I'm currently in Investment Banking Analyst at Baird and Founder of Bar Code POS. I have a Bachelors of Science in Engineering in Biomedical Engineering and Finance from Case Westen Reserve University.

History, and our understanding of history should be fluid and open to change. The student of history ought to become part archaeologist and part time traveler engaged in the continual quest for information, data, and analysis. Contrary to the scientific approach, which starts with the formation of hypotheses followed by research, history focuses on the asking of questions, learning the answers to those questions, and using those answers as a foundation for stronger more detailed questions. The student who learns the historian's trade will be empowered to succeed with the most fundamental of skills: to learn how to learn.I use innovative methods based upon my own research in teaching the historian's trade to guide and empower my students. I focus on showing my students by using an example of the task I want them to perform as a regular form of teaching.For example, I may use a multimedia presentation comprised of primary sources to teach an abstract concept, such as a reading of a slave poem complete with images (sketches as well as early photography of slave beatings) with an underscore of mood appropriate period music. The objective is to evoke an emotional response and place slavery in its human context, not just an abstract concept in a textbook. The use of pictures and music allows the student to see and feel a complex issue in its historical context. Issues of the past inform our present, putting present issues in historical context, which brings history to a personal level, allowing students to learn from their own past and realize they have choices about their futures. In this way, the complexities of history unfold into a tangible and relatable form, while simultaneously showing students exactly how they themselves will be expected to share what they've learned by creating their own multimedia presentation, for example. A couple additional teaching strategies include:Oral History: Research and conduct an oral interview of a contemporary who was involved in an historical event. I would teach students about the 1983 invasion of Grenada, a.k.a. Operation Urgent Fury, by sharing my own oral interview and research. This provides the students with an "eyewitness account" of an historical event and provides an opportunity to develop the students' critical thinking skills by showing the potential that what one reads about may not be as accurate as one thinks. For example, history textbooks often paint a picture of Grenadians welcoming the Americans with open arms, but my interviewee told stories of snipers and resistance that lasted longer than the official history indicates. In addition, oral history projects make history anecdotal by placing historical events in a real-life context, relating history to concepts familiar with a student's life. Small, moderator-led discussion groups provide a forum to assess whether students understand the event and can think critically and analytically about its significance and relevance; whereas, having students then perform their own oral interviews requires them to demonstrate that they can use the tools and skills learned to engage in primary research and analysis.Basic Research: Examine primary documents (letters, journals, broadsheets, articles, or editorial cartoons) written in the context of the day and time as events unfold. Documents will be hand-selected by the teacher to build scaffolding for students to frame the targeted lesson and learning objectives. In teaching, the use of a primary textbook, secondary source books, and primary documents is essential. Each week, a portion of class time is comprised of overview lectures that cover the textbook materials, assessed by in-class examinations, with the remaining class time dedicated to small, moderator-led (guided) group discussions and student presentations, centered primarily on the primary source materials. Before beginning the reading of a secondary book, I will incorporate an extra session for an overview lecture and discussion. Knowledge of the secondary source materials will be evaluated based on essays and/or a research paper.I believe that it is important to empower students by making history hands on and interactive. Contrary to traditional approaches to the discipline, I teach to an outline of core competencies, not an amalgam of memorized facts and dates. Although the skills and knowledge gained are tailored to the historian, they are equally essential to the average liberal studies student's success in a constantly changing world. The ultimate outcome is to have the student think critically and in an historical context by effectively communicating themes, ideas, and subject matter in written and oral format. Students will be able apply basic research methods to discover appropriate primary and secondary sources and critically assess those sources in order to demonstrate a general aptitude for knowing which tools and resources to seek and apply in order to answer a given question.In my professional employment as a certified paralegal, I often taught paralegal interns and new attorneys hired by our firm. I created materials on policies/procedures and, in the case of paralegal interns, an overview of the law practiced by our firm. I made the process interactive by using case materials to demonstrate the impact of the law on the client's life, demonstrated how the law might impact their lives, and provided the opportunity for constructive feedback in Q & A sessions. As a non-traditional student who worked full-time while completing his bachelor's and master's degrees, I understand the struggles of time management and deadline scheduling that students face and will be an invaluable advisor, providing practical tips on how to balance school, work and life demands.In sum, all of my pedagogical strategies are dedicated to interweaving my professional and academic experiences with my innate passion for making history come to life while simultaneously empowering students with the tools to succeed in their lives, academically and professionally.

I am a licensed Health and Physical Education teacher. I moved to the North Carolina/Virginia area in 2011 for college where I graduated with a bachelor's degree in 2015. I taught Health and Physical Education for 1 year and recently decided to take a new path in my educational career with Varsity Tutors and I am excited to start this journey. I feel the program itself is very well-rounded. In my spare time I am a photographer and crafter and love to hangout and relax. To my parents and students of Varsity Tutors I'm excited to learn and to grow with you and I cannot wait to work with you!

From an early age, science, nature, and language have fascinated me, and I strive to share this fascination and love of learning with my students. I earned a Bachelor of Arts in Chemistry with a Minor in Biology from Boston University, a Ph.D. in Chemistry from The Scripps Research Institute, and Postdoctoral credentials in Chemistry from Harvard University. During the course of my formal education, I served as a Teaching Assistant in General Chemistry, a Teaching Assistant in Introductory Biology, and a Teaching Fellow in Physical Organic Chemistry. I also participated in an outreach program in graduate school, the aim of which was to give disadvantaged high school students the opportunity to participate in scientific research. After my time at Harvard, I worked as Research Chemist specializing in science at the interface of biology, chemistry and physics. Currently, I work as a tutor and as an Adjunct Professor of Chemistry. I am passionate about teaching science and mathematics, as I believe that strong literacy in these areas is crucial for understanding not only our modern world, but also our past and possible futures. My favorite teaching tools include using real-world examples and simple demonstrations to illustrate seemingly abstract concepts, such as atmospheric pressure and barometry. Hand-in-hand with scientific literacy, I encourage excellence in verbal and written communication. In editing, proofreading, and teaching writing to others, I strive to improve clarity, precision, and conciseness. When I am not teaching, I enjoy writing, drawing, listening to music, and outdoor activities with my son.

Hello, I'm Jennifer! I have over 9 years of experience working with elementary aged children reach those "ah-ha" moments in learning. My goal is to provide your child with relative and fun learning experiences they will carry with them throughout school to reach their highest potential. I love having one on one sessions with students and I can't wait to work with you or your student!

To help students of all ages reach their highest potential.The best teachers show you where to look but tell you what to see.-Maria Montessori

I enjoy helping students understand new information and enjoy making learning fun.For fun, I enjoy reading, hiking, traveling, theater, and a good Netflix series. I enjoy seeing different aspects of the world to see delve into other countries' cultures. More importantly, I love to connect what I learn in my travels to my teaching to bring a sense of cultural awareness to everyday life.

I've tutored extensively in individual and group settings. While in college, I worked for a local high school tutoring groups of students through the AVID system. At the same time, I also tutored an individual who was failing four out of his five core classes. In three classes he had less than a 40%, and was in danger of dropping out of school. After four weeks of tutoring, he was passing all his classes. He graduated on time the following year and now attends community college.I'm a great tutor because I have a comprehensive understanding of all subjects, and a extensive understanding of English and literature. I scored fives on my English Language and Literature AP exams, and have only continued my English abilities by studying English in college. I also communicate well and can explain material in a way students can understand. More than just teaching material, I encourage and build confidence in students who feel insecure and unable to learn because of past failures in their school work.

An accomplished and dedicated educator, editor, and writer with a knack for conducting training sessions with students and a drive to inspire them to pursue academic and personal excellence. Expertise includes developing curricula, analyzing academic performance, student counseling, editing publications, and teaching difficult literature and composition concepts. Adept at identifying and developing new programs for students, devising creative teaching strategies to engage them in the learning process, and expanding their expertise in specific areas.

I teach young children K-2. Due to COVID I am teaching online. I teach reading, writing, phonics, and math skills. I enjoy seeing students become stronger readers, writers, and mathematicians. I talk with students about strategies and tools they can use to strengthen their skills.I believe dialogue and conversation is important between students and myself to build a relationship that is based on trust, respect, and the joy to learn.I teach Everyday Math K-2. This includes: addition, subtraction, place value, problem solving, measurement and data, and 2-D and 3-D geometry.I teach Guided Reading which involves using leveled reading books for both narrative and informational texts. This also includes teaching reading strategies to students to strengthen their decoding and comprehension skills. Units of Study for Primary Writers from Teachers College in New York has been a program I have taught to help young students become stronger writers.I teach Wilson Fundations Phonics program K-2 which includes vocabulary and spelling.I am available to talk with families about the different ways I can support and teach their child.EducationFitchburg UniversityElementary educationLesley CollegeMasters of Education

I'm currently in Investment Banking Analyst at Baird and Founder of Bar Code POS. I have a Bachelors of Science in Engineering in Biomedical Engineering and Finance from Case Westen Reserve University.

History, and our understanding of history should be fluid and open to change. The student of history ought to become part archaeologist and part time traveler engaged in the continual quest for information, data, and analysis. Contrary to the scientific approach, which starts with the formation of hypotheses followed by research, history focuses on the asking of questions, learning the answers to those questions, and using those answers as a foundation for stronger more detailed questions. The student who learns the historian's trade will be empowered to succeed with the most fundamental of skills: to learn how to learn.I use innovative methods based upon my own research in teaching the historian's trade to guide and empower my students. I focus on showing my students by using an example of the task I want them to perform as a regular form of teaching.For example, I may use a multimedia presentation comprised of primary sources to teach an abstract concept, such as a reading of a slave poem complete with images (sketches as well as early photography of slave beatings) with an underscore of mood appropriate period music. The objective is to evoke an emotional response and place slavery in its human context, not just an abstract concept in a textbook. The use of pictures and music allows the student to see and feel a complex issue in its historical context. Issues of the past inform our present, putting present issues in historical context, which brings history to a personal level, allowing students to learn from their own past and realize they have choices about their futures. In this way, the complexities of history unfold into a tangible and relatable form, while simultaneously showing students exactly how they themselves will be expected to share what they've learned by creating their own multimedia presentation, for example. A couple additional teaching strategies include:Oral History: Research and conduct an oral interview of a contemporary who was involved in an historical event. I would teach students about the 1983 invasion of Grenada, a.k.a. Operation Urgent Fury, by sharing my own oral interview and research. This provides the students with an "eyewitness account" of an historical event and provides an opportunity to develop the students' critical thinking skills by showing the potential that what one reads about may not be as accurate as one thinks. For example, history textbooks often paint a picture of Grenadians welcoming the Americans with open arms, but my interviewee told stories of snipers and resistance that lasted longer than the official history indicates. In addition, oral history projects make history anecdotal by placing historical events in a real-life context, relating history to concepts familiar with a student's life. Small, moderator-led discussion groups provide a forum to assess whether students understand the event and can think critically and analytically about its significance and relevance; whereas, having students then perform their own oral interviews requires them to demonstrate that they can use the tools and skills learned to engage in primary research and analysis.Basic Research: Examine primary documents (letters, journals, broadsheets, articles, or editorial cartoons) written in the context of the day and time as events unfold. Documents will be hand-selected by the teacher to build scaffolding for students to frame the targeted lesson and learning objectives. In teaching, the use of a primary textbook, secondary source books, and primary documents is essential. Each week, a portion of class time is comprised of overview lectures that cover the textbook materials, assessed by in-class examinations, with the remaining class time dedicated to small, moderator-led (guided) group discussions and student presentations, centered primarily on the primary source materials. Before beginning the reading of a secondary book, I will incorporate an extra session for an overview lecture and discussion. Knowledge of the secondary source materials will be evaluated based on essays and/or a research paper.I believe that it is important to empower students by making history hands on and interactive. Contrary to traditional approaches to the discipline, I teach to an outline of core competencies, not an amalgam of memorized facts and dates. Although the skills and knowledge gained are tailored to the historian, they are equally essential to the average liberal studies student's success in a constantly changing world. The ultimate outcome is to have the student think critically and in an historical context by effectively communicating themes, ideas, and subject matter in written and oral format. Students will be able apply basic research methods to discover appropriate primary and secondary sources and critically assess those sources in order to demonstrate a general aptitude for knowing which tools and resources to seek and apply in order to answer a given question.In my professional employment as a certified paralegal, I often taught paralegal interns and new attorneys hired by our firm. I created materials on policies/procedures and, in the case of paralegal interns, an overview of the law practiced by our firm. I made the process interactive by using case materials to demonstrate the impact of the law on the client's life, demonstrated how the law might impact their lives, and provided the opportunity for constructive feedback in Q & A sessions. As a non-traditional student who worked full-time while completing his bachelor's and master's degrees, I understand the struggles of time management and deadline scheduling that students face and will be an invaluable advisor, providing practical tips on how to balance school, work and life demands.In sum, all of my pedagogical strategies are dedicated to interweaving my professional and academic experiences with my innate passion for making history come to life while simultaneously empowering students with the tools to succeed in their lives, academically and professionally.

I am a licensed Health and Physical Education teacher. I moved to the North Carolina/Virginia area in 2011 for college where I graduated with a bachelor's degree in 2015. I taught Health and Physical Education for 1 year and recently decided to take a new path in my educational career with Varsity Tutors and I am excited to start this journey. I feel the program itself is very well-rounded. In my spare time I am a photographer and crafter and love to hangout and relax. To my parents and students of Varsity Tutors I'm excited to learn and to grow with you and I cannot wait to work with you!

From an early age, science, nature, and language have fascinated me, and I strive to share this fascination and love of learning with my students. I earned a Bachelor of Arts in Chemistry with a Minor in Biology from Boston University, a Ph.D. in Chemistry from The Scripps Research Institute, and Postdoctoral credentials in Chemistry from Harvard University. During the course of my formal education, I served as a Teaching Assistant in General Chemistry, a Teaching Assistant in Introductory Biology, and a Teaching Fellow in Physical Organic Chemistry. I also participated in an outreach program in graduate school, the aim of which was to give disadvantaged high school students the opportunity to participate in scientific research. After my time at Harvard, I worked as Research Chemist specializing in science at the interface of biology, chemistry and physics. Currently, I work as a tutor and as an Adjunct Professor of Chemistry. I am passionate about teaching science and mathematics, as I believe that strong literacy in these areas is crucial for understanding not only our modern world, but also our past and possible futures. My favorite teaching tools include using real-world examples and simple demonstrations to illustrate seemingly abstract concepts, such as atmospheric pressure and barometry. Hand-in-hand with scientific literacy, I encourage excellence in verbal and written communication. In editing, proofreading, and teaching writing to others, I strive to improve clarity, precision, and conciseness. When I am not teaching, I enjoy writing, drawing, listening to music, and outdoor activities with my son.

Hello, I'm Jennifer! I have over 9 years of experience working with elementary aged children reach those "ah-ha" moments in learning. My goal is to provide your child with relative and fun learning experiences they will carry with them throughout school to reach their highest potential. I love having one on one sessions with students and I can't wait to work with you or your student!

To help students of all ages reach their highest potential.The best teachers show you where to look but tell you what to see.-Maria Montessori

I enjoy helping students understand new information and enjoy making learning fun.For fun, I enjoy reading, hiking, traveling, theater, and a good Netflix series. I enjoy seeing different aspects of the world to see delve into other countries' cultures. More importantly, I love to connect what I learn in my travels to my teaching to bring a sense of cultural awareness to everyday life.

I've tutored extensively in individual and group settings. While in college, I worked for a local high school tutoring groups of students through the AVID system. At the same time, I also tutored an individual who was failing four out of his five core classes. In three classes he had less than a 40%, and was in danger of dropping out of school. After four weeks of tutoring, he was passing all his classes. He graduated on time the following year and now attends community college.I'm a great tutor because I have a comprehensive understanding of all subjects, and a extensive understanding of English and literature. I scored fives on my English Language and Literature AP exams, and have only continued my English abilities by studying English in college. I also communicate well and can explain material in a way students can understand. More than just teaching material, I encourage and build confidence in students who feel insecure and unable to learn because of past failures in their school work.

An accomplished and dedicated educator, editor, and writer with a knack for conducting training sessions with students and a drive to inspire them to pursue academic and personal excellence. Expertise includes developing curricula, analyzing academic performance, student counseling, editing publications, and teaching difficult literature and composition concepts. Adept at identifying and developing new programs for students, devising creative teaching strategies to engage them in the learning process, and expanding their expertise in specific areas.

I teach young children K-2. Due to COVID I am teaching online. I teach reading, writing, phonics, and math skills. I enjoy seeing students become stronger readers, writers, and mathematicians. I talk with students about strategies and tools they can use to strengthen their skills.I believe dialogue and conversation is important between students and myself to build a relationship that is based on trust, respect, and the joy to learn.I teach Everyday Math K-2. This includes: addition, subtraction, place value, problem solving, measurement and data, and 2-D and 3-D geometry.I teach Guided Reading which involves using leveled reading books for both narrative and informational texts. This also includes teaching reading strategies to students to strengthen their decoding and comprehension skills. Units of Study for Primary Writers from Teachers College in New York has been a program I have taught to help young students become stronger writers.I teach Wilson Fundations Phonics program K-2 which includes vocabulary and spelling.I am available to talk with families about the different ways I can support and teach their child.EducationFitchburg UniversityElementary educationLesley CollegeMasters of Education