EducationHarvard University: Entering M.Ed.
UNC-Chapel Hill, B.A. Economics, GPA 3.84
ExperienceEntering Harvard M.Ed. Khan Academy math instructor with 14 years experience teaching students age 7 to adult. I love working with people, helping them understand new ideas, and making learning fun.
I focus on mathematics instruction, but have also taught and can help with multiple subjects in a single tutoring session. I have taught English, English as a Second Language, Spanish (I'm fluent in Spanish and have lived in Spain and Latin America), biology, and Earth science, and physics.
TEACHING EXPERIENCE: I taught for the Khan Academy's Discovery Lab last summer. I developed an student-centered, experiment-based middle school biology at the Arthur Morgan School in 2008 as part of a National Science Foundation grant. I have also taught for Northern Durham High School, the Chapel Hill Institute for Cultural and Language Education, and Spain's Ministry of Education.
EDUCATIONAL BACKGROUND: I received my B.A. with Highest Distinction (GPA 3.84) in Economics at UNC-Chapel Hill, and scored in the top 3% on the SAT, top 2% on the ACT, and top 5% on the GRE (I took the GRE in November of 2013).
Interview with me on Khan Academy's website: https://www.khanacademy.org/discovery-lab/discovery-lab-2013/v/spout-instructor-reflections
Youtube videos I've made on mathematics: http://www.youtube.com/user/stuartjeckel
Student testimonials (PDF):
HOW I TEACH: Middle and high school math instruction most often centers on the teacher presenting an idea, which students are then asked to apply. In an alternative approach, the teacher or tutor presents problems that require ideas with which students may not be familiar. After the student works on the problem (on their own or in discussion with other students), the teacher provides guidance. Being presented with a problem that requires a new idea is often said to “create an intellectual need” in the student for the new idea that will help them solve the problem.
The benefit of this second approach is that students find new ideas presented in this way easier to remember and use. An example of this approach can be found here: http://vimeo.com/86216890 Numerous studies have shown that this form of active learning (sometimes called problem-based or inquiry-based learning) significantly improves student understanding and retention.
In the context of one-on-one tutoring, this approach can be combined with the tutor’s understanding of what ideas the student is struggling with, allowing the tutor to tailor problems specifically to the needs of the student. This method allows for breakthroughs in student understanding, but it also requires that students attempt to solve challenging problems assigned by the teacher or tutor outside the regular class/tutoring sessions. Working on challenging problems for which techniques have not been suggested previously requires that students to take more responsibility for and commitment to their learning, since the problems given require more ingenuity, patience, tolerance with the frustration of being stuck, stick-to-itiveness, and creativity in searching for answers and understanding from their friends, classmates, parents, teachers, textbook, and/or the internet. The problems that I assign address foundational principles of the mathematical ideas that the student is struggling with.
I typically only accept new students that can commit to this hard work outside of our sessions, and parents that can financially commit and schedule, after the second lesson, to at least four 55-minute lessons. After two lessons we can mutually determine whether the student is benefiting from my service, and has the commitment to the work necessary to make significant improvements in mathematics.
HobbiesRunning, swimming, playing volleyball and basketball, reading, playing guitar.
Client Reviews (2)
My daughter (9th grade) has been working with Stuart for almost a year. He has helped her do what her teachers can't seem to -- that is, navigate through compacted common core Math. Stuart definitely knows the material and is very enthusiastic about teaching it. He does more than just go over homework with her -- he really helps her to understand the material and is always helping her think about what comes next and how the material translates into real-life scenarios.
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