time management and deadline scheduling that students face and will be an invaluable advisor, providing practical tips on how to balance school, work and life demands.In sum, all of my pedagogical strategies are dedicated to interweaving my professional and academic experiences with my innate passion for making history come to life while simultaneously empowering students with the tools to succeed in their lives, academically and professionally.

I have lived in four countries in my life: England, USA, Nicaragua and Italy. I consider myself to be a global citizen and that colors everything that I do, including teaching and tutoring.I have been teaching Spanish for 14 years. I have taught both Spanish and English in London England. I enjoy helping students learn Spanish and expanding their vision of the world and the Spanish diaspora. In addition, I am an avid reader and writer. I have a broad knowledge of many subjects including, History, English Literature, Music, French, Art History, Culinary Arts.I believe my enthusiasm and passion for travelling and learning about new cultures is easily transmitted to others.

I've recently graduated from Queens University of Charlotte in May of 2021 with a Bachelors in Creative Writing with a minor in Professional Writing and Rhetoric. I love working with language and am exceptionally passionate about helping improve other people's relationships with language. I have professional experience tutoring College age students in a Writing Center environment and with my current employment at Pearson's Smarthinking company. I also have some experience (as a child care worker) tutoring K-12 age children. The subjects I tutor in are Creative Writing, Essay Reviews, English, and Writing. My teaching philosophy is that anyone can learn anything so long as there is a focus on learning and communication styles. I always make sure that I change the way I communicate and teach to match my student's communication and learning style and this always results in a fruitful session. Outside of English, I love to read (a given), watch horror movies, dance, and cook Korean food.