My academic guidance/tutoring practice seeks the reunion of two primary forces often thought of as "opposing." It seeks to foster (or sometimes rekindle) students' love of learning while concurrently improving grades and test scores. It seeks to show the intrinsic value of various components and subjects within education to students of varying ages, abilities, and favorite subjects.
As a committed educator, I have successfully tutored for roughly 1 1/2 years in a vast variety of subjects and to a vast variety of age and competency levels. I primarily work within a five-mile radius (approximately) around Grapevine, TX, but I'm more than happy to travel to homes reasonably close to Grapevine.
I worked as a teaching intern at EA Young Academy in the 2018-2019 school year, where I collaborated on a piece selected for the 2018 AP Annual National Conference entitled "Thought Criminals: Integrating Fiction Literature into AP Seminar." Additionally, I currently work as a Summer Teacher at the DeBusk Enrichment Center for Academically Talented Students.
Since the internship, I am now a substitute teacher at Coppell ISD as well as EA Young Academy, and I am taking undergraduate-level and graduate-level coursework at the Harvard University Extension School.
Through instruction including (but not limited to) Algebra, Poetry Writing, Expository Writing, and US History, this practice aims to meet and to go beyond conventional tutoring goals. It seeks to teach, not simply to complete homework. It seeks to expand the outlooks of young, eager, and frustrated minds while guiding them towards their numeric academic goals.
In the words of the poet and philosopher Henry David Thoreau, I seek for young minds "to live deliberately" and to not on any future day "discover that (they) had not lived."
When working with students, I also take to heart another quote by Thoreau:
"The greatest compliment that was ever paid me was when one asked me what I thought, and attended to my answer."
In this wonderful profession, I have been given an important and beautiful opportunity to better the young minds of the world (and subsequently to better the world). In the words of Taylor Mali, "You make me feel like a teacher, and who could ask to feel more than that?"
Jameson was a lifesaver for my family. My 7th grader at the time was at a pivotal point in his math instruction where he not only needed help with the concepts but he also needed to believe that he could do it. It was amazing to see his confidence grow and hone in on skills that we knew he had. My 3rd grader had the same positive experience. She also lacked the confidence and thought of herself as “not good in math.” After just a few sessions I could see the difference. The tutoring offered by Jameson is intentional, challenging and offers all the personal attention it requires. I would highly recommend them to anyone needing tutoring services.
Our son took algebra earlier than most students, so he needed a little extra help/practice with the concepts. Jameson's style and approach really helped solidify what our son was learning in class. Highly recommend for algebra!
Jameson was referred to us by my son's school as a great math tutor. I ended up hiring him for both of my sons. He was a great communicator, always came prepared and it was the first time my sons didn't complain about tutoring. I'd highly recommend him.
Typically, I begin by meeting with the student and his/her parent(s) to discuss two things:
1. What are your primary academic goals? (It usually helps if, in the beginning, we can narrow these to two goals; for example, improvement in a school subject, the desired GPA, or a path towards your ideal college).
2. What do you wish you enjoyed more about school? (The purpose of this question is to allow us to have a driving force beyond simple numerical goals. I've found that when my students are able to improve the way they approach their educations, things begin to fall into place much more quickly and much more permanently).
From there, the specific process can vary depending on what any given week calls for (i.e. homework not yet understood, upcoming tests, frustration with a particular academic class), but the core of the mission we establish early on always remains.
I worked as an intern teacher at EA Young Academy (a small Gifted and Talented school in North Richland Hills, TX) for the 2017-2018 school year.
Each summer, I work as a teacher at the Debusk Enrichment Center for Academically Talented Students.
I am employed as a substitute teacher at both Coppell ISD and EA Young Academy.
I have tutored for roughly 1 1/2 years.
I am completing undergraduate English coursework at the Harvard University Extension School, a college at the university designed for working adults with careers. Additionally, at HUES, I'm working towards a graduate-level certificate in Learning Design and Technology.
A few things to note about my pricing policy:
I began teaching through the aforementioned internship right out of high school and before beginning college (I'm proudly taking a very non-traditional career path). My old high school (EA Young Academy) took a chance on me and let me stay on campus another year, which unexpectedly illuminated both my talent in the classroom and my calling to better the world through education.
I've worked with students of varying ability levels.
I've worked with students ranging from 1st graders to 8th graders (as an academic tutor) and from kindergarteners to 12th graders (as a substitute teacher).
Additionally, I've tutored various forms of essay writing (persuasive, creative, expository) through the previously-mentioned age ranges and I've taught math ranging from basic arithmetic to algebra.
NOTE: While I will currently tutor math on a case-by-case basis, my primary focus right now is ELA.
A student I have tutored for almost two years now sat across from me during a recent session. We were discussing a poem by Robert Frost in the context of a novel we chose to read, discuss, and write about over the summer. Prior to the session, I had prepared my thoughts on the poem and my goal was to try to illuminate this understanding as best I could in the context of the novel. On multiple occasions and within about three minutes, this student came up with multiple insights on the poem that I truly had not even considered yet. This reminded me of two important things:
1. Be humble as a teacher, as your students' abilities may continue to surprise you.
2. One of my missions/dreams in tutoring is to create better students than myself. While I believe that I myself am an excellent student, I also believe that a good tutor should ultimately strive to bring out the absolute best in her or his students, which in my experience can be quite significant.
Find a teacher that gets you and is willing to help you evolve as a person and as a student. We don't all "click" with every teacher we have. But in tutoring, you can be more selective. Particularly in writing/literary analysis (my area of expertise), you want someone with whom you can have enlightening conversations. Find a plan and a teaching style that meets your goals and that works for you.
I'd say think through these three questions:
1. What do I want to have accomplished by the third session (or the third week of school)? (This will give you an idea of your immediate goals).
2. What do you want to have accomplished by the end of next school year? (This will clarify your semi-long term goals).
3. How can your teacher best work with you in order to meet these goals?
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