About
Greetings! My name is Tara, and I am a recent graduate from the University of North Carolina at Wilmington (UNCW). With a B.F.A. in Creative Writing, a minor in English, and a Certificate in Publishing, I am well-versed in a variety of academic subjects, citation guides, and writing styles.
During my time at UNCW, I tutored undergraduate and graduate students while earning three stages of Lifetime Tutor Certifications issued by the College Reading & Learning Association (CRLA). My students studied everything from English to Biology, and for many of them, English was their second language.
My tutoring methods adjust to the needs of my students. Every person learns differently and thinks in a unique way, and this is especially important in writing. I seek to improve my students' written, grammatical, and editorial abilities while maintaining their own unique styles.
My writing has been published in the UNCW Guide to Composition and was accepted for the Sigma Tau Delta English Honors Society's International Conference in March 2020.
There is nothing more rewarding than making a difference in another person's life. My UNCW students had the option of submitting anonymous feedback after our sessions, and every comment was positive. I'll never forget the girl who told me in person that she had no idea our Learning Center could be so helpful, and she would definitely come back again. It was a small moment, but our tutoring session made a difference in her academic career. Her desire to come back for more tutoring likely resulted in rapid academic improvement. What more could a teacher ask for?
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Frequently asked questions
What is your typical process for working with a new student?
I begin every session with small talk to transition into our conversation about the work itself. I then review the student's goals for our session and what they might be struggling with before diving into the assignment. I prioritize the student's concerns while pointing out other key areas of improvement, helping them to come to their own conclusions. I value communication and personal growth; so rather than a lecture, my tutoring session is very much a conversation between myself and the student.
What education and/or training do you have that relates to your work?
I earned three stages of Lifetime Tutor Certifications from CRLA, issued through UNCW. In addition to my time as a college tutor, I've worked at Duke Young Writers Camp as Assistant to the Academic Director, at the YMCA as a camp counselor, and at Estes Elementary School in Chapel Hill, NC as a teaching assistant. I also have professional editorial experience through internships and volunteer work with literary journals and book publications at UNCW.
Do you have a standard pricing system for your lessons? If so, please share the details here.
My lessons are currently $20 per hour since this is the average salary for a certified private tutor in North Carolina, where I am based.
How did you get started teaching?
I began as a counselor and teaching assistant volunteering at YMCA camps and in a fifth-grade classroom at Estes Elementary School. I love teaching since helping people is rewarding whether for money or not. In college, one of my English teachers asked me to be a Writing Consultant for her class. This, too, began as volunteer work before I was hired as paid student staff through the University Learning Center. As a consultant, I was required to undergo weekly training each semester to complete three stages of the CRLA certification program. Through this position, I improved my teaching, writing, and communication skills and became more confident in my knowledge of the material. Being a Writing Consultant was the best job I have ever had; I loved coming into work and looked forward to seeing my returning students.
What types of students have you worked with?
Up to this point, I have worked with fourth-graders, fifth-graders, high schoolers, undergraduates, and graduate students. These individuals all had a variety of English speaking, writing, and reading skills--for some, English was not their first language.
Describe a recent event you are fond of.
During my final year as a college Writing Consultant, I worked with a girl who had little experience with tutoring. She had come into the Learning Center via her teacher's recommendation, and she did not know what to expect. When our session ended and I walked her back to the lobby, she thanked me for my help and said, "I had no idea the Writing Center could be so helpful. I'll definitely come back again."
To not only help someone but give them such a positive experience that they want to return again is an incredible feeling. I had received thanks from students before, but this moment solidified my love for tutoring and made me so happy to be in this position.
What advice would you give a student looking to hire a teacher in your area of expertise?
I would say to look for someone who is knowledgable and passionate about the subject, but also someone you like. If you don't get along with your teacher, you will likely dread sessions and learn very little. This doesn't mean the person is a bad teacher or the individual is a bad student. It simply means that the relationship was incompatible, and it would be best to find a teacher who makes you enjoy learning.
What questions should students think through before talking to teachers about their needs?
This largely depends on the age of the student and their level of self-awareness, but I believe a student should think about the big picture. What do they struggle with--not only in this assignment, but in all of their assignments? For example, perhaps a student never finishes their work on time. What might be the core problem, and is that something they need to work on independently or with the teacher? Many students worry about small details even though they likely have larger problems that demand more time and attention. These larger problems are the ones that will impact their academic performance for years to come if they are never taught how to correct them. I do not expect all students to see these problems on their own, but taking the time to think about where they struggle is the first step to permanent improvement. Once the student determines the area in which they want to improve, the teacher should help them make that a reality.