JVK Tutoring
About
Hello! Thank you for your interest in my profile. My name is Jessica, and I'm a grad student (Political Science) with extensive tutoring and teaching experience.
I have expertise in any verbal subject, including ESL, reading (comprehension, analysis; all levels), writing (creative, persuasive, expository, etc; all levels), GRE Verbal or Writing, SAT Verbal or Writing, vocabulary, and grammar. I'm also qualified to tutor social studies, including AP Government. I've worked with elementary-aged children to adults.
I have a proven track record of helping students exceed their goals. While teaching ESL to adults abroad, I was repeatedly told that I was the most professional instructor the Department had had in recent memory, and all of my forty-four students felt more confident using English. Similarly, as a tutor with the Community College Foundation, all of my students exceeded their goals (as defined by standardized assessments).
My teaching philosophy is simple: get to know the student - her strengths, challenges, and goals. Present the material in ways that appeal to her strengths. Along the way, lead by asking questions and by example. Recognize achievements and progress. I have a unique ability to collaborate with students to determine their needs and help them meet their goals. As a PhD candidate and Teaching Assistant, I will bring professionalism, excellent study skills, and strong experience in pedagogy to the job.
On a personal level, I'm very well-rounded and enjoy talking to just about anyone, about anything. I enjoy reading, movies, swimming, biking, walking, current events, and travel. I spend as much time as possible with my friends, family, and rescue kitty.
I am motivated by seeing students succeed. Whether that means gaining confidence, mastering a new skill, improving grades or something else, it is incredibly rewarding to see students' succeed. I enjoy that aspect of teaching so much because I am very goal-oriented in general; I like seeing results. I also just like working with other people, and working with other people to help them succeed is an ideal way to do that.
I've helped young kids go from avoiding reading, and shame about their struggles, to reading above grade level. I've also helped Freshmen in college make the leap from "traditional, five-paragraph essay with a three-prong thesis" to crafting a well-developed, original, college-level argument. And I've helped ESL learners abroad go from very timid in English, to joking with co-workers. Through all of it, my students knew that I was personally invested in their success and motivated to see them meet their goals.
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Frequently asked questions
What is your typical process for working with a new student?
I typically spend the first lesson with a new student getting to know her and her goals. I work with her to create a "plan of action" for the rest of the current semester (or whatever time limit we're working with) to help meet those goals. Finally, we discuss how we will measure progress towards our goals.
What education and/or training do you have that relates to your work?
I have a M.A. and am working towards a PhD. As part of that, I've developed strong writing and communication skills. I've also gained significant teaching experience, including one-on-one during office hours and tutoring for the University's writing program.
In addition, I also have TESOL certification and taught English abroad for one year.
Do you have a standard pricing system for your lessons? If so, please share the details here.
I start at $90/hr in person, or $75 online. My fees are negotiable for younger students (junior high and under), college students paying for their own lessons, or students working in small groups (2 or 3 together working on the same material).
How did you get started teaching?
I was always drawn to it, even as a child. I started as a peer tutor in high school, and then tutored ESL to adults through my county library. It was natual for me to seek out teaching ESL after college, and then grad school.
What types of students have you worked with?
I've worked with everyone from elementary-age children to adults. I believe in meeting the student where she is, and working towards her goals.
What advice would you give a student looking to hire a teacher in your area of expertise?
If a student were looking for a writing tutor, I would advise her of three key things. First, I would identify a reasonable, measurable goal and communicate that to the tutor. For example, is the goal to get a B in a class, or to reach 650 on the SAT II? I would be sure that the tutor had some experience in that area, and had some good strategies to meet that goal. Also, "good writing" can mean different things in high school, or college, or at work, and a good tutor should be able to break that down and identify what needs to happen for it to be "good."
Second, I would advise her to be sure she had a rapport with the tutor. Building a strong relationship and communicating well are really important to learning.
Third, I would advise the student to just have fun with writing and not be limited by preconcieved notions. Many people are intimated by writing and convinced that they cannot be good writers. This can become a self-fulfilling prophesy. A good tutor should be able to make it fun and less intimidating.
What questions should students think through before talking to teachers about their needs?
I see a lot of students afraid to ask about what they need because they don't think they can ask the teacher for something, or because they don't want to look less-than-intelligent. So the first thing is, just ask! You are in charge of your learning. No one else will help you if you don't ask. You absolutely have the right to ask for whatever you need.
Second, think through your goals, what what you need to meet them. Being prepared will help your teacher to help you, and make the whole process go smoother. It can help you set up your plan of action and make a study/prep plan. And then, along the way, it can also provide benchmarks to come back to and say, "Yes, we're doing well, I'm this much closer to meeting this goal," or "hmmm, we need to focus more on this."
Third, I would advise students to think through the work that they have done so far, and why they got the grades they did. What kind of feedback have they gotten? What might the teacher be likely to say? Once you have an idea of where the teacher might be coming from, you can think of ways to respond to that, and have some ideas to improve.