Experience Summary
I have explored the learning process in every capacity. As someone who has experienced the frustrations of learning while having ADHD and dyslexia, I have struggled with the learning process, examined it critically, and have succeeded. Additionally, revising, presenting, and publishing articles and papers has not only polished my knowledge of writing but has led me to teach these skills to others.
I first tutored writing my senior year in high school. Two years later, after two month's training, I taught English in Mexico for three months to students at all levels and of all ages. Finding the experience to be a rewarding opportunity for both teaching and learning, I returned to my university’s writing center to tutor for the next year and a half.
My one-on-one collaborative tutorials in writing, organization, grammar, and revision were coupled by 50-minute classes on speed reading and formatting. After scoring in the 96 percentile on the verbal and writing sections of the GRE, I now informally instruct others on standardized testing.
Teaching Style
Tutoring begins and ends with the student. As a collaborative effort, the tutoring process differs from teaching in that the tutor not only guides the student but also magnifies what skills the student has. Rather than empower tutors, tutorials give students the knowledge, ability, and expertise to carry out future tasks. For many, confidence comes through practice, modeling, and questioning. Once students become aware of the critical process, they will be able to carry their skills with them throughout their academic career and beyond.
I approach my students not as a final authority but as someone who wishes to share my experience with them. Whether through drilling fundamental vocabulary or grammar, brainstorming ideas, examining logic, or revising finished papers, I help my students not only on their papers, but in the process of writing and study methods as well, ensuring that future learning will be equally successful.