In 1999 my family moved to the U.S. from India in order for my sister and me to receive a better education. I was around the age of a 1st grader at the time. However, my first teachers in the U.S. quickly discovered I was far behind in the curriculum of someone my age. In order to catch up my mother placed me in a math and reading self-learning program called Kumon.  Over time, and with the help of the resources I received at Kumon, I eventually caught up and soon exceeded in school. Through my time at Kumon I realized my natural ability to progress in my math skills.  I was able to complete algebra by the 5th grade and by the 8th grade I finished calculus. My advanced math skills excelled me through school and allowed me to be very involved in the math UIL clubs, which I have won multiple awards in. 

 

                 In high school, math was my sport. I enjoyed competing, and strengthening my math skills, through disciplined, daily practice. I truly loved showing off my hard work through the competitive tests, and saw myself as a math Olympian. Even through my success I did have my bouts of laziness, where I relied more on my talent than hard work, but I soon realized that my discipline was what made the math competitions fun.

 

                 My friends seeing that I had a natural gift for math, soon came to me when they struggled with math concepts in their classes. It was here that I found out that I was able to effectively instruct and teach math.  Being able to teach my friends one on one was far more helpful for them than the info they received in class. At the same time, my Kumon tutor noticed my aptitude and hired me in the 9th grade to grade papers and tutor. Through my time tutoring one on one at Kumon and to my friends at school, I learned the key to teaching is building up confidence through repetition of practicing specific mathematical concepts. Once I found that the person was confident on what they learned and visually proved they understood; I moved them on to the next one.  Confidence is what allowed me to master each concept I felt stumped on, and understanding advanced mathematical concepts, which I never knew I could conquer, truly excited me. However, what excited me more was to see that same confidence in someone else as I taught them through each difficult concept. 

 

                  In my tutoring I see myself as a guide, making the material more accessible to the person I’m teaching. I want my students to value and appreciate the fact that they are pushing through tough mathematical concepts, the same way I did.  I would not be where I am today if it were not for the people that initially pushed me to better my education, and I will do my best to be that same push to my students.