I am a certified teacher with the State of Florida and have three years of experience teaching high school Chemistry (Honors and Regular), Physical Science, and Environmental Science in Florida. I have had great success improving students' grades from a D to a B average in the course of a few months. During my tenure as a high school science teacher, I saw student gains of an average of 27 points in chemistry and an average gain of 31 points in physical chemistry. I am currently working as an art conservator, a field which requires extensive chemistry and art history training.
There are no reviews yet
I start the process by talking with the student to learn about what topics they are struggling with, what type of learning environment they need, and what their ultimate goals are. I understand that all students are not the same and a different approach is needed for each child.
As an art conservator, I had to complete a number of chemistry courses in my undergraduate education to prepare for my master's degree training. I have three years of experience teaching chemistry, which included training through Teach for America on learning pedagogies and teaching strategies. I also completed online education courses through Florida Southern College in order to receive my professional teaching license. In art conservation, I have worked on archaeological sites teaching field school students about conservation techniques and have worked doing community outreach and educating the public about art conservation as a profession.
I began teaching through the Teach for America program and quickly fell in love with the profession. I have been an educator since my teenage years, when I worked as a tennis camp instructor and private Spanish tutor. Although I am no longer in the classroom, I intend to weave my love of teaching into my career as an art conservator.
I have worked with students in a Title I school with fewer resources as well as private tutoring with students from private schools.
Students should be able to identify what specific topics or processes they struggle with in the subject matter. Rather than the general "I don't get it" a student needs to vocalize specifics. Is the math component holding them back, is their learning style not being addressed, has the content been delivered to them in different forms?