About
I am a graduate of Columbia University. I received my B.A. in Sustainable Development in May 2018, researching electricity access in Nicaragua for my departmental-honors-winning senior thesis and taking additional coursework in philosophy, theology, and Spanish. I am a Minnesota-native, and currently reside in the Hamilton Heights neighborhood of upper Manhattan.
My academic achievement in high school includes an ACT score of 35, National Merit Scholar, National AP Scholar, "Most talented extracurricular student" in public high school of ~3000 students, and more. Undergraduate academic achievements at Columbia University include latin honors (magna cum laude), departmental honors, multiple dean's list awards, and various fellowships and travel grants.
I love to help students--irrespective of age--learn to love learning. I began tutoring in high school, tutoring my peers in AP Calculus, teaching middle-schoolers math and chemistry, and serving as a writing coach. My current academic interests span the intersection of environmental thought with philosophy and theology, but I am excited and prepared to offer tutoring services to students of any age across mathematics (up to calculus and statistics), English, essay-writing, test-preparation (ACT or SAT and select subject tests), philosophy, religious studies, Spanish, and reading skills.
Reviews
Mary L.
Lucas H.
Toh
Megan R.
Cody K.
Sarabeth W.
Frequently asked questions
What is your typical process for working with a new student?
I talk with the student (and/or his parents if the student is below 18 years of age) about learning goals and the desired scope of tutoring services. Do you want help with assignment completion? Is concept acquisition an area of focus? Do you need to practice speaking and writing Spanish or English?
We then talk through particular challenges the student faces, and why (or why not) tutoring services may be appropriate and helpful.
Finally, we work out the ideal length of sessions and the number of sessions per week to achieve you or your students' goals. My average is one session per week. We then set a date to start tutoring, and continue to evaluate needs and strategies as we get to know each other and begin.
If the learner is young, parents may be present in the beginning of lessons to help provide information on assignments and learning goals. It's usually most effective, however, to give your child as much freedom and independence as possible in the tutor-student relationship.
What education and/or training do you have that relates to your work?
I have a B.A. from Columbia University, tutoring experience with clients from middle school through college, and I am a trained writing coach.
How did you get started teaching?
I started tutoring my peers and younger students in math when I was in early high school.
What types of students have you worked with?
I work with both accelerated learners and students facing learning challenges. I also work with students who simply want homework help or assistance in grasping concepts in math, science, Spanish language, reading, and writing.
What questions should students think through before talking to teachers about their needs?
What kinds of learning challenges do I encounter in the classroom or at home?
Are there areas of learning or subjects which are the most interesting or easiest to grasp? How about those that seem 'dull' or require more energy and patience?
What resources are available to me at home or at school to help me with assignment completion or classroom comprehension?