Toronto, Canada, M4K 2L9
Joined on November, 2013
Any day at any time
Up to 30 minutes away for no additional charge
EducationUniversity: University of Toronto
Major: Life Sciences
•Presented subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods.
•Organized school trips, activities and events
•Provided extra assistance to students with special needs, such as non-English-speaking students or those with physical and mental disabilities.
•Prepared bulletin board displays, exhibits, equipment, and demonstrations.
•Prepared lesson outlines and plans in assigned subject areas, and submit outlines to teachers for review.
Health Policy Course Teaching Assistant Department of Social Sciences
•Supervised and assisted students during weekly 1-hr tutorial sessions
•Graded quizzes and reports; assignments, presentations and exams
•Conducted meetings with students in which concepts are explained and built upon
•Provided students with one-on-one consultations during office hours
Introductory Chemistry Seminar Coordinator
•Organized and prepared weekly presentations to explain theories behind experimental techniques used in chemistry labs and demonstrate its application during weekly presentations
•Maintained forums posted on the Discussion Board for to allow students to ask questions and receive quick and accurate responses
•Held weekly office hours for students who find difficulty with the lecture and/or practical material
Neuroscience Course Laboratory Experiments Developer,
•Researched published literature for new laboratory experiments that demonstrate the theories suitable to the course materials
•Conducted approved experiments by Professor John N. Bassili to attempt and evaluate the success of outlined experiments
•Assessed the time required for each experiment to be completed by the average student during the time allotted for laboratories
•Supervised and guided volunteer students to conduct experiments in a safe and proper manner
•Worked with students to understand challenging course concepts (General Chemistry)
•Provided a student-perspective on methods to solve chemistry problems
•Alleviated stresses factors associated with studying university-level chemistry
•Presented alternative and/or more clear explanations to help students visualize complicated theories and topics discussed in class
I love teaching when the learning in my classroom is palpable: When I can sense it in the quickening pace of a roundtable discussion or a student’s visible delight in using newly learned jargon; when I can hear the excitement in students’ testimonials about mastering skills that “made a difference” or theories that transformed practices and perspectives. I count these as teaching successes and make it a habit to reflect on their origins so that I can recreate the conditions for their occurrence again and again. My philosophy of teaching is informed by the material I teach, and the lessons I have learned from personal teaching successes and failures.
I wholeheartedly endorse what the Russian educational psychologist L.S.Vygotsky said about learning -- it is a socially constructed. Thus, my students need opportunities to collaborate with each other, as well as with me, to gain expertise about the act of learning. To be effective citizens, my students must have the opportunity to take responsibility for becoming life-long learners. This means sharing with others what they learn about the world and realizing all the things that they have not yet discovered. I want my students to become empowered by their own learning and development. I create situations where students can take charge for what they learn and how it applies in their classrooms.
As a teacher, it is my responsibility to know who my learners are, what kinds of knowledge and experience they bring to the group, and what they want to achieve so that I can tailor a curriculum that fits their needs and yet leaves enough room to accommodate topics that emerge from group discovery. By assessing where my learners are with respect to our mutual learning goals, I can provide the scaffolding they need to build connections between what they already know and the new understandings they seek to create. I embrace case based teaching and other active learning activities because they stimulate intellectual camaraderie, argumentation, and cooperative problem solving.
Lastly, I’d like to point out that W.B. Yeats captured the exhilaration of teaching when he wrote: “Education is not the filling of a pail, but the lighting of a fire.” My goal as a ‘teacher of the next generation’ is to ignite in my learners a passion to create an institutional teaching and learning environment that fosters a conflagration of educational experimentation and innovation.
HobbiesHobbies: Swimming, Soccer, Cooking, & Reading
Personality: Respectful, Warm, caring, enthusiastic, accessible, passionate about teaching, professional.
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