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Hannah Sophia Rodriguez STEM & English Tutor
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Hello! I am Hannah, a dedicated and passionate subject tutor with an ability to create engaging lesson plans and implement effective teaching strategies--focusing on my student’s style of learning, active recall, and spaced practice. I am skilled in using technology and various resources (practice materials) to enhance student learning. Moreover, I am committed to promoting student mastery in mathematics, chemistry, physics, and English and assessing student performance to ensure that they are meeting academic excellence. I am looking forward to teaching you detailed and practice-centred lessons in your subjects to help you achieve your goals.
Teaching style:
Practice-based (active recall and spaced repetition) and Socratic (Feynman technique) in a relaxed, fun, and open environment that fosters confidence in the student and deep understanding. After the lesson and doing sufficient (enough to foster understanding) practice problems with the student, I will assign to the student a set of practice problems that he/she must accomplish and submit in intervals of varying days (could be 3 days to a week), as much as possible, without assistance. I will then ask the student to explain to me the process of how he came up with the solution after checking, and I will correct any mistakes and address any need for clarification.
After the completion of a set of lessons or a module, along with the answering of lots of practice problems, I will then ask the student to explain to me important concepts and problems that are at the heart of the module or exam. This will not only promote the use of active recall and the Feynman technique for the student, but will also ensure that there is a mastery in understanding and problem-solving technique before he does the final problem set or mock exam.
Methodology/Tutoring Structure:
Module by Module.
1 Week = Mastery of 1 Module, time allotted varies depending on the content of the module.
Day 1: Remote.
Releasing of materials, reading of module, and moderate practice.
Objectives:
The student must read the modules on his own and have an initial understanding of the concepts.
The student answers a practice problem set (10-30 questions) that will establish his understanding and make known any gaps in knowledge or confusions if mistakes are made. These problems will be discussed in the lecture the next day.
Day 2: Face-to-face/ Online meeting
Lecture and discussions. Answering previous practice problem set and harder problems.
Objectives:
The student’s understanding of the material is more cohesively formed after listening to the tutor’s lecture while already having an initial understanding because he/she had studied the module on Day 1.
The student is encouraged to ask questions so that any confusion or concerns are resolved.
The tutor and student will answer problems together at the same time (aided problem-solving) while a timer ticks. Once the timer goes off, the student will explain the solution to the tutor. Any mistakes or gaps will be corrected by the tutor, and the tutor will give her own explanation. The same procedure goes for the rest of the problems.
The tutor will take note of where the student is struggling or has a gap in understanding.
The student will take home two problem sets: one is (1) practice-level and the other of (2) exam-level.
The student is encouraged to do all the problems in the textbook provided in his class.
The student is encouraged to ask the tutor for help on each problem.
Day 3-4: Remote. Answering problems independently.
Objectives:
The student will solve the practice-level problems, as much as possible, on his own. The student may refer to his notes, materials, and the recorded Day 2 session. He can ask for assistance when he gets stuck through the provided communication lines.
The student can submit this practice-level problem set for checking before day 5, or just submit it on the day 5 session.
The student will solve the exam-level problems on his own and without referring to his notes, materials, and recordings.
He can submit the exam-level problem set before day 5 or on day 5.
Day 5: Face-to-face/Online. Answering of 2 problem sets and Socratic lesson.
Objectives:
The tutor will check the student’s answers to the problems while explaining it to the student. There are perfect solutions and partially incorrect solutions. Any mistakes will be corrected and explained. The goal is to gain a masterful understanding and problem solving technique so the student can get full marks on exams.
The tutor will solve the exam-level problems on the board and explain it step-by-step.
Socratic lesson: The tutor will ask the student questions about the module such as: the steps that the student must take to solve a problem, concept questions, and formulas.
The student will answer problems on the board while explaining it to the tutor as if the student was the tutor.
The student will learn tips and tricks for the mock exam on day 7.
Day 6: Remote. Practice for mock exam.
Objectives:
The student will organize his notes, formulas, and solutions to practice problems.
The student will answer more practice problems while (optional) referring to his notes.
The student must use a timer for practice problems.
Day 7: Face-to-face/online. Timed mock exam
Objectives:
To gauge the level of mastery of the student.
The student will get the results on the same day and any mistakes will be discussed.
Progress Tracking and Results:
I have a grade sheet for (1) problem sets, recitation problems, and mock exams and (2) questions/recitation. The grade sheet contains the student's scores in problem sets, recitation problems, and mock exams. The question sheet contains the grade of the student in the questioning I have done in each module. These sheets will show and pinpoint where there are gaps in student understanding--we will go over any confusions or weaknesses in these parts and also master them.
What makes me an awesome teacher?
First, I want you to succeed and achieve your academic and personal goals as much as you do, if not more. Second, I want you to have such a complete understanding and mastery of a subject that your confidence in your ability lets you walk into exam rooms certain that you will ace the exams. Finally, I will do my best to create a relaxed, open learning environment where you can point your confusions and ask all questions (there are no stupid questions) to your mind’s content:,))). I never, ever belittle or criticize my students and always believe in their ability to achieve mastery of a topic no matter how difficult it is.
Teaching style:
Practice-based (active recall and spaced repetition) and Socratic (Feynman technique) in a relaxed, fun, and open environment that fosters confidence in the student and deep understanding. After the lesson and doing sufficient (enough to foster understanding) practice problems with the student, I will assign to the student a set of practice problems that he/she must accomplish and submit in intervals of varying days (could be 3 days to a week), as much as possible, without assistance. I will then ask the student to explain to me the process of how he came up with the solution after checking, and I will correct any mistakes and address any need for clarification.
After the completion of a set of lessons or a module, along with the answering of lots of practice problems, I will then ask the student to explain to me important concepts and problems that are at the heart of the module or exam. This will not only promote the use of active recall and the Feynman technique for the student, but will also ensure that there is a mastery in understanding and problem-solving technique before he does the final problem set or mock exam.
Methodology/Tutoring Structure:
Module by Module.
1 Week = Mastery of 1 Module, time allotted varies depending on the content of the module.
Day 1: Remote.
Releasing of materials, reading of module, and moderate practice.
Objectives:
The student must read the modules on his own and have an initial understanding of the concepts.
The student answers a practice problem set (10-30 questions) that will establish his understanding and make known any gaps in knowledge or confusions if mistakes are made. These problems will be discussed in the lecture the next day.
Day 2: Face-to-face/ Online meeting
Lecture and discussions. Answering previous practice problem set and harder problems.
Objectives:
The student’s understanding of the material is more cohesively formed after listening to the tutor’s lecture while already having an initial understanding because he/she had studied the module on Day 1.
The student is encouraged to ask questions so that any confusion or concerns are resolved.
The tutor and student will answer problems together at the same time (aided problem-solving) while a timer ticks. Once the timer goes off, the student will explain the solution to the tutor. Any mistakes or gaps will be corrected by the tutor, and the tutor will give her own explanation. The same procedure goes for the rest of the problems.
The tutor will take note of where the student is struggling or has a gap in understanding.
The student will take home two problem sets: one is (1) practice-level and the other of (2) exam-level.
The student is encouraged to do all the problems in the textbook provided in his class.
The student is encouraged to ask the tutor for help on each problem.
Day 3-4: Remote. Answering problems independently.
Objectives:
The student will solve the practice-level problems, as much as possible, on his own. The student may refer to his notes, materials, and the recorded Day 2 session. He can ask for assistance when he gets stuck through the provided communication lines.
The student can submit this practice-level problem set for checking before day 5, or just submit it on the day 5 session.
The student will solve the exam-level problems on his own and without referring to his notes, materials, and recordings.
He can submit the exam-level problem set before day 5 or on day 5.
Day 5: Face-to-face/Online. Answering of 2 problem sets and Socratic lesson.
Objectives:
The tutor will check the student’s answers to the problems while explaining it to the student. There are perfect solutions and partially incorrect solutions. Any mistakes will be corrected and explained. The goal is to gain a masterful understanding and problem solving technique so the student can get full marks on exams.
The tutor will solve the exam-level problems on the board and explain it step-by-step.
Socratic lesson: The tutor will ask the student questions about the module such as: the steps that the student must take to solve a problem, concept questions, and formulas.
The student will answer problems on the board while explaining it to the tutor as if the student was the tutor.
The student will learn tips and tricks for the mock exam on day 7.
Day 6: Remote. Practice for mock exam.
Objectives:
The student will organize his notes, formulas, and solutions to practice problems.
The student will answer more practice problems while (optional) referring to his notes.
The student must use a timer for practice problems.
Day 7: Face-to-face/online. Timed mock exam
Objectives:
To gauge the level of mastery of the student.
The student will get the results on the same day and any mistakes will be discussed.
Progress Tracking and Results:
I have a grade sheet for (1) problem sets, recitation problems, and mock exams and (2) questions/recitation. The grade sheet contains the student's scores in problem sets, recitation problems, and mock exams. The question sheet contains the grade of the student in the questioning I have done in each module. These sheets will show and pinpoint where there are gaps in student understanding--we will go over any confusions or weaknesses in these parts and also master them.
What makes me an awesome teacher?
First, I want you to succeed and achieve your academic and personal goals as much as you do, if not more. Second, I want you to have such a complete understanding and mastery of a subject that your confidence in your ability lets you walk into exam rooms certain that you will ace the exams. Finally, I will do my best to create a relaxed, open learning environment where you can point your confusions and ask all questions (there are no stupid questions) to your mind’s content:,))). I never, ever belittle or criticize my students and always believe in their ability to achieve mastery of a topic no matter how difficult it is.
Subjects
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Chemistry Grade 7-Bachelors/Undergraduate
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Math Grade 1-Grade 10
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Math 12th
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Math (11th)
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Physics (10+2)
Experience
No experience mentioned.
Education
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BS Chemical Engineering - General Curriculum (Aug, 2023–now) from University of the Philippines Los Baños
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Higher Secondary (Jun, 2021–Jun, 2023) from Our Lady of Fatima University Philippines–scored GWA: 97
Fee details
₱5–10/hour (US$0.09–0.17/hour)
Fee varies based on the content load, amount of practice problems done, and after-tutoring sessions.
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Bucal, Calamba, 4027 Laguna, Philippines
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Can travel:
6.22 mi (10.0 km)
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- Last login: Jul 12
- Registered: Jul 9
- Total Teaching exp: 1.0 yrs.
- Teaches online: Yes
- Online Teaching exp: 1.0 yrs.
- Teaches at student's home: Yes
- Homework Help: Yes
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Gender: Female
- Works as: Individual teacher
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Fee:₱5–10/hour(USD 0.09–0.17/hour)
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