My teaching methodology is based on how I was taught through my studies at CSU Long Beach. I will approach the various historical topics on the theories that most influenced my work which I believe makes history more relevant to the students. This theory/approach is what is called cultural and subaltern history.
I approach teaching based on the learner. First I like to do pre-assessments to figure out how much the student knows. Based on this, I tailor my lesson plans to fit the unique needs of each student. After the lesson, I like to do a post-assessment to see the students' progress and tailor following lessons as necessary.
I am Rebecca Letellier, often referred to as Ms. L, by the majority of students, both young and adult. I give lessons to 3rd - adults on reading, writing, social studies, science, and math. My undergraduate degree is Business Management. I have an MBA and a Masters in Education. I am working on a PhD in Educational Psychology.
My teaching method is a healthy mixture of lecture, collaboration and discussion. I feel that students learn best when they can apply what they are trying to learn to every day life. If you can relate to it, you can learn it.
I relate every topic back to accessible topics, making the information relatable and simple. If I have to spend an hour reverse engineering a subject, I will do it. I teach teens and young adults, varying from high school to undergraduate.
I have a history degree and teach like I was taught: relate history to current events. Show how history is important because it repeats itself. I try to make it as interesting/relevant as possible.
I tend to approach my classes using lectures, discussions, and project-based learning so that all of my students feel comfortable learning. My students range from children in kindergarten to university students, however, most of my students tend to be in High School.
When working with students, I first like to get a complete understanding of what their academic struggles are. Before fully diving into the subject, I like to do a warm-up activity to help get the student focused. This can include a simple review of what was covered in a previous lesson or a fun game to get the student's mind eased into the subject.
I enjoy all opportunities to share knowledge and the pleasure of learning. When teaching larger groups I use lecturing, discussion, and visual aids to communicate concepts to individuals. I encourage conversation and questions throughout all my teaching. When tutoring and mentoring individually, I work collaboratively with the student to understand their own goals and how best to accomplish them.
I generally begin by getting to know the student's interests. It is easier to explain confusing topics by comparing it to topics of interest. I like to use visual aid and other ways to reconstruct a lesson so that the student may better understand it; for example, I may use a timeline or an outline or a Venn-diagram.
My approach to teaching is creating a tailored and personal approach to each student. I take into account all aspects of personality, learning style, and life circumstances. I aim to empower students to feel proud and own their knowledge confidently.
I don't have or use a specific method, I just try to familiarize myself with the student so I can assist them. Essentially I work is to ensure that the student remembers the material or can study on their own.
Ultimately I want to make sure the students understand whatever concept they are struggling with in the classroom or elsewhere. Generally, my teaching methodology involves my own self personally studying the reading beforehand rigorously, and then one-on-one conversations concerning the best interpretations and application methods.
My teaching method is based on how the student learns. That being a visual learner, auditory, reading/writing and kinesthetic. I have experience in tutoring younger aged kids but I want to further my abilities in teaching older students.
Engaging students in studying the past means appealing to and accommodating the different learning styles of my students. For smaller classes, I diversify class activities by having small group discussion for approximately one third of the class time.
I usually work with secondary and collegiate level students. I find I try to get an understanding of what they know and build from there. Usually, by getting that basis it is also easy to figure out HOW they learn as well, which is crucial to truly help a student.
I believe in teaching through visual and auditory example and using practical and tested methods of tutoring. I am very patient and work hard to organize my classes in ways that cater to each students abilities and learning styles.
I would like to focus on wherever your interest lies, and work to develop it further! We will take each area piece by piece, drawing connections as we go. Theoretical or practical, the knowledge and skills you'll gain are current and important.
My teaching method is discussion-based. I approach topics by finding out how students learn and finding a way to make it interactive and personalized. Finding what somebody is passionate about in a subject makes it easier and more fun. I prefer to emphasize how the subject interacts with current news.
Because I am trained in psychology, I tutor on a college preparatory level. I believe my tutoring would benefit high school students the most, however, middle schoolers are certainly welcome! I enjoy using multiple choice and vocabulary as learning techniques.
am a lifelong lover of learning with at least 10 years experience in teaching, administration,counselling and utilization of the socratic approach incorporating graduated techniques with nonviolent communication woven into a multicultural understanding of a students ability to learn in a non stressful environment
I am able to adapt my teaching methodology based on what the student needs. My preference is to teach through discussion to make sure the approach is student centered.
I like to see where each student is at, assess their strengths, and use those strengths to overcome any obstacles that might be inhibiting the learning process. I like to engage as many of the senses as possible while using brain based learning to increase memory.
I believe in the student-centered classroom, adapting my methods to the needs and interests of my audience, while directing their strengths into the skills they need to be successful in an elite university environment.
I love discussion based teaching where all students have equal opportunities to express and share their respectful ideas amd opinions.
I treat each lesson differently, approaching any assignment uniquely and comprehensively. Whether it be an scholarly work, school essay, academic research paper, or presentation, I strive to engage according to the circumstances (i.e. format, due date, topic) as well as the tutee's individual strengths and interests.
My goal when teaching history is to teach my students how to ask their own questions about what happened in the past. I also want my students to come out of the class with the tools needed to evaluate other people's use of historical evidence. I put a large emphasis on research methodology.
I like to make the subject interesting! The reason I went into this field is because my high school teacher made it interesting and fun while effectively teaching the lesson. I try to emulate this teaching style while working as a teaching assistant at Rutgers University.
I view my students as peers, and I am attentive to different learning styles. I prefer to teach along with notes, slides, book chapters, or visual aid. I often begin by clarifying key terms, defining vocabulary words as a class, and ensuring no one is confused about the general topic of the lesson.
I am a very patient, comprehensive, and well-informed educator. I have ample experience preparing lessons and have a very wide swath of knowledge in the social sciences. I tailor lessons to students' needs, learning styles, and goals. I incorporate various mediums, activities, and sources to help you stay engaged and informed.
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