Personal Description:

I have studied piano for 12 years so far, earned my ARCT diploma in Piano Performance in 2017 and currently am in the process of obtaining my Bachelor of Music, studying at Rutgers University (New Jersey). In the past, other experiences I’ve also participated in many music festivals and competitions over the years (Richmond festival, Kiwanis festivals, Orford Summer Music Festival, Canadian Music Competitions… etc), in which I have won awards and two opportunities to perform as a national finalist (2017 and 2019 with the Canadian Music Competition).

In terms of essay writing, though I do not identify with my grades and recognize that they can be subjective, I managed to receive an A in all my English courses throughout high school and have continued to do well academically in English so far in University (an A in the Rutgers Expository Writing Course). My biggest achievement related to essay writing, instead, is that I am now able to express myself much more accurately and coherently through the form of the English language. This ameliorated understanding of communication through english and certainty in my abilities are owed to how much I struggled and grappled with it during a time in high school when I began to lose my ability to communicate: it was because I became confused that I, stripped of my misconceptions or past assumptions, was able to gain this deeper understanding.

Tutoring Experience:

I've previously prepared two students to complete their RCM lvl. 6 and 8, and worked as a peer tutor for the school band in my grade 12 year of high school. For essay writing, the only teaching experience I have is from peer tutoring in my English classes.

Tutoring Approach:

As a teacher, I think my first role should be to meet the student where they are by listening fully and attentively to them, which is necessary in order to understand how it is I can help them in any area of their life. Openness and presence is the most important part of the job, because, without it completely, there is no relationship with the student and no guarantee that I can truly be a support to them. It's about finding out how to form the bridge connecting the student to the content, rather than forcing the student to conform to impersonal standards.