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Tyler

Tyler

Bachelors, Biological Sciences
Indiana University

About Me

My true passion for education stems from the continuing divide I see in our current education system. As an intern in the New York City Teaching Fellows program, I worked with underserved students in the Bronx. In the summer of 2009, I returned to the Midwest with a new appreciation for the teaching profession and a desire to make a difference. I entered the McCloskey business competition at the University of Notre Dame and was awarded a grant to implement REACTT at a publicly funded school and residential facility for children that are removed from their homes by child-protected services. I have experience professionally in Medical Device Sales and in Mortgage Lending. However, my true passion has always been education and at this point in my life I feel it is imperative to align my career satisfaction with how I dedicate myself professionally to society. I am extremely self-motivated, I enjoy working with young minds (because they're often the most creative), and lastly I enjoy great challenges. I intend to dedicate myself fully to finding the best way to teach each individual student and to never stop learning and improving myself.

Education & Certifications

Indiana University
Bachelors, Biological Sciences

Q&A with Tyler

My teaching philosophy is to always teach qualitative before quantitative in math and science. In other words, I believe that understanding the concepts behind equations and ESPECIALLY shortcuts is essential to fully grasping a concept in order to move to the next level within that subject area. Once a shortcut is taught, there should always be an assessment that requires the student to demonstrate the appropriate conceptual understanding of the problem separate from solving problems using the shortcut. If the conceptual understanding is missed, it should put a hard STOP on moving on, even if it was only a portion of the concept that was erroneously demonstrated. The process can be quick using a simple correction technique and requiring the student to explain where their mistake originated. Gauging conceptual misunderstandings cumulatively over time can provide valuable information regarding each student's process of conceptualizing regarding strengths and weaknesses. Finally, it is essential for my understanding of a concept to be thorough enough to explain the same concept using at least three examples.

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