Caroline
Certified Tutor
I received my Bachelor of Arts from the College of the Holy Cross in 2010, having majored in English Literature and Russian and Eastern European Studies. I have taught English in China and Thailand to students of all ages, prepared students for international exams, provided coaching for immigration interviews, and worked in both general and special education classrooms in the greater Buffalo region. I am inspired by those I teach and endeavor to help my students channel their creativity and realize their potential while making content relevant outside of the confines of the classroom.
My approach? I have recently completed my Masters in English Education and understand that students of all ages struggle with material at some point in their academic careers. I believe we learn best from teachers we feel genuinely care about us and our success. As a high school ELA and Environmental Science teacher, I work to build strong relationships with my students to better motivate them and get them invested in their work. In addition to guiding students towards a clearer understanding of material, I simultaneously work to impart the importance of non-cognitive skills. Patience, grit, and determination are integral to student success and I work daily to inspire my students to be proactive, take risks, collaborate with others, set goals, and seek excellence for themselves and invest in their futures.
As teachers, we can't ask our students to love Shakespeare or Statistics or SAT prep if we don't! I bring enthusiasm and love of learning to every tutoring session and measure my success by that of my students'.
I spend my spare time reading, finding awesome books to recommend to my students, running, walking my dog, cooking for my friends and family, studying Mandarin, and planning my next trip to Asia.
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Undergraduate Degree: College of the Holy Cross - Bachelor in Arts, English Literature
Graduate Degree: SUNY College at Buffalo - Masters, English Education 7-12
- SAT Verbal: 700
- SAT Writing: 700
- GRE Verbal: 166
reading, running, my dogs
- ACCUPLACER ESL - Listening
- ACCUPLACER ESL - Reading Skills
- ACCUPLACER ESL - Sentence Meaning
- ACCUPLACER Language Use
- ACCUPLACER Reading Comprehension
- ACCUPLACER Sentence Skills
- ACCUPLACER WritePlacer
- Adult ESL/ELL
- Adult Literacy
- American Literature
- AP English Language and Composition
- British Literature
- CLEP Prep
- CLEP College Composition
- CLEP English Literature
- College Application Essays
- College English
- College Level American History
- College Level American Literature
- Comparative Literature
- COMPASS Reading
- COMPASS Writing Skills
- Earth Science
- Elementary Math
- Elementary School English
- Elementary School Math
- Elementary School Reading
- Elementary School Writing
- English
- English Grammar and Syntax
- ESL/ELL
- Essay Editing
- European History
- GED Prep
- GED Reasoning Through Language Arts
- Graduate Test Prep
- GRE Analytical Writing
- GRE Verbal
- High School English
- High School Level American History
- High School Writing
- History
- ISEE Prep
- ISEE- Upper Level
- Kindergarten Readiness
- Late Elementary Reading Comprehension
- Math
- Middle School English
- Middle School Math
- Middle School Reading
- Middle School Reading Comprehension
- Middle School Writing
- Other
- Phonics
- PSAT Writing Skills
- Reading
- Robust Reading Class
- SAT Prep
- SAT 4-Week Prep Class Prep
- SAT 8-Week Prep Class Prep
- SAT Math
- SAT Math Prep Course
- SAT Reading
- SAT Reading Prep Course
- SAT Writing and Language
- Science
- Short Story Fairytales
- Social Studies
- SSAT Prep
- SSAT- Elementary Level
- SSAT- Middle Level
- SSAT- Upper Level
- TOEFL Prep
- Writing
What is your teaching philosophy?
Get to know your students! I believe in differentiated, individualized instruction, the first step of which is identifying students' strengths and those areas they need support in. I implement a workshop model into my instruction that places emphasis on active engagement and independent practice so students learn through doing. Rigor requires that students are engaged with the material and challenged appropriately based upon their level of mastery. I endeavor to form meaningful relationships with my students to get them highly motivated and invested in their own learning.
What might you do in a typical first session with a student?
Get to know you! I want to know what motivates my students so we can get down to improving your performance in school or on your standardized tests. Let's sit down and talk about what your goals are, as well as your expectations of your tutor. What's your timeline? Is it realistic? How can we get you to where you want to be effectively, while still having fun learning?