Tutor's Name:   Brandon 
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CODE:   N-MN-MIN-CIT-Brandon
  College:  ---University of Minnesota, Minneapolis, MN, Bachelor of Arts, English, June 2002
  Tutoring Experience: 5 years
  Location: Minneapolis, MN
  Approximate Travel
  Radius in Miles:		 15     from zip code 55404
  Availability: Since my substitute teaching schedule is flexible, I'm equally flexible: available seven days a week at times that work for the client. After school and evenings are no problem.
  Subject Areas:  
  --Middle School:    Language Arts
--HS Humanities:    English Grammar; English Composition; English Literature; Honors English
--HS Foreign Language:    Japanese
--College Humanities & Social Sciences:    English; ESL
--AP, SAT Subject Test Prep:    AP English Language; AP English Literature; SAT English Literature; AP Japanese; SAT
   Japanese
  GENERAL EXPERIENCE:     Writing has been my life, from adventures in essay and fiction writing to hard work as an editor and teacher. Of these ventures, teaching is what I enjoy most. I fell in love with teaching while in Hokkaido, Japan. After five years in Japanese public schools as an Assistant Language Teacher, I returned to America to apply my enthusiasm to students in my native Minnesota. Here I have been a writing mentor and classroom assistant at Wellstone International High School, as well as a substitute teacher at various schools in the district, from elementary to senior high. In these roles, I've helped innumerable students substantially improve their attitudes as well as grades. I find it rewarding to see a smile break across the face of a student who finally understands. Often the answers are already within, and the teacher only needs to coax them out. With such help, students can achieve their full potential.
  APPROACH TO TUTORING:    I find that most students have the capacity to understand a subject, and that capacity only needs to be unlocked. Rather than instruct directly, I tend to lead students in a series of questions that helps them figure it out for themselves. Often it is only that students do not know where to start. Other times the material needs to be approached from a different angle. Still other times the problem is that an assignment proceeds to details without first establishing a proper foundation. Asking pointed questions to students can quickly diagnose and overcome such obstacles.

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