Smriti Tutoring

For me, working with students means employing a student's current skill set to develop a stronger, more advanced, and equipped skill set. This is the foundational principle for attacking more complex problems and expanding one's critical thinking skills. Now deeply familiarizing myself with a student's strengths and weaknesses, I strategically introduce new material and problem-solving methods that are catered to their needs. Working side-by-side with the student by prompting the them with thinking questions, instead of directly handing them the answer, allows them to build their self-confidence in their work and ability to apply the concepts practically. I enjoy framing their school work into real-world situations so that students develop a broadering logical reasoning that is relevant, and not just memorize basic formulas. 

I have coached Science Field Day events for over 8 years, working with children from 4th grade to 8th grade. Creating study plans, hands-on experiments, tests, and support resources for kids is something I enjoy doing because I craft it in such a way that students enjoy the learning material. 

I am a Behavioral Instructor for children with autism. I have extensively worked with a wide range of neurodivergent children, understanding their emotional and intellectual needs and creating individualized curriculums for them. My strong growth mindset is the basis of working with any child in any setting because it allows me to understand the student holistically and provide them with proper services.

My pricing rates start at $23/hour. This rate can change depending on deadlines, material content, and timings. 

My mother, a Montessori school teacher, ignited my passion for teaching others. I playfully began my teaching journey by becoming a choreographer for my dance team, sharing my favorite dance routines. I then began exploring teaching in the academic setting by becoming a coach at Science Field Day. I enjoyed developing activities to boost my students' critical thinking skills. My love for teaching eventually bled into healthcare services as a Behavior Instructor for children with autism. Connecting with students on a mental and emotional level made working with them incredibly fulfilling. As a college student, I want to share my experience and knowledge with other students in ways that led to my academic success. 

I have worked with students from grades 4 to 12, ranging in neurodiversity as well. 

Glass beakers came crashing down and the chloride solution sprayed everywhere. My Elementary Science Field Day (ESFD) students immediately began blaming each other for misreading the experiment procedure or simply not paying attention.

At every practice, similar battles erupted from minor accidents. Everyone, including myself, developed a smaller interest in the science competition. As coach, I gradually gave less effort to the team. I began teaching the curriculum half-heartedly, I depended on students to self-learn the material, and I failed to voice my expectations. Test scores never impressed me and winning became an aloof concept.

Without a second thought, all the students quit ESFD. This sudden change made me reconsider my role as their coach. My team was bound to have clashing opinions because each member had underlying motives I was not addressing. Memorizing chemical reactions or math equations served no purpose if it was solely to win. For the whole team to succeed, I had to build each individual a collaborative and efficient learning environment that fosters intrinsic motivation: to enjoy the fight, not just the victory.

In the following years, I personally worked with each student, understanding what learning techniques best suited them. For one student, we played scavenger hunts to learn photosynthesis. For another student, we created picture collages to model constellations. Practices revamped into celebrations where learning became a pleasure, not a burden.

I was not regurgitating words from the textbook anymore; rather, I was creating value in science. Each student became molecules such as citrate and succinate in the intricate game of the Krebs Cycle. I, the intermediate enzymatic reaction, ensured everyone carried out their “molecular role” and worked together to generate ATP, and cellular energy. Interactive lessons like these made me grasp the importance of strengthening and serving each team member.

Becoming more accountable for my actions refined my teaching methods and drove students to learn for knowledge rather than the prize.

From breaking beakers to breaking winning records, my students blossomed into genuine learners. Earning first place in every event for the last 8 years at ESFD San Diego County was just the beginning.

I would advise a student to be open to honest feedback for areas of improvement, knowing that this constructive feedback will allow them to strengthen their skillset more.