My service stands out for two reasons:
Firstly, I am a tutor/teacher who comes from a unique perspective of communication with students. I learned to guide others as a horseback instructor first and have expanded it to academic areas. Though my education is what qualifies me to tutor in these subjects, beginning with horseback lessons has taught me not only to talk to my students but watch them. I have become a master of body language in the horse world—it is the primary way humans communicate with horses—and I have applied that to my teaching and tutoring style. It allows me to address my student's needs without asking, but just by observing their work.
Secondly, my service stands out because of my devotion to my students. Working as a tutor, my overarching goal is not just to see my students succeed but for them to understand. I make this distinction because too many tutors and teachers concern themself with covering the most superficial amount to see their students succeed because ultimately their success reflects how effective the teacher is. Instead, I want my students to grow as learners. If that means starting from square one, I will do it. If that means devoting my time to plan a lesson or make activities, I will do it. My philosophy is to never leave my student's behind. If that means that someone in their education left them behind, I will pick them up because learning is all about comfort and that's what I provide for my students.
What I enjoy most about the work I do is meeting new students. I am a student to someone else myself, and I have built relationships with some of my teachers that I know will last a long time. Through my teachers, I have gotten involved in a plethora of activities and achieved things I have at once thought were improbable.
Some of these accomplishments include traveling to the Republic of Georgia to establish the first summer camp in the country, attending Georgia's prestigious Governor's Honors Program in the summer of 2019, being awarded as the YMCA of Metro Atlanta's 2017 Teen Champion of the Year, becoming a National AP Scholar, scoring in the 95 percentile or above three times on the annual National French Contest, and currently being on track to become my school's salutatorian.
I recognize that all of these opportunities and accomplishments would not be possible without my teachers. Each one of these achievements not only brings pride to me, but I have seen bring pride to my teachers. As I have become more invested in tutoring and teaching myself, I have begun to feel this same pride when my students succeed. The work that I do helps my students become more self-confident and curious individuals, and being part of that transition and growth to the point of success is truly fulfilling.
He is very patient with my ADD grandson! I am very happy how he is warming up to Jack. Jack is extremely knowledgable as well. I would definitely recommend him!
Jack is patient and kind and great at explaining things!
He was really knowledgeable and very patient with me
He was amazing!! He was a lifesaver when it came to helping me pass my math class! He was patient and was never upset or hesitant to help!!
When sitting down the first time with a new student, I first like to get an idea of where the student stands in the subject area. I ask guiding questions about coursework, curriculum, and rigor, and I determine what type of learning style the student prefers. After getting an idea of my students' preferences and needs, I will do some sample tutoring and practice to verify my style fits the student. I'm always flexible to the student, and my priority is assuring that tutoring will benefit them.
I am currently finishing my senior year at Campbell High School in the International Baccalaureate program and preparing to begin studying at the University of Chicago fall 2020. I have a 4.0 unweighted GPA, 4.810 weighted GPA, having an average class grade of 97.6.
Though a high school student, the International Baccalaureate program reflects the rigor and depth of undergraduate coursework in English Literature, French Language, Physics, History, Mathematics, Micro-, Macro-, Developmental, and International Economics.
All my courses in high school have been honors or college-equivalent classes. I have taken the advanced placement (AP) Human Geography, Statistics, European History, Chemistry, Physics, World History, United States History, Microeconomics, English Language, and French Language classes, passing all with a 4 or higher.
I am considered biliterate in French and English; English is my first language, and I have taken the Dîplome d'études en langue française (DELF) administered by the French government to certify my proficiency. Though not fluent, I have taken up to level 7 in French, equivalent to undergraduate requirements for French study.
I offer a variety of services, which include tutoring, teaching lessons, and essay writing/proofreading. Prices vary depending on the type of service, content level, and length of tutoring:
Tutoring - sitting down with students to guide them through classwork and review topics as they arrive. $30 first hour, $5/15 min that follows. AP, IB, and college-level classes are $30/hour.
Lessons - one-on-one lectures and activities that I have prepared in the subject area of need. $70/lesson (this cost reflects not only the in-person lesson, which is approx. 1-2 hr but the necessary planning).
Essay Writing - I will write essays for any class or subject at any level. Elementary-middle school essays: $5/page; high school essays: $12/page; AP, IB, college-level essays $20/page (essays are written in 12 pt. Times New Roman, double spaced. Bibliography and title page not counted). I need at least two weeks to write an essay; I will receive requests two weeks within a deadline for an extra $10 every day within.
Essay Proofreading - I review the grammar, content, and message of essays, suggesting corrections and revisions. $2/100 words.
I began teaching, not academically, rather as a horseback instructor at Camp Woodmont in North Georgia and Lost Mountain Stables in Kennesaw. Since beginning in 2017, I have spent over 2000 hours instructing horseback lessons in events as lax as trail rides to racing lessons.
As I elevated through high school and became an upperclassman, I was offered membership to many of the honor societies in my school. Principally through our Math and French Honor Societies, I spend at least two hours a week tutoring struggling students at my school at a variety of levels.
During my senior year, I have expanded my tutoring to include any subject, offering my number to share with my teachers, the secretary, and the coordinator of the International Baccalaureate program at my high school. In this time, I have slowly expanded my availability to tutor to also teach.
I work with students from a variety of backgrounds and with a variety of skillsets. Through the honor societies at my school, I have often been required to teach French and Mathematics to chronically struggling students who are covering topics that I have not encountered on a daily basis for some time in my course load. On the other hand, I equally tutor and teach my peers or students a grade or two below me in the International Baccalaureate. These students are learning content I have only recently or are simultaneously learning at the same rigor and I am pushed to learn more myself to be able to accommodate them.
Though I tutor students in elementary and middle school, I do so less frequently; however, my experience with them is not unfounded. The vast majority of my past students at horseback lessons have been in elementary or middle school, and I am familiar with discussing and demonstrating concepts to them. Moreover, at Camp Woodmont where I have worked the past three summers, I have been pressed to learn not only how to teach but how to counsel children. There, I have helped kids with familial issues, bullying, and last summer dozens with craniofacial disabilities.
A recent event I am fond of was being offered early admission to the University of Chicago in the fall of 2019. I have always prided myself on being a high-achieving and envelope-pushing student in my school's community and around the world; being accepted reaffirmed my purpose. To be accepted, not only did I have to demonstrate to the university my academic through and extracurricular talent through my myriad of club activities, but I had to show solutions through creativity. I spent months writing fantastical and bizarre essays about topics as obscure as unlimited soup, salad, and breadsticks at Olive Garden, being crushed by a horse, and a comparison between ghosts and my desire to study quantum physics. At the end of the day, I am most enthused by this recent event, not because of its potential to give me an enjoyable college experience, but because I hope that with the assets there, I can advance our world and make it better for everyone else.
In any of the areas I teach, I always suggest to students to make a list of things they want to improve on. If I see a student struggling, I recognize that most of them want to improve and understand better, perhaps even just pass a class. However, these goals become difficult when students don't have a recognition of the smaller steps to reach that goal. Before attempting any goal, academic or not, I recommend students taking a moment to think about the things they need help with. Not only does this give student's a to-do list that they can check off as they practice and to keep pace, but it forces them to think about their needs. When sitting down with a student or hearing from them, this makes teaching much easier and efficient because there is a roadmap.
Before talking to teachers about their needs, students should ask themselves:
1. What specifically do I need help with? Do I need help with a part of the content or is it something I need to work individually to change?
2. Have I pushed myself to a point where I need help? Is asking for help me being lazy or me working to progress my learning?
3. What are some suggestions I can give to my teacher about the format of learning I need or the topics of concern?
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