Katelyn
Certified Tutor
I have tutored formally since 7th grade, when I organized and ran a peer tutoring organization at my school. As a result of this two-year project, I was named a 2006 Distinguished Finalist for the Prudential Spirit of Community Award. I attended an early college high school program (the Texas Academy of Mathematics and Science) and volunteered in a local middle school, where I worked with struggling students one-on-one. I then transferred to Texas A&M University, where I earned a B.S. in Psychology (with a minor in Neuroscience) in 2013. During college, I tutored several Psychology and Neuroscience courses. After graduating from Texas A&M, I began a graduate program in Neuroscience at the University of Texas at Austin. While in this program, I volunteered in several reverse-inclusion courses for adults with intellectual and developmental disabilities, which renewed my interest both in teaching and in working with individuals with special needs.
I am excited to work with all students, particularly those with special needs (including G/T). Please contact me with any questions you may have, and I look forward to working with you and/or your child!
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Undergraduate Degree:Texas A & M University-College Station- Bachelors, Psychology
- ACT Composite: 34
- ACT English: 32
- ACT Math: 33
- ACT Reading: 36
- ACT Science: 34
- SAT Composite (1600 scale): 1540
- SAT Math: 740
- SAT Verbal: 730
- SAT Writing: 790
- GRE: 332
- GRE Quantitative: 165
- GRE Verbal: 167
- GRE Analytical Writing: 5.5
- PSAT Verbal: 80
- PSAT Math: 76
- PSAT Writing Skills: 80
阅读, singing (in a choir), and playing with my pet rats
- 10th Grade
- 10th Grade Math
- 11th Grade
- 11th Grade Math
- 12th Grade
- 12th Grade Math
- 1st Grade
- 2nd Grade
- 3rd Grade
- 4th Grade
- 5th Grade
- 6th Grade
- 7th Grade
- 7th Grade Math
- 8th Grade
- 8th Grade Math
- 9th Grade
- 9th Grade Math
- ACT Prep
- ACT English
- ACT Math
- ACT Reading
- ACT Science
- ACT Writing
- Algebra
- Anthropology
- Biostatistics
- Biotechnology
- Cell Biology
- CLEPAmerican Government
- CLEPHistory of the United States I
- CLEPHistory of the United States II: 1865 to the Present
- CLEPPrecalculus
- CLEPSocial Sciences and History
- College Geography
- College Level American History
- College Math
- Competition Math
- Elementary Algebra
- Elementary School
- Elementary School Math
- Geography
- Geometry
- Gifted
- Government
- Graduate Test Prep
- GRE Analytical Writing
- GRE Subject Test in Psychology
- GRE Subject Tests
- GRE Verbal
- High School
- High School Geography
- High School Level American History
- History
- Homework Support
- Honors
- Human Development
- Intermediate Algebra
- Medical Terminology
- Middle School
- Middle School Math
- Molecular Biology
- Molecular Genetics
- Neurobiology
- Neuroscience
- Pharmacology
- 政治科学
- Pre-Algebra
- Probability
- PSAT Prep
- PSAT Critical Reading
- PSAT Mathematics
- Psychology
- Quantitative Reasoning
- SAT Reading
- SAT Verbal
- SAT Writing and Language
- Social Studies
- Study Skills
- Study Skills and Organization
- Summer
- Test Prep
What techniques would you use to be sure that a student understands the material?
I find that having a student explain a topic to me (or walk me through a similar problem) works really well to make sure that a student actually understands the topic. I have also learned to ask questions such as "does that make sense to you?" TWICE, since oftentimes a student will answer the first time without really thinking the question through.
If a student has difficulty learning a skill or concept, what would you do?
我的第一反应,当一个学生有困难arning a skill or concept is to pause, though that may seem odd. This pause allows me to think the concept through myself, and see if I can come up with a different way of approaching it. I also will frequently look to the course materials for alternate examples that may be more helpful, and if that doesn't work, I generally try looking online for an example (usually using YouTube or Google). If I can't find something online quickly, I will often suggest that we move on to something else to make the best use of the student's time, and then I will continue looking for inspiration during a break or after the session ends (in which case I email the student once I find a better way of approaching the concept or skill).
What types of materials do you typically use during a tutoring session?
Generally, I start with the student's homework or course notes. I also frequently use the course textbook, online textbooks, and sites. If the student prefers, I can generate practice problems or find alternative materials online.