Hello! My name is John-Paul, but you can call me J.P. I have had about two years of experience in tutoring kids of many grade levels at local after-school programs. I love sharing knowledge with the younger generation and refreshing my memory of topics I enjoyed in school. Explaining challenging concepts thoroughly and watching students grasp them also excites me as it refreshes my memory of problem-solving strategies I used when I was their age. More often than not, I would demonstrate concepts to students, and I would occasionally collaborate with them on the first in a set of problems before allowing them to complete their assignments themselves.
Although I enjoy various school subjects, math is my favorite and numbers are one of my greatest passions. Moreover, I enjoy applying problems involving math and numbers to the real world and students' real-life experiences. For example, I figured that several middle school students at one of the organizations I worked for, the Japanese Community Youth Council, enjoyed playing video games, so I occasionally incorporated those into my demonstrations and examples. This would grab their attention and spark their interest in their assignments, and my goal is to engage students with their work rather than just have them finish it. Additionally, I often worked with students in groups of two to four, and this encouraged collaboration among them. Consequently, the students’ grades increased by at least 25%. Furthermore, towards the close of the 2016-2017 and 2017-2018 school years, the organization rewarded me for my contributions with certificates of recognition. This provided validation that I was making a difference in these kids’ lives.
During my tenure at another program, 826 Valencia, I tutored kids ages 6-16, usually individually, during the fall 2015 semester. This provided another opportunity to engage and collaborate with students. For example, one student needed help with problems related to linear equations. The assignment contained concepts such as tiles in a vertical layout and the term “Figure 0”, the latter of which seemed foreign to me. But after I recalled terminology in my high school math classes and both of us carefully examined the situation, we were able to determine that the tiles represented the slope of a function, and Figure 0 was its y-intercept. Overall, I felt proud that I could help a student simplify a challenging concept.
Students, please don't hesitate to reach out if you need help. I provide quick responses, so feel free to contact me so I can help you succeed in school. Thanks for giving me the opportunity to work with you!
City College of San Francisco
Film, Television & Electronic Media