Personal Narrative-Tutoring Class In The Math 9 Class

As an artist, I encourage everyone around me to do things uniquely their way. We all bring our own experiences to our perspective of life, and sometimes we forget that. Being aware of others’ lives is important, but understanding others’ views and feelings is more crucial to fostering a supportive community. Therefore I remember to be sensitive to the issues of those around me. Whenever I recognize a need, I address it without hesitation. At school I provided free tutoring at lunch because I saw my peers were having trouble without individual attention. After two years of trying to singlehandedly fill the gap between student knowledge and in-class teaching, I realized it was fruitless, especially in math as the rigor increased. I joined forces with some classmates to establish our school’s chapter with Mu Alpha Theta and peer-to-peer math tutoring. I don’t seek praise or fame in my help of others; knowing that I am contributing to my community is enough for

Working with kids and their tutor was awesome. Some of the kids were willing to do their homework. They were alert and ready to do the work given to them by their teacher. Also, their teachers were so happy to see us. My relationship with them was cordial, although, some kids preferred not to carry out the assignment given to them. During the project, I interacted with the director and one of the staffs. They told me the possible challenges I might face while tutoring the kids. They are: some might not want to do their work and but they encourage us to try to motivate the kids in doing their tasks. Some of the kids had family issues and other issues which

Our tutoring program is a big success as it pairs NHS members with students who are struggling in certain subject areas. As scholarship is another pillar of NHS, our members take their schoolwork very seriously and they are some of the brightest students in their classes. This tutoring program allows them to give back to our Holmdel High School community by imparting some of their knowledge to struggling students. Their service and time does not go unnoticed as they often have to give up their free time during study hall, lunch, or even after school. One of my fondest memories while being a tutor was when I had to help a younger student study for an Algebra test. I was a bit nervous before our session that I wouldn’t be able to help her understand the subject matter, but we went through her review packet question by question and to my relief I was able to explain the material to her with ease and give her advice on how to solve them, as well as testing tips and strategies that she could use. After our session was over I was glad I was able to help her, but really didn’t think anything of it. I had kind of forgot about our tutoring session when two weeks later, the girl I tutored came up to me with a huge smile on her face telling me she got a 100 on her test and told me she couldn’t have done it without

Being a part of my school’s peer tutoring program has been the most gratifying experience of my high school career. As a student, I can relate to those that struggle in a subject and are unable to connect with the material being taught in class. I have worked with students who have lost confidence in themselves because of the difficulty they were having in school. To be given the opportunity to assist students to reach their academic goals is fulfilling. As a peer tutor, I edit essays, share scholarship searches, assist with homework, and provide studying tips and test taking strategies. I enjoy working with my group to develop habits to be more successful.With each higher grade earned, test anxiety relieved, and confident smile of those that I help, I know that the work I am doing is

From 8th grade to 9th grade I’ve changed dramatically. I had pimples on my face, very long hair which made me look like a porcupine, and dressed unique. I was in a lot of drama and fights, but I didn’t mean any of that I was just sensitive. People thought I was a creep, yet I became everyone’s best friend. 9th grade is the best year for me especially since I got to meet new people. I changed my style in 9th, I got a buzz cut, I started wearing shirts that actually looked like it fits me, and pants that didn’t fall. I became a big sneaker head about Jordan’s, and started listening to artist I hated before in 8th.

When it comes to helping students, I am always there to lend a helping hand. I tutor a small group of students in Chemistry. They have went from being D students to B students in a matter of a few weeks. I have built a connection with these students, so when they receive bad grades, I feel as if I got the bad grade. Their success is important to me. Helping these students perform better on tests has taught me the importance of patience. My determination to improve their performance has helped me with building confidence in my abilities and studies.

For my first extra curricular, I selected my role on Student Council. In Grade 9 I aspired to make a difference within my school community. I was one of two students elected to be Grade 9 Representative with a grade population of roughly 400 students. I took that year to learn the inner works of Student Council and that’s where my role within the school began. I took the time to get to know students on a personal level. I learned how to strive as a leader, by way of the executive members as well as those who were in the position before me. After continuing my involvement in Council the following year, I was again one of two students elected to be Grade 10 Representative. That year, I was given more responsibility to grow as a leader which increased my

While tutoring at Emporia High School, I got to experience what it was like to be in a classroom. During this opportunity, I found out that there are many challenges for teachers. The most challenging aspect was that sometimes students just do not want to listen to you. They do not want to do their work, put away their phone, or stop playing a game on their computer. I learned that sometimes just asking a student to put away their phone is enough, but sometimes you have to take it away so that they will work. Though getting the students to listen is the most challenging aspect, the most rewarding aspect is when the students listen to you and make progress. It is very rewarding to see a student, who did not want to do their work, start doing

Growing up parents expect the most out of their children, but in some situations I felt like my highest standards were my own. Never had I experienced such distress and isolation as I did in my 8th grade algebra 2 class. I knew myself, and I had always been the type of student to adapt quickly and learn information easily, but when the time came for graphing these impossible functions or solving inequalities with irrational numbers I felt the start of a heavy journey. Not only did I have to worry about myself and how well I could do on the tests that would be fundamental for my gpa, but I also had to overcome feeling like a burden to the rest of my class who seemed as if they were strolling down the park with no worry. Thankfully, one of my math teachers noticed my struggle and offered extra help leading me to spend time after school for tutoring. During those tutoring sessions all I thought about was moving forward with each math standard that came along the way.

A personal quality that I have is that I will never give up. During my first year of college, I took an Advanced Algebra class. I wasn’t doing very well, I tried my hardest in trying to get a C. I went to the tutoring center a lot more and I stayed at school for longer hours to study. I ended up not passing the class. When I went to talk to my professor to see what was the best course of action to take, she told me that maybe higher level math wasn’t for me and suggested that I take a business math class. Business Math consists of simple arithmetic. I had to prove to her that I could be good at math. When it was time to register for classes again, I proceeded to take another Advance Algebra class. My advanced algebra class started at 7AM everyday,

Imagine falling of a chair. Not that bad right? Now, imagine falling of a chair in front of the whole cafeteria. Funny? Yes. Painful? Definitely. So embarrassing that you hid in your teacher’s classroom for the remaining time of the school day? Sounds like me! After many years of mental preparation, physiological therapy, and complete avoidance of using chairs in front of others, I was finally able to overcome my tragedy. Like every other day, I ardently waited for lunch time to arrive. As soon as the bell rang, I ran to the cafeteria. I sat, I ate, and just when I was about to throw my food away…

On the first few days of second semester, I began to get trained in order to Peer Tutor. At first, I felt overwhelmed. I thought my personality may scare away tutees, possibly giving the program itself a mediocre name. I learned about the characteristics necessary in order to become a successful Peer Tutor, in addition to the process of escorting tutees to the Peer Tutoring classroom and communicating with teachers. After learning the process, my confidence kicked in. I began to observe teachers in order to learn how to appeal to different types of learners.

As a tutor my main responsibility besides assisting AVID teachers is to participate with the students in a tutorial process. With tutorials students are able to receive assistance in their coursework and are encouraged to create and ask high level questions pertaining to their classes. The tutorial process consists of forming small groups with up to seven students each of which is provided with a tutor. Throughout my time working as a tutor I have gained many skills which would translate well into a teaching career. One of the most important skills I have learned is patience. When I was tutoring students there were multiple times that they would not understand the concept or problem that I was explaining. During these moments I would not give students the answers, but instead would treat them as thoughtful young adults by asking questions that will help lead them to the answer. For each student, I had to change my teaching methods in a way that would accommodate to their individual learning styles, and as such had found had to get creative with the ways I explained concepts to students. Besides having patience I learned to effectively communicate and listen to students. When I initially started tutorials students would only silently write the presenter’s problem, however by asking questions students learned to follow my example and participate

In order for students to do well, they must be clear of what their objectives are and what are expected of them. Students who know what they are working toward and have concrete goals will be able to take steps to meet such goals. Of course, some times along the way, they can stumble but with the teacher’s assistance, students should be able to reach these goals eventually. Every students are capable reaching teacher’s expectation (reasonable expectation, of course) if given the proper assistance and guidance. Knowing and understanding each student’s background, needs, and learning style is half the battle and being able to facilitate and be inclusive of all students and their learning style is the other half.

In fourth grade, my school district accelerated me and a few classmate one year ahead in math, placing us in a fifth grade math class. Once i reached sixth grade, they accelerated me once again, placing me in Algebra I, instead of Sixth Grade Math or Pre-Algebra, like most of my peers were placed in. From this point on, my school district had an obligation to offer us advanced math classes to a select few of my peers an I, since they willingly accelerated us. However, once it was time to schedule classes for my senior year of high school, the school district decided to eliminate Advanced Calculus III, the course that two of my peers, that had remained accelerated, and I were expecting to take. Naturally, this came as a great shock and caused