I offer middle school and high school tutoring in Mathematics and Chinese, designed to support students at different academic levels and learning paces. My teaching approach emphasizes building strong foundations, developing logical thinking, and improving language comprehension, rather than short-term memorization. From a parent’s perspective, I understand the importance of both academic progress and long-term learning habits. Each student receives personalized instruction based on their strengths, challenges, and school curriculum. Lessons focus on clarifying difficult concepts, strengthening problem-solving skills, and improving confidence in both subjects. For Mathematics, I help students develop structured thinking, accuracy, and exam readiness. For Chinese, instruction includes reading comprehension, writing skills, vocabulary development, and cultural understanding, supporting both native and heritage learners. Whether the goal is to keep up with school coursework, prepare for exams, or achieve long-term academic growth, I provide patient, consistent, and results-oriented guidance. I maintain clear communication with parents and adjust teaching strategies as students progress, ensuring that learning outcomes are measurable and meaningful.

My Mathematics Classroom and Teaching Philosophy My classroom is a world filled with numbers and shapes. I teach Algebra and Geometry—subjects that combine the rigor of logical reasoning with the creativity of spatial imagination. In Algebra, we explore equation solving and the behavior of functions; in Geometry, we tell stories through shapes and uncover patterns through theorems. I believe that mathematics is not just a subject, but a way of thinking. My teaching philosophy is to help students learn by understanding, think through problem-solving, and gain confidence from their progress. I encourage students to ask questions and try different approaches without fear of making mistakes, because mistakes are often the starting point of real learning. In class, I use examples from everyday life to make abstract concepts more relatable—like explaining parabolas through the arc of a ball in motion or demonstrating symmetry with paper folding. I want students to realize that mathematics is not merely a tool for exams, but a key to observing and understanding the world. For me, the ultimate goal of math education is not to have students memorize countless formulas, but to help them develop the analytical mindset and problem-solving courage to face challenges. That is the reason I walk into my classroom each day—to guide them to not only “do math,” but to truly “think mathematically.”