Tutoring Project

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

During my tutoring sessions at Goshen High School, I encountered students who struggled with basic math concepts, such as addition and subtraction, while being expected to tackle more advanced topics like quadratic functions. To better assess their needs, I created a simple test, and I soon realized that my students were dealing with challenges beyond academics—many felt inadequate and struggled with "imposter syndrome," something I have also experienced. I shared insights on the importance of teamwork over individual correctness, encouraging students to combine strengths to find the best solutions, based on lessons from my own experiences in collaborative work environments.

 

This experience underscored the importance of empathy and openness in education. By focusing on building a supportive environment, I saw my students begin to collaborate and support each other rather than competing to prove themselves. The goal was for them to see education as a tool for life, not just a set of skills to memorize. Emphasizing this collective approach in learning aligned with the values of a global citizen scholar, where embracing diversity of thought and fostering positive change are central.

 

This approach empowered my students to view their struggles not as deficits but as shared challenges to overcome together. Inspired by this experience, I am motivated to incorporate empathy and inclusiveness in all future tutoring and mentoring roles. Moving forward, I plan to create more personalized assessments to understand individual needs in group settings and workplaces. By encouraging others to view learning as a collaborative journey, I aim to inspire students and peers to apply these skills beyond the classroom, preparing them for meaningful contributions in a global context.