Ann | Brian | Chris | Emma D | Emma M | Eric | Jaime | Javier | Jeremy | John | Kelsey | Liz | Lucy | Luke | Phil | Sahar | Sarah R | Sarah H | Taiyo
ANN
Hailing from Louisiana, Ann attended high school for two years before her perfect AP tests and stellar SAT scores led to the opportunity to attend Simon’s Rock College at the age of 15. At the UW, Ann double-majored in Linguistics and Biochemistry with her sights set on world travel and nursing. Ann graduated with a Bachelor of Science in Nursing degree from UW in 2010 and has been enjoying her job as a Registered Nurse at UW Medical Center since then. Ann brings contagious enthusiasm and good humor as a tutor and in the many hobbies she enjoys – ultimate frisbee, piano, singing, gardening, knitting, tea, and games with friends. In her own words, Ann says, “If my students are excited about coming to tutoring, they will be more receptive to what I have to say. Keeping things light helps my students engage more fully in our tutoring sessions.”
Subjects: Math, Stats, Biology, Chem, Physics, Reading, Writing, Latin, Study Skills
Test Prep: PSAT, PLAN, SAT I, SAT II, ACT, GRE, GMAT, Praxis, WestB, ACT Explore, MAT, ISEE, SSAT, NCLEX
Students: K – Adult
Ann’s Teaching Philosophy:
Tutoring should help students become more confident learners and test-takers. Competence in basic skills—multiplication tables, vocabulary, spelling, and editing—makes it easier for students to learn new material in the core subjects. It is worthwhile to spend time during tutoring sessions on maintaining and refining these skills. I also work with students on strategies they can keep with them and use in the future. These strategies include note-taking skills, time management, vocabulary building, and using the internet or an index to answer questions they may have on a subject. Working through homework problems is an excellent opportunity to teach students about good test-taking habits. When I catch a student’s careless mistake on homework during tutoring, I have him or her examine the problem and determine how to avoid similar errors during exams. I hope these tools support my students as they excel in their personal and academic endeavors.
If my students are excited about coming to tutoring, they will be more receptive to what I have to say. I stay flexible and encourage student input throughout the session. For example, I like to have students come up with their own funny word problems to illustrate new math concepts. Also, whenever possible, I give my students the option of standing up and working at the white board, something they enjoy that also keeps them focused. We might even do a quick round of “heads, shoulders, knees, and toes” to get blood moving back into our brains. Keeping things light helps my students to engage more fully in our tutoring sessions.
BRIAN
Brian is a doctoral candidate in history at the University of Washington, specializing in the History of Science. He received his BS in Biology from the University of Michigan and an MA in the History of Science from Oregon State University. He has worked as a teacher and teaching assistant at UW. He has had articles published in Scientia Canadensis and Endeavour, and is the recipient of numerous academic fellowships. When he is not madly writing his dissertation or looking for creative ways not to write it, he enjoys cooking, urban exploration, reading everything he can about everything (and only partly succeeding), and finding order amid chaos. Brian’s wide-ranging curiosity is something that informs his tutoring and in turn motivates him to bring out the curiosity in each student. The Society for the History of Natural History once declared Brian one of the world’s leading historians of science, a label he heartily embraces.
Subjects: History, study skills, English, reading, writing, biology
Test Prep: SAT II History (US, European, and World), Literature
Students: K – Adult
Brian’s Teaching Philosophy:
I view learning as, fundamentally, a process of discovery. Students have particular interests and talents that they begin to uncover and develop over the course of their education. My role as a tutor is to serve as a guide in this journey. Putting students at the center of their own education makes for a much more satisfying educational experience and helps ensure that what students have learned stays with them. Students have significant ability to teach themselves by bringing forth new ideas about and interpretations of the material they’re learning.
It’s important for me to establish a good rapport with a student early on. I start out by giving students space to articulate, in their own words, both what they enjoy about learning and what is frustrating them. Out of these discussions, we can work together to identify short-term and long-term goals, and these goals can change in response to the students’ discoveries that they make over time. We can then move on to more specific discussions and activities. I endeavor, at every tutoring session, to help students arrive at their own understanding of the material that they’re learning. This means that I not only focus on content, but also on more general writing and study skills that students can apply in a number of ways and with respect to a number of subjects. I also highlight students’ accomplishments as we go along; it’s not unusual, in my experience, for students to find that they’ve actually learned much more than they originally thought after starting a new subject or new topic. Different students also have different learning styles, and I adapt my tutoring based on how students engage with their course material; some students, for example, may respond to a step-by-step method when figuring out how to write a history essay, while others prefer a looser, more conversational approach.
In the end, I believe I’ve succeeded as a tutor if I’ve not only been able to help students realize their goals, but also if students have discovered something new and enriching that they can take with them as they move forward.
CHRIS
Chris triple-majored at the UW, graduating with degrees in Physics, Astronomy and History. Four years later, Chris added to his accolades an MS in Mechanical Engineering. His passion for engineering and alternative energy led to a job at the Institute for Lifecycle Environmental Assessment. Chris believes “patience is the key to tutoring” and loves helping students with difficult concepts. In his words, “education is a joint exploration of ideas. I lead the way and share my experiences so that students will develop their own understanding of the subject matter. This experience is so fulfilling, it motivates me, and in turn the student, to achieve the educational goals that we both desire.” In his spare time Chris enjoys playing basketball and softball, and rocks in Nefarious Jones as singer and guitarist.
Subjects: Math, Physics, Chemistry, History, Computer Skills, Study Skills
Test Prep: PSAT, PLAN, SAT I, SAT II, ACT, GRE, GMAT, Praxis, WestB, West E, ACT Explore, MAT, ISEE, SSAT, Compass Test
Students: Grade 8 – Adult
Chris’ Teaching Philosophy:
My philosophy for teaching is founded on a love for knowledge and learning and a desire to dedicate my life to educating students. As a teacher, I believe that I have a responsibility to inspire students to pursue knowledge actively and to become independent thinkers. In considering how one goes about sharing one’s love of learning, it is important to consider that learning strategies differ widely and that teaching strategies are not always easily matched with students’ needs. In addition, students bring widely varying knowledge bases to the table in each subject area. Each tutoring session is unique and varies according to the background and learning preferences of that particular student. A further complication is that students also bring different levels of maturity, interest and motivation. My challenge is to make course materials accessible to all students and to be responsive to individuals who are having difficulty integrating new material while not boring others with a more qualified background.
EMMA M
Emma comes to us after an award-winning stint teaching at the University of New Mexico, where she earned her MA in Literature, won a teaching award, was nominated for another, and presented to her colleagues on methods of teaching student writing. She also has a BA in English from Gonzaga, where she worked as a tutor in the writing lab as well as working both as a TA in the local schools and as an educational assistant in an aftercare program for homeless students. Emma grew up in South Dakota, worked at Mt. Rushmore for five years, and would love to tell you all about mica schist. A singer, painter, hiker, and fan of Zumba, Emma says, “I’d like to publish in an academic journal, see the northern lights, go zip-lining, and experience London during the winter holidays.”
Subjects: English, reading, writing, Spanish, study skills, computer skills, math through pre-algebra
Test Prep: SAT II Literature
Students: Grade 6 – Adult
Emma’s Teaching Philosophy:
My teaching style has been very influenced by my experience as an undergraduate at a small liberal arts university. The professors I had in college were personally invested in their students, and passionate about teaching the skills we would need to complete our coursework and become well-rounded individuals. Many of my learning experiences have included volunteer work and service learning, and I have seen first-hand how powerful learning can be in any person’s life.
I know that teachers have a powerful impact on their students. As an instructor, I believe in using my influence to challenge and encourage my students. I try to motivate and inspire them to be better members of the academic community in the classroom, but also to think critically about issues that will make them more thoughtful and productive citizens beyond the classroom, just as my instructors encouraged me. Relating my teaching to real-life examples that students find meaningful helps them become more invested in their learning.
My teaching is strongly led by my belief that knowledge is power, that knowledge should be available to everyone, and that anyone can learn when given encouragement and tools for learning. Students become empowered when they feel confident in what they know, and they also can become inspired to help others, help themselves, and make a difference with that knowledge. My students inspire me to continue teaching when I see them becoming confident and excited about learning.
EMMA D
As an engineer currently working on a graduate degree in Imaginative Education, Emma is a natural fit for University Tutoring and gives her students an unconventional take on high-level math and science work. Hailing from Maine and working toward her degree at Simon Fraser University in Canada, Emma is pursuing goals that include working as an engineer on educational software projects as well as working as a full-time teacher. A cook, painter, photographer, and analytic philosopher, Emma believes that success in the subjects she tutors is “at least 50% attitude” and strives to let her students uncover the fascinating elements of their everyday subjects. With experience tutoring at Smith College and work on Introduce a Girl to Engineering Day, Emma brings a wide range of experiences to her work at University Tutoring.
Subjects: Math, Physics, Chemistry, Biology, English, Study Skills, Computer Science
Test Prep: PSAT, PLAN, SAT I, SAT II, ACT, GRE, GMAT, Compass Test
Students: K – Adult
Emma’s Teaching Philosophy:
The world is a fascinating place, and everything is wonderful if you look at it from the right angle. With this in mind, education is similar to journalism; the goal is to find out what will illuminate any concept for students, and make it interesting to them. At that point, the details will follow. Why do I care about kinetics? What is the scoop on differential equations? These are the questions I ask myself as a tutor, and I think the answers make me more effective.
Most people see subjects like math and physics as extremely dry, and need some inspiration to see how fantastic they really are. The things we can [and do] accomplish with math and physics and chemistry these days are mind boggling! We can get large numbers of people in the air to fly across the country — just a few generations ago, that idea probably seemed ridiculous, but we’ve been conditioned to be much less amazed by the accomplishment. Looking at wind resistance problems from this angle is suddenly much more intriguing. I see it as my job to not only help students understand concepts and solve problems, but make them intellectually stimulating in a much deeper way.
ERIC
Eric is passionate about the potential and innate learning ability we all have. In his tutoring sessions, Eric works with his students to build upon their strengths, and guides them through their challenges towards academic success. He assists each student in tapping into his or her unique inspiration. Eric’s interpersonal approach has been shaped by his life-long commitment to education and service. He was a Peace Corps Volunteer in West Africa, and he’s studied in Israel, China and El Salvador. He holds a BA in History and Philosophy from Valparaiso University and a Masters degree in religious studies from Yale University. He spent eight years working with at-risk youth as a teacher, counselor and wilderness guide before recently moving to Seattle to pursue a master’s degree in counseling psychology. Eric is an enthusiastic backpacker, kayaker and naturalist who fits in well with our Northwest culture.
Subjects: History, Study Skills, French, Logic, Psychology, Math through Algebra I, College/Professional
Test Prep: PSAT, PLAN, SAT, ACT, ACT Explore, MAT, ISEE, SSAT
Students: K – Adult
Eric’s Teaching Philosophy:
My role as a tutor is to empower students to actively engage the learning process. I help students develop their own motivation to succeed, rather than passively adapting to the classroom setting. I work with my students to identify what is important to them, and then strategize how they can engage their education to meet their goals.
I know that students are unique in their learning styles. I help students identify and become more confident in their unique style. I also assist them in broadening their range and repertoire of approaches to learning.
When students seek out tutoring, they’ve had a history of both positive and negative learning experiences. I am attentive to how these experiences have shaped their motivation and sense of competence. Students’ emotions play a key role in their success, and attention to students’ emotional intelligence enhances their learning outcomes. I am particularly attentive to how a student’s sense of anxiety, overwhelm and lack of confidence have impeded the flourishing of his or her innate ability. I know that as students begin to feel more empowered, they find greater freedom and enjoyment in learning.
JAIME
Jaime is equally committed to science and to education, and her experiences with one invariably inform the other. While getting Bachelor’s degrees in chemistry and biochemistry from South Carolina’s College of Charleston, she also tutored those subjects at the College. After getting her Master’s in biochemistry from SUNY-Buffalo, she taught math and science at a high school in South Carolina and volunteered at a local middle school. Jaime’s all-time favorite place is The Woolly Lamb, in part because it reminds her of Flourish and Blotts. Outside of yarn shops, Jaime enjoys gaming, cooking and crafting, and exploring the different science education museums in her new home of Seattle. When not with students, you can find her singing and dancing to the music in the aisles of her local grocery store.
Subjects: Biology, chemistry, physics, O-chem, geology, environmental science, math, study skills, computer skills
Test Prep: SAT II – Math, Biology (E and M), Chemistry, Physics
Students: K – Adult
Jaime’s Teaching Philosophy:
As an eighth grade student, my science teacher told me something that has remained with me: Science is more than just a vocabulary lesson. I think a common misconception held by students and parents is that, in order to do well in science, all a student needs to do is memorize the definitions of bold-faced words in a textbook and regurgitate facts about long-dead scientists. It is my hope that as a teacher and tutor I will be able to correct this misconception and aid students in seeing how interesting, dynamic and applicable to their lives math and science really are. I encourage students to think critically about the concepts of science and math and mold these ideas into a format that is understandable to them.
I strongly believe that a person cannot fully understand a concept until s/he can explain that idea to someone else. There is a deeper level of learning that occurs when a student is required to teach another person, a level that is not attained when a student merely listens to an adult teacher and answers a multiple choice question. Successful teaching requires an engaging dialogue that approaches the subject to be taught in a multitude of ways to address different learning styles. The ability to process information and pass that understanding onto others will not only help students to learn a specific science topic but will also teach problem solving skills that can be applied beyond the science classroom, in other areas of study and in life outside of the structured tutoring setting.
In addition to leading students in activities that allow them to understand the intricacies of our biological and chemical world, I especially want to relay how much fun science can be. I want students to learn that thinking about and exploring the connections that science helps us make can be as engaging as lighting a balloon filled with hydrogen. Ultimately, my educational philosophy consists of creating a dynamic, engaging, and thought-provoking setting that will provide my students with a cohesive understanding of math and science concepts and opportunities to demonstrate their personal investment in these subjects.
JAVIER
(Javier’s Bio Coming Soon)
Subjects: Spanish, French, study skills, history, math through geometry, English, reading, writing
Test Prep: SAT II Spanish
Students: Grade 6 – Adult
JEREMY
Jeremy has been a teacher at all levels, from inner-city elementary students to hand-picked groups of the country’s strongest teachers, as well as a variety of schools in between. In all cases, he has found effective learning to come from a combination of strong curriculum and appropriate teaching method. As a tutor working with other teachers’ curriculum, he looks for opportunities to show how the material is interesting and worthwhile. Jeremy values one-to-one tutoring as it provides greater leeway to work with each student according to her/his unique learning style. Strongly influenced by the work of Ted Sizer with curriculum and Howard Gardner with pedagogy, he loves showing students how they can access their own inherent abilities to learn.
Subjects: English, Reading, Writing, Grammar, College Essay Writing, History, Study Skills, College/Professional
Test Prep: PSAT, PLAN, SAT, ACT, ACT Explore, MAT, ISEE, SSAT
Students: Grade 6 – Adult
Jeremy’s Teaching Philosophy:
I believe that effective education provides students with the tools to come to their own conclusions and master the learning process on their own. As much as possible, it allows students to define their own learning objectives as well. In designing curriculum and in solving student learning problems, I look first to locate the student’s needs and work outward from there.
My work as an educator has been strongly informed by the work of Howard Gardner and Ted Sizer. One reason that my own studies and teaching have focused on theater is that theater education demands the applications of the lessons of both theorists in creative ways. Fully understanding a theatrical text requires the selection and use of many of the Gardner-identified intelligences, while public performance of the work serves as a model for the kind of exhibition Sizer demands to make the work vital and engaging for students. While research shows that not every group of students can benefit from a full immersion in Sizer’s “essential schools” curriculum, elements of that approach can benefit all students. Mastering the learning process by using multiple intelligences and mastering specific material by making it “essential” provide students with both immediate results and the tools to make learning a life-long process.
My approach to working with teachers is very similar. Like students, teachers need intelligent professional development, with a curriculum that allows them to apply multiple learning strategies in its mastery and that is clearly valuable to their daily work as educators. This professional development needs to reach them at times that they are able to take it in and in portion sizes that allow them to fully master it. Just as the best approach to classroom discipline is the creation of vital, student-centered work both in and outside of the classroom, so too is the best approach to faculty morale and improvement the ability to support teachers in their own development as professionals. This involves satisfying as much as possible their needs around technical requirements of schedule and curriculum, representing the faculty positively to the outside community, and providing useful, teacher-centered professional development around the long-term goals of the institution and its individuals.
Jeremy’s Resume:
EDUCATION
• MA, Shakespeare Studies, Shakespeare Institute, University of Birmingham (UK)
• BA, Humanities, University of Chicago
EXPERIENCE
• University Tutoring, Site Director/Tutor
• Internet Shakespeare Editions, Director of Education
• Seattle Musical Theatre, Director of Education
• Folger Shakespeare Library, Head of Education
• Drew College Preparatory School, Teacher/Department Chair
• Aim High summer school, Master Teacher/Co-director
PUBLICATIONS
• “Magic in the Web: Online Resources for Undergraduate Shakespeare Courses”, forthcoming,
MLA Options in Teaching series
• “Back to Basics: Electronic Pedagogy from the (Virtual) Ground Up,” Shakespeare 4, 2008.
• “Why Johnny Can’t Read the Latest Edition,” Shakespeare Yearbook 15, 2005.
• “The Search for the Hamlet ‘Director’s Cut’,” English Studies 83, 2002
• “Working With Audio in the Classroom,” www.sourcebooks.com, 2006
• “Technology in the Shakespeare Classroom,” www.pbs.org, 2004
AWARDS
• University of Chicago Outstanding Teacher Award
INTERESTS
• Caving
• Tai chi
JOHN
John comes to us from the Children’s Institute for Learning Differences, where he worked as an instructor and after-school coordinator. He has also taught in settings as diverse as the Seattle Public Schools and the Daya Dan Orphanage in India; he has also worked as a copy editor for The European Weekly/Pazifische Rundschau. John earned his BA in English from Seattle University, where he also obtained a certificate in teaching English to foreign-language speakers. An artist, accordionist, and urban gardener, John enjoys the mix of small town and big city that Seattle offers. He would like to live on every continent, except Antarctica.
Subjects: English, Reading, Writing, Study Skills, Elementary Ed, Math
through Algebra I
Test Prep: Lower, Middle and Upper Level ISEE
Students: K – Adult
John’s Teaching Philosophy:
As a teacher, I feel that my most important tool is observation. If the goal of teaching is learning, then a teacher must be able to know as much as possible about a student’s learning preferences. Before any materials can be chosen, or course matter organized, before students are broken up into groups and given activities, before any work is ever completed – before anything else, a teacher must know how to find out where the greatest need is, and how to provide it best. Unfortunately, not every student is conscious of his or her own needs and preferences, and in a large classroom setting, the task of assessing each student’s individual learning style can become insurmountable.
In a one-to-one environment, however, an educator can learn a lot about a student. I was trained in Dr. Ross W. Greene’s Collaborative Problem Solving (CPS) model when I worked at the Children’s Institute for Learning Differences, and a core belief of the CPS model is that all behavior is communication. I feel that this belief is important to keep in mind, not only in the environment of problem solving but also in an academic environment. A student might not know why he or she dislikes math, or reading, or any subject – but a careful observation of the student’s approach to the disliked subject will reveal a lot about how to get over it. As a tutor, I have the distinct advantage that I can ask students numerous questions about their homework environment, their classroom environment, the way they set goals and the way they structure their time. Often it turns out that students have never even considered the factors that have been holding them back.
Dr. Greene’s motto is that “children will do well if they can,” which places an imperative on the teacher to facilitate an environment in which students can do well. That is my goal with every student I work with. And, when that goal is realized, an incredible transformation occurs: students begin to understand their own learning preferences, and can facilitate their own successes every day.
KELSEY
A Washington native, Kelsey is a dedicated, determined and insightful tutor and chemistry geek. After graduating from the University of Puget Sound Summa Cum Laude with a BS in Chemistry, Kelsey dove back into the lab in pursuit of her Ph.D. Along with her work studying cytochrome P450 enzymes and antioxidants in Medicinal Chemistry at the UW School of Pharmacy, Kelsey makes time to practice her first love, teaching. Whether tutoring or teaching, Kelsey thrives on encouraging her students to be great learners. Kelsey strongly upholds the values of a liberal arts education and strives to “retain or recapture the simplicity” of complex scientific concepts with her students. It is exactly this verve, support and pedagogy that Kelsey brings to her students at University Tutoring. When not in the lab or teaching organic chemistry, Kelsey designs jewelry and enjoys the beauties of Washington through running, softball, soccer, hiking and golf. Witty, fun and a natural teacher, Kelsey is a great addition to our team of tutors.
Subjects: Math, Chemistry, Biochem, Accounting, Study Skills
Test Prep: PSAT, PLAN, SAT I, SAT II, ACT, ACT Explore, MAT, ISEE, SSAT
Students: Grade 6 – Adult
Kelsey’s Teaching Philosophy:
“Any intelligent fool can invent further complications, but it takes a genius to retain, or recapture, simplicity.” E.F. Schumacher
While there is an existing misconception that only “left-brained” individuals can be good at math and science, the best teachers disregard this illusion and know that upon “recapturing the simplicity” of complex theory, any student can successfully learn math and science. As a scientist and graduate student, I most appreciate teachers who can dissolve complex theories into decipherable pieces so that the theory is seemingly simple. This is one of my main objectives as a teacher: to facilitate the breakdown of complex theories into straightforward pieces and to guide my students through each part in order to give them the skill to apply the theory to additional situations.
“If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away.” Henry David Thoreau
As a teacher I believe that I must enter the classroom or teaching situation with clear objectives and beliefs, including (1) the true belief that each of my students is gifted in their own capacity, (2) the belief that all of my students are capable of learning the material, (3) the belief that my enthusiasm, purpose and organization will facilitate learning, and (4) the belief that challenging my students is the next best tool in teaching to encouragement and patience.
“I always entertain great hopes.” Robert Frost
I have great hopes that my students are engaged in and can learn the material which I strive to present them with excitement, organization, and reason. I have great hopes that my students challenge me through questions and ideas, just as I challenge them. I have great hopes that we, student and teacher, can connect through a sense of humor, through flexibility in learning and as individuals with a common goal.
LIZ
Originally from the Midwest, but a truly global citizen, Elizabeth brings over eight years of experience working with students to her tutoring at University Tutoring. Receiving her BA and Teaching certification from Lawrence University, Elizabeth majored in French with a minor in Anthropology. She earned her Masters degree from the University of Wisconsin-Madison in French Studies and spent a year working as a Language Assistant in Nantes, France. A self-proclaimed lover of all things cultural and international who is periodically consumed by wanderlust, Elizabeth’s travel has extended through Turkey, Sweden, Senegal, Mexico, The Gambia, France, England and Denmark. Elizabeth values the active exchange of ideas in her tutoring and aims to “empower each student to take charge of their learning.” An advocate for each of her students, Elizabeth believes that “knowledge of one’s own learning style can make it easier for a student to take charge and overcome routine difficulties.” A recent biking convert who loves commuting to work on the Burke-Gilman Trail, Elizabeth loves being outdoors and is always on the lookout for a new hiking trail to explore.
Subjects: French, English, Reading, Writing, Study Skills
Test Prep: PSAT, PLAN, SAT I, ACT, ACT Explore, MAT, ISEE, SSAT
Students: Grade 6 – Adult
Liz’s Teaching Philosophy:
Learning is about seeing yourself and the world a little differently. The fundamental goal of teaching is to encourage each student to learn by engaging with his/her education. Each student is unique and has a particular way of seeing the world and learning about it. I believe that every student has the ability to succeed at as demanding a task as he or she chooses; many difficulties that students have in regard to their education are psychological. A teacher’s role is to recognize the student’s best learning strategies and guide the student to expound on his/her learning skills. When students recognize their most effective learning approach and their own educational needs, they are able to become advocates for themselves within the education system. I believe that when students have the confidence to try, they have the power to take charge of their own learning.
LUCY
With over forty years of education experience, Lucy is a guru of elementary education. Recently relocated to Seattle after an eight-year tenure as the Head of Lower School at Cape Cod Academy, Lucy brings extensive wisdom to her work at University Tutoring. After obtaining her A.B. in Psychology from Clark University, Lucy went on to complete an M.S. Ed. in Learning Disabilities from USC, an M.A. in Educational Administration from Central Michigan University and an Ed.S. in Elementary Curriculum and Instruction from Central Missouri University. Her career has included teaching in both elementary and special education classrooms, coordination of a gifted and talented program, administrative roles in both public and independent schools as well as teacher training at several universities. Through these varied experiences and workshops with Dr. Mel Levine, Lucy has come to realize the importance of helping students “demystify” their own learning style. At University Tutoring, Lucy utilizes the one-to-one setting to foster students’ awareness of their strengths, support academic goals and create individual plans for success. Lucy is a member of the Association for Supervision and Curriculum Development, the National Association for Gifted Children and the International Reading Association, to name a few. A photography enthusiast and juried member of the Cape Cod Art Association, Lucy enjoys combining her keen interest in photography with her volunteer work as a Zoo Ambassador at the Woodland Park Zoo.
Subjects: Elementary Ed, Study Skills
Test Prep: Lower and Middle Level ISEE Tutoring
Students: K – Grade 8
Lucy’s Teaching Philosophy:
“You cannot teach a crab to walk straight.” Aristophanes
My firm belief is that each student can learn, but that each student is “hard-wired” to learn in a unique way. The way in which a student learns best results from a variety of neurodevelopmental factors. These can be combined in a student in endless ways – some effectively, some not as effectively. In addition, a student’s social skills and emotional inclinations are factors. Finally, the family, school and other outside elements have an impact on how a student learns. For these reasons, it becomes my responsibility to determine the way(s) a student learns most efficiently.
“If kids do not learn the way you teach, teach the way they learn.” Dr. Roger Taylor
My experiences in striving to meet the varied needs of a wide range of students have led me to realize that I must constantly adjust the way I teach each student. There is no single approach which guarantees that a student will learn. I must pay attention to pacing; learning style preferences (e.g. auditory, visual and kinesthetic); school demands; parent expectations; and, of course, student learning goals, attitudes and self-confidence. My goal is to foster the student’s strengths while working around weaknesses and intervening in them in a way, and to an extent, that doesn’t discourage the student. This, to me, is the art of teaching. This is what makes teaching as exciting for me today as it was nearly 40 years ago!
“Demystification is helping kids understand themselves, to understand clearly the reasons for any academic problems they are experiencing.” Dr. Mel Levine
When I work with a student, I make a strong effort to help the student feel safe and comfortable – physically and emotionally. Positive, yet honest, feedback and humor are tremendously helpful in allowing a student to feel secure. Once that happens, a student can feel free to take risks in learning and to acknowledge that new learning often results from making mistakes. It is also within a “safe” environment that a student can understand her/his own learning strengths and weaknesses. By discussing and reflecting on their unique tools for learning, many students feel a sense of relief and pride. It is generally exciting and often reassuring to students to contemplate how they can use their self-understanding to help themselves become stronger, more confident learners.
Lucy’s Resume:
EDUCATION
• Ed.S., Central Missouri State University, Curriculum and Instruction
• M.A., Central Michigan University, Educational Administration
• M.S.Ed., University of Southern California, Learning Disabilities
• B.A., Clark University, Psychology
EXPERIENCE
• University Tutoring, Director of Elementary Education and Tutor, since 2009
• Heritage University, Adjunct Instructor
• South Seattle Community College, Tutor
• Cape Cod Academy, Head of Lower School/Learning Specialist
• University of Massachusetts Dartmouth and Bridgewater State College, Visiting Lecturer
• Millersville University of Pennsylvania, Instructor
• Central Missouri State University, Instructor and Consultant
• Mt. Pleasant, Michigan, Teacher, Coordinator, and Director of Gifted and Talented Programs
• Auburn and Sudbury, Massachusetts, Learning Disabilities Consultant
• Auburn and Belchertown, Massachusetts, Teacher
PUBLICATIONS
• “Close the Door! I’m Teaching!” The Massachusetts Teacher
LUKE
Luke began his decade-long journey in higher education at Kent State University where he earned a Bachelors degree in Mathematics and a Masters degree in Philosophy. He left the Midwest for a teaching assistant position at the UW in the Department of Philosophy and is curently in the process of completing a logic textbook. He has also taught at Cascadia Community College and tutored with Boston Global Education. When he isn’t tutoring or working as a legal assistant at Harrison, Benis & Spence, Luke enjoys philosophising while playing the guitar, using philosophical wisdom to win computer games, and idenftifying ancient philosophy in classical literature. Luke bakes his own bread and is among a small minority of tutors at University Tutoring who know that ‘Glam Band’ is Tolkien’s Elvish for Foe Prison.
Subjects: Philosophy, Math, Study Skills
Test Prep: PSAT, PLAN, SAT I, SAT II, ACT, ACT Explore, MAT, ISEE, SSAT
Students: Grade 6 – Adult
Luke’s Teaching Philosophy:
Often students see the study of mathematics as the study of mathematical facts. Most of these mathematical facts will soon be forgotten after the final exam, and often with no negative consequences. There’s no need for a carpenter to factor a polynomial and no need for a CEO to find the volume of a parabola rotated around the line x = -3. But the real value of the study of mathematics is that it is the study of a method of reasoning, not that it is a study of a certain kind of fact. It is about knowing, first, what are the right questions to ask in order to determine the right answers. And it is about knowing, second, that mere mortals like us have all the information and skills we need to answer those right questions once we think to ask them. General problem solving, involving these kinds of knowledge, is what is tremendously useful about the study of mathematics.
So when a student is stumped by a particular problem, I will ask some of those right questions. When she answers all my questions correctly and sees how she can solve the problem with that information, my response is always, “See, you don’t need me at all.” As the student progresses, I can ask broader questions that will help lead to the more specific questions. Once the student has the skill of asking the right questions and the confidence to provide her own answers, she has tools that are indispensable in answering more pressing questions, such as “How do I decide whether intelligent design is a science?” or “Based on the likely effects of global warming, where on Earth would it make most sense for me to invest in real estate?” These questions are far from mathematical ones, but a well-reasoned answer will require one to answer “What would I need to know to answer this question?” and “How can I figure it out?”
PHIL
A Canadian-Southern Californian and die-hard Angels fan, Phil brings experience in teaching, tutoring, and the mind of a middle-schooler to his work at University Tutoring. After earning a BA in Philosophy from UCLA, Phil tutored elementary through college students while getting his single subject math credential in California. He has taught math to sixth through eighth grades; he has also worked for a national non-profit environmental organization and has experience with work in the legal and corporate worlds. He says, “working with each student is a process, a puzzle, and always a pleasure. Little victories such as an A on a test or an “Aha” moment can be the building blocks to excellence.” Phil was our Administrative Assistant for 2009-2010 and enjoyed quizzing students on what they had just learned.
Subjects: Math, Study Skills
Test Prep: PSAT, PLAN, SAT, ACT, ACT Explore, MAT, ISEE, SSAT
Students: K – Adult
Phil’s Teaching Philosophy:
For me, tutoring is a scaffolding exercise moving a student forward to achieve both day-to-day and long-term goals. Those goals tend to be grounded in a combination of student needs from content to study skills to coping with anxiety. Each student’s needs are different – while one may need help with the material, another may need help staying organized. Needs are different even day to day with the same student, based on the world of experience the student brings in each meeting. That said, most students can benefit from a mix of content and process work while maintaining a look at the big picture of the student’s stated goals and metrics. My goal as a tutor is to provide a comfortable learning environment for my student while providing my knowledge and insight aimed at achieving both short-term and long-term learning goals. As programs develop, I like students to be a part of goal building and assessment. I really enjoy the tutoring experience and make a point to have a good time in my sessions.
SAHAR
Sahar is our first biology and chemistry whiz to come to us with an additional degree in philosophy! A veteran of laboratories and tutoring centers at the University of Washington and the University of Massachusetts Medical School, Sahar brings experience in one-to-one tutoring that complements her experiences in a broad range of scientific fields. Sahar believes that learning happens best when it comes from the student, not the teacher, and thus she enjoys tutoring by “leaving hints” and helping students work toward a full understanding of the subject. She emphasizes processes over facts, working to help students understand their own ways of thinking and understanding. Sahar has driven across the country—twice—and also traveled through Western Europe. Often found reading fiction of various stripes, Sahar is eagerly looking forward to the advent of commercial space flight.
Subjects: Biology, Chemistry, English, Basic Math Skills
Students: Grade 6 – Adult
Sahar’s Teaching Philosophy:
I want students to learn how to think about problems, to be able to think critically and to be able to objectively analyze their own thought processes and conclusions.
While certain topics naturally lend themselves to a lecture format and lectures are necessary to pass on important facts related to the subject matter, I want students to focus on the process and not simply the results. This means I don’t want to just tell them everything they need to know, but to guide them to figure out some things on their own. To me, this involves asking a lot of leading questions to get students thinking on the right track. My hope is that over time they start to ask these questions themselves and have a constant internal dialogue when confronted with problems. Often students are using appropriate learning processes but do not have the appropriate knowledge base to solve the problem. In those cases, I work with the student to help discover which facts are necessary to solve the problem, and how to find them.
I think students often have trouble seeing the big picture. They may understand processes and facts in isolation but get tripped up when asked to form general principles from the facts they’ve learned. Being able to generalize from a set of specific results is a very important skill to acquire, especially in the sciences. I think the one of the best ways to teach this is to get students in the habit of comparing and contrasting various objects, processes and principles and to help them identify common themes across subjects that might appear to be completely unrelated at first glance.
SARAH R
Sarah is an experienced educator who has worked with all student populations from elementary-aged students to adults. She has an MS in Zoology from Washington State University and a BS in Wildlife Science from Utah State University. She has taught at a wide variety of schools, colleges, and alternative learning environments, including Renton Technical College, Advantage Point Learning, Washington State University, Tualatin Hills Nature Park, and Utah State University. A fan of Chinese tea culture, hiking, backpacking, Ultimate Frisbee, science fiction, travel, and gardening, she enjoys the easy access to these activities that Seattle provides. Sarah once spent a summer in Puerto Rico hiking up waterfalls to trap shrimp the size of lobsters. She brings a similar adventurousness to her tutoring, where she enjoys getting to use different approaches with each of her students and getting her students to look beyond the labels on the concepts they are learning, and through to the concepts themselves.
Subjects: Math, Statistics, Biology, Chemistry, English, History
Test Prep: PSAT, PLAN, SAT I, SAT II, ACT, GRE, GMAT, Compass Test
Students: Grades 6 – Adult
Sarah’s Teaching Philosophy:
Coming Soon!
SARAH H
Sarah comes to University Tutoring with both a wealth of tutoring experience and a wide range of related work experience. She has an MA from the New School University in New York, as well as degrees from the University of Washington and the Centro de Enzeñanza para Extranjeros in Taxco, Mexico. She has tutored at numerous Seattle-area elementary schools as well as at UW and North Seattle Community College. A freelance writer and photographer and professional editor, reporter, and sound mixer, she has won awards for both her writing and photography from the Society of Professional Journalists. Sarah is also a committed volunteer and enjoys reading, writing, cooking, and acting in local theaters. Of her tutoring work, Sarah says, “the reward comes from finding out that you can do something you thought you couldn’t…and in the process, finding that doorway which leads to the path of adventure, discovery and success.” She hopes to one day write a novel, attend the Oscars, and own a Great Dane.
Subjects: Spanish, English, reading, writing, history, study skills
Test Prep: SAT II Literature, Spanish
Students: K – Adult
Sarah’s Teaching Philosophy:
Coming Soon!
TAIYO
Taiyo is a committed teacher, having taught and tutored math and physics at all levels, taught Japanese to English speakers, and English to Japanese speakers. Taiyo has taught at Washington International School and tutored, worked as a Teaching Assistant, and designed workshops at The Evergreen State College. With additional experience at other local tutoring centers, Taiyo brings a great deal of experience in both teaching and reflecting on his pedagogy. Born and raised in Seattle, Taiyo has traveled extensively through North America and Asia and has a particular fondness for Washington’s Cape Alava. With interests in mogul skiing, soccer, handstands, and mediation in addition to writing his own math curriculum, Taiyo fits right in to both the diversity of activity in Seattle and the culture of University Tutoring. Ask to see some of his mathematical fiction writing!
Subjects: Physics, Chemistry, Biology, Math, Statistics, Japanese
Test Prep: PSAT, PLAN, SAT I, SAT II, ACT, GRE, GMAT, Compass Test
Students: Grade 6 – Adult
Taiyo’s Teaching Philosophy:
Education runs deep in us: it’s what we all learn from ourselves as well as the people who raised us. I feel that being motivated, forming a plan, and working hard are equally important to our ultimate understanding. Even with hints, strategies, and explanation, students won’t practice and remember what they learned without some kind of desire to understand. That desire often comes when students find how they can apply their own creativity to the act of learning. If someone doesn’t “like” math (or physics or Japanese), there is a good chance that they just haven’t seen a specific subject or application that appeals to them personally. Students need to see the diversity in every human activity. Early school can give the impression that art is all about painting and sculpture, or that math is all about arithmetic and real number algebra. Yet art and math are so diverse, that if at first a student doesn’t like a certain media, such as painting or number theory, then she can find another, such as sculpture or combinatorial game theory–or even create her own.
This is not the fastest way to teach, and the strategy of letting a student find his own way is long and sometimes difficult. To me a combination of strategies is ideal: students should learn classic methods and also have many opportunities to make their own discoveries along the way. I prefer to model my tutoring with this philosophy by helping a student find her own solutions. If a student doesn’t seem to have the interest or drive to do so, I try explaining similar concepts in different ways, in the hope that the change of perspective may lead the student to see why this may interest them, as well as allow greater understanding.