|Degree||Chemistry||Florida Atlantic University||PhD||current|
|Certification||Chemistry ||Florida Department of Education ||grades 6-12 ||2004 |
|Degree||Chemistry ||University of Maryland College Park||MS ||2003 |
|Degree||Education ||University of Capecoast ||BA ||1998 |
|Degree||Chemistry ||University of Capecoast ||BS ||1998 |
I am a firm believer in the saying that "every child is gifted". I also believe that no two children are equal. These principles have guided me throughout my teaching experiences. Therefore, I patiently work with students by first assessing their situations and then designing plans to help them out. I am easy going and that helps me communicate effectively with my students.
I have always loved teaching, so I worked as a teacher's aide at an elementary school directly after graduating from high school. I obtained my BS in physical science with a major in chemistry and a diploma in education. I also obtained my MS in analytical chemistry working in the study of the kinetics of metals in reducing environments. I used these acquired physical sciences as tools in my analysis. This has given me great understanding of these subjects. I have also tutored a lot of students through my graduate studies.
|Degree||Chemistry||The University of South Dakota||M.S||2008|
While teaching, I constantly seek input from my students. I always try to make them feel comfortable in class, and to let them know that they are the key to the success of the class. I try to encourage them to participate very often, and welcome all their questions and comments. I usually have my students work in groups to discuss problems. I use small groups (of 3 people) because they take the least time to organize, and they are the easiest to adjust to for those who always work on their own. I also encourage them to get together to do math problems outside the classroom.
I worked as a teaching assistant in Organic Chemistry and General Chemistry courses while I worked toward my own master’s degree at the University of South Dakota. This experience gave me the opportunity to transfer from online tutoring to classroom teaching and individual tutoring. The total experience has educated me with the ability to handle students based on their own style and teach them the subject in creative way.
|Degree||Secondary Science Education||University of Pennsylvania ||MS Ed ||1993 |
|Degree||Chemistry w/ minor Biology ||Temple University ||BA||1987 |
My teaching style is student centered and hands-on. I try to get students to recreate what scientists really do in the lab to discover and find solutions to problems, so a lot of time is spent in the lab and collaborating. I also incorporate data analysis in the lab experiences, so a lot of my labs require that students collect and share data, and base their conclusions to a problem on the data, and not a book answer. I think this is the reason why I had so many science fair winners at the middle school level. Often my parents where I amazed at what I could get their kids to create in terms of lab reports.
I have been teaching for about 14 years. I discovered teaching while I was doing volunteer work bringing science to elementary school children in the inner cities of Philadelphia. I was hooked. I had so much fun and the fact that I could get paid for it was secondary but a bonus.
I started out as a middle school teacher and I have been quite successful with them at science fair competitions. One year, 6 of my sixth graders took 6 of the 7 places in city fair. My eighth graders won first place 2 years in a row. One student went on to state competition (he won 2nd place in a category higher than his grade level), and another was awarded and honored at a Spectroscopy Society dinner.
I am presently teaching high school Chemistry and General Science, and I love what I do.
|Degree||Atmospheric Chemistry||Harvard University||ME||2007|
|Degree||Chemical Engineering||UC Davis||BS||2004|
Although my formal teaching tenor is fairly short, starting in high school I often found myself in a teaching role while studying with peers. My teaching style relies heavily on starting very hands-on and transitioning the student into independence. I find it’s very helpful for the student and teacher as well, to make mistakes while doing a problem. When initially explaining a problem, students will frequently be too shy to tell you that they don't understand a concept. Often the best way to coax questions out of students involves them doing problems on their own. Building off of that, I am then able to help construct strategies to highlight their strengths in problem solving and improve on their weaknesses.
While earning my BS in Chemical Engineering at UC Davis, I became interested in the atmospheric sciences which lead me to graduate school at Harvard University studying Atmospheric Chemistry. At Harvard I was the head Teaching Fellow for an upper division class in atmospheric chemistry. Since graduating last June with an ME, I have picked up tutoring in Los Angeles and currently have one student doing non-calculus based physics. Through my education I have gained extensive experience in mathematics through the calculus level, chemistry and chemical physics, and Newtonian physics.
|Degree||Chemical Engineer||University of South Florida||BS||2005|
I believe in diversity and development. My experience of coming to this country as a Non-English speaker has taught me a lot about different learning styles that helped me learn the language quicker. I am very patient, easy-going, understanding, and determined. I believe that children are capable of learning if material is presented to them in a right style.
As an eastern European native, my educational background was always strong and learning was always my number one priority. I have earned my bachelor's degree in Chemical Engineering, which has enabled me to gain an understanding in many areas of math and science. Furthermore, I have always loved creative writing and in 2001 at University of South Florida, I earned the Excellence in Writing Award. I previously worked as a preschool teacher where I introduced scientific and mathematical concepts to the students. I have peer tutored many fellow students in college and family members.
|Degree||Chemistry||Northeastern Illinois University||BS||2007|
While attending Northeastern Illinois University, I worked as a Peer Leader for one year for their Peer Led Team Learning (PLTL) program. This consisted of me tutoring a group of students in a one credit hour Organic Chemistry seminar class during the Spring and Fall 2004 semesters. Instead of a traditional tutoring setting, I guided the activities of groups of 10-15 students in weekly seminar formatted meetings. I encouraged the students by initiating questions and discussions that led to conceptual understanding of current class material, often times encouraging the students to explain what they knew to others in the class. I also attended weekly meetings with professor of the corresponding organic chemistry class to review seminar materials and to communicate problems or issues. I also kept a weekly journal documenting the seminar issues and progress and communicated any problems and concerns to the class professor. This was a paid position. Additionally, in May of 2004, I was chosen by the Chemistry Department Head to assist in PLTL workshop training at a teaching symposium at the University of Illinois at Chicago, and later that month was also chosen to attend Chautauqua Short Courses at California State University to assist in PLTL workshop training. These courses were designed to train college professors in the PLTL method of tutoring, enabling them to start a program at their own school.
I have earned two bachelor's degrees, a BS in Chemistry (4.0 GPA) and a BA in Communications, and I have 12 years experience as a paralegal and legal secretary. I have excellent verbal and written communications skills, organizational skills and an outstanding work ethic, which are a great asset in tutoring. I have tutored in organic chemistry and also helped many students in my classes while working towards my chemistry degree. I enjoy helping people understand chemistry and also believe that in teaching, it only solidifies your own knowledge of the subject matter.
|Degree||Environmental Management||Montclair State University||Doctorate||2008|
|Degree||Geology with chemistry||University of Ghana||Bachelors||2000|
I begin each lesson with the understanding that different students have different approaches to understanding the same concept. I am therefore always prepared to use different approaches to help students who need extra help. Moreover, since I teach science and mathematics, I use day-to-day illustrations and innovative materials to facilitate students' learning. I am very patient and willing to discuss lessons with students who need extra help after school.
I hold a Bachelor of Science degree in Geology with Physics and Chemistry backing. I recently graduated from a doctoral degree program in Environmental Management with focus on hydro-chemical modeling of water resources using multivariate statistical methods and mass balance methods. I have taught Environmental Science, Physics, Chemistry, Physical Science, Algebra and Geometry for three years at the Passaic County Community College's college and Upward Bound Programs in New Jersey. I have also tutored students of the same program during the three year period. I am therefore confident that I would be able to teach the above mentioned courses without any difficulty.
|Other||Chemistry||Greater Nanticoke Area HS||Student Teaching||2002|
I truly enjoy teaching and watching a student’s growth both academically and personally with my assistance. I can not say that I have only one teaching style. The art of teaching is finding out what is the best way for my students to learn. Each and every student has a different way of learning; may it be lecture, demonstration, or question and answer. The great thing about teaching is that there is no ‘right’ or ‘wrong’ way of expressing the material. Many times you have to use multiple methods of teaching to help the students gain a more thorough understanding. Having some professional experience in the Chemistry field is a great tool for both gaining the student’s attention and relating what is done in the classroom to real life scenarios. I gain great satisfaction from helping students obtain the goals they have set.
I graduated from King's College in Pennsylvania in May of 2002 with my BS in Chemistry. I decided to return to school for another semester to do my student teaching and become certified in secondary education. I spent twelve weeks teaching 10th through 12th grade students in Chemistry and eight weeks teaching Advanced Chemistry. I thoroughly enjoyed my experience and look forward to one day having my own classroom and becoming a teacher and mentor to younger children. After graduating, I decided that I needed to gain some real life experience that I could apply and have students relate to before entering the classroom. So for the past 5 years I have worked in a variety of laboratory settings. Currently I am working as an Analytical Chemist for a Cosmetic / Pharmaceutical company on Long Island. I have tutored a few students over the past two years in Chemistry, Physics, and Math with great success.
Chemistry can fun at any age! Remember making rock candy, a baking soda and vinegar volcano, and liquid smoke bombs? We become fascinated with chemistry at an early age. Once it is time to take courses in chemistry it becomes a bit harder and confusing. Learning about the elements and the periodic table are just the beginning. Understanding acids and bases, chemical bonding, atomic structures, and chemical bonding can send most teenagers into a frenzy. Once a student enters college, a frenzy can turn into down right panic. No matter whether the student is taking an introductory chemistry course or an upper level chemistry course, we have the qualified tutors that can help. Here are just some of the courses are tutors have helped students in through the years:
Biochemistry - Topics include: molecular, cellular, and organismal chemical activities. Metabolic pathways and enzymology, biochemical structures and sequences, and genome databases are included.
Chemical Engineering - Chemical engineering basically is applied chemistry. It is the branch of engineering concerned with the design, construction, and operation of machines and plants that perform chemical reactions to solve practical problems or make useful products.
Inorganic Chemistry - Topics include: molecular structure, molecular shape and symmetry, structure of solids, d-metal complexes, oxidation and reduction, and acids and bases.
Organic Chemistry - Focuses on relationships between molecular structure and chemical reactivity, and stresses the development of sophisticated problem-solving skills in the context of organic reaction mechanisms and multi-step synthesis. Homolytic and heterolytic substitution, elimination, oxidation and reduction reactions; topics in stereochemistry and spectroscopy.
Principles of Chemistry I- Topics include: atomic structure; thermochemistry; periodicity, bonding and molecular structure; intermolecular forces; properties of solids; liquids, gases and solutions.
Principle of Chemistry II – Topics include: Thermodynamics, chemical equilibrium; acid/base chemistry; oxidation and reduction; kinetics; spectros-copy; introduction to nuclear, organic, inorganic, and polymer chemistry.
Physical Chemistry I – Topics include: States of matter. Kinetic theory of gases. Transport phenomena. Chemical thermodynamics and its application to chemical systems. Equilibrium. Ionic solutions and electrochemistry. Introduction to chemical kinetics.
Physical Chemistry II – Topics include: chemical kinetics and catalysis. Introductory quantum chemistry. Spectroscopy. Statistical thermodynamics.
The time is now. Hire a tutor and understand the concepts of chemistry that are difficult to grasp. Having the help of an expert in the field of chemistry can make any level of chemistry course manageable and for many logical. Preview a list of qualified chemistry tutors available to help high school to college student in their chemistry courses today.
The basic learning blocks of every child's education are built in elementary school. It is here that a life long love for learning is fostered. The fundamental reading, writing, and math skills are introduced to your child for the first time in elementary school. In order to be successful, elementary students need to master basic listening and study skills. Elementary school should be a positive, nurturing environment where children are introduced to learning.
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