My Instruction Method

As my specialties are SAT®, PSAT/NMSQT®, and AP® Biology exam preparation, I usually begin with a diagnostic exam. Oftentimes, I assign untimed and timed exams in order to develop the student’s familiarity with 1) the strategies and concepts we’ve covered and 2) how to apply those knowledge points in a time-restricted context. My student and I engage in a thorough exam revision process to ensure my student learns a great deal after each practice exam. I provide detailed review instructions, followed by a lesson in which we cover errors repeated over exams or the most challenging and commonly included sorts of questions. My experience with these exams has guided my instruction and streamlined the exam review process. I provide expert tips and techniques during these classes. After a free trial class or the second class, I'll be able to determine what my student needs and create a schedule for him or her. For example, I normally dedicate a portion of one session every five to ten class to help my student create a review guide for the respective segment of our preparation, reinforcing the memory the student has of the concepts we've reviewed. This active recall strategy is one of the many techniques I employ informed by cognitive neuroscience.

 

I do my best to answer questions in a hands-on manner; for example, in the case of a mathematics problem, I explain how to solve the problem and ask my student questions while I'm explaining to engage my student’s curiosity and to ensure my student understands my explanation. Then, I ask the student to solve a similar problem on his or her own and to explain each step. Once the student feels comfortable with several problems of a similar type, I assign some related problems if necessary.

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In a consultation, I discuss the student’s needs and motivations and discuss my relevant experience. I have learned many of my specialty subjects and teaching strategies through elite companies and educational institutions.