Tutors

Tutor Spotlight

Gabriel Martinez, MA:
“The year before I started at Columbia, I took an introductory philosophy course at a community college close to where my parents live. The book we used was separated into sections—each dealing with one of the big philosophical questions. The excerpts were taken from the usual suspects, like Plato and Aristotle, but there were also pieces that represented Eastern thought, like the Ghita and the Vedic texts. All of this to say that when we got to the question, Why am I Here? I got stuck. I had to figure it out. I can say looking back that the course kind of ruined me financially speaking. I thought I was going to be a big-time lawyer. But then a few years later, in a dingy classroom in one of Columbia’s older buildings, I realized I was wrong. I loved teaching. I love it because I do not look at my watch when I’m doing it—unless of course I have to get to the next student. I love teaching because, and this is a cliché but no less true, helping people figure out how their brains work best is one of the most honorable and worthwhile ways to spend one’s life. Why am I here? At least in part, I am here to be a teacher.”

Editor’s note: Gabe graduated Magna Cum Laude from Columbia University in 1999 with a BA in Religion. While a student he was an Ameri-Corp team member and worked as an ESL Instructor. After graduation, he taught for one year at St. Monica’s High School, specializing in world literature and religion classes. Gabe went on to Harvard University to earn his Masters degree in Divinity in 2003. While in graduate school, Gabe was a teaching assistant at the Harvard Center for the Study of World Religions and also a Lead Instructor for the Adult Education Program at United Way. In addition he was a SAT I instructor at Kaplan Testing Preparation. After graduating, Gabe taught at the Children’s Aid Society in New York City and also worked as a tutor at Prep for Prep, teaching classes in advanced Spanish and English communication. He currently works as a teacher at the Mission Neighborhood Center in San Francisco. Gabe has an extensive record of community service and has been the recipient of many scholastic awards and honors, including the Fitzgerald Service Award (Columbia University 1999) and the Harvard Divinity School Fellowship (2000-2003).  Gabe has over ten years of teaching experience, working with students from a diverse range of ages and backgrounds.  He teaches our study skills curriculum, works with elementary school students in all subjects K-8, and works with high school students in standardized test preparation, college application assistance, English, writing, history and Spanish.  He also has experience with differentiated instruction and teaching students with learning challenges.

Joshua Beattie, Ph.D. Candidate:
“I’ve spent several years studying philosophy, and for me tutoring calls to mind one famous episode: Socrates teaching an uneducated boy to grasp a difficult principle of geometry. Now, many have sung the praises of the so-called Socratic Method and I certainly agree that it is a valuable educational strategy. But just as important as the strategy, I’d argue, is the teaching context: Socrates and the boy have a one-on-one conversation, and that is what makes Socrates’ method really work. A teacher’s “guiding” questions are especially helpful if they are in turn guided by the student’s earlier responses, their tendencies, interests, and current understanding.I love getting the chance to be in the kind of teaching context that tutoring provides. The one-on-one conversations with students facilitate an opportunity where learning and confidence can develop and grow.”

Editor’s note: Joshua graduated Summa Cum Laude from Northwestern University with a B.A. in Philosophy and Biology. He is currently completing a Ph.D. in Philosophy at UC Berkeley. Joshua has worked as a teaching assistant in eight different Cal undergraduate courses. He spent two years teaching ACT and SAT classes for the Princeton Review and has worked extensively as a private tutor. When Joshua is not pursuing his academic interests, he enjoys playing soccer.

Manwai C. Ku, M.A., Ph. D. Candidate:
"Every person has the ability to learn and the desire to learn. What students often need is someone who can unleash that ability and activate that desire within them. Having taught students from various backgrounds and in various contexts, I find that all students, regardless of their specific academic challenges and endeavors, benefit from mentors who can show them that learning is accessible, empowering and fun. As a tutor, I strive to be this figure by drawing on students’ strengths, building their confidence and fostering an enjoyment of learning. Tutoring allows me to help students overcome hurdles and realize their potential in a direct and personal way, and the relationships formed through tutoring are tremendously inspiring and rewarding."

Editor’s note: Manwai graduated Summa Cum Laude from the University of Pennsylvania with B.A. degrees in Chemistry and Sociology. She earned a M.A. in Sociology from Stanford University and is currently completing a Ph.D. in Sociology from Stanford University as well. Manwai has been a graduate mentor, Lecturer, Teaching Assistant and Instructor for several college courses and programs at Stanford, and has also taught SAT classes at Kaplan Test Prep. Manwai currently teaches our study skills curriculum, tutors all levels of math, science and English, and specializes in standardized test preparation and application assistance. When Manwai is not pursuing her academic interests, she enjoys hiking, baking and playing the Marimba.

Matthew Perry, J.D.:
"A tutor is often an amalgam of teacher, parent, friend, student, and guru. In addition to teaching, for some students we fill the role of a non-parental authority figure as well. Other students respond to tutors who can empathize and make them laugh, while also helping them with their homework. Good tutors (like good teachers) have to be students, too, constantly expanding their grasp of the concepts. And there’s nothing like influencing a young person in some tangible way, helping them make essential connections or develop their character. Tutoring is infinitely fulfilling. It is important work that bridges worlds and builds a stronger future for children, one at a time."

Editor’s note: Matthew Perry graduated Phi Beta Kappa from the University of Michigan in 1993 with a B.A. in Anthropology. After graduating, Matthew taught standardized test preparation at Kaplan for several years and became the Academic Coordinator for the Great Lakes Region. After graduating from law school in 2001, he decided to return to teaching. He has taught elementary and high school classes at both public and private schools, and has continued to privately tutor students in multiple subjects for the last 15 years.

Donna Rabin, MS Ed, MFA:
"Tutoring has been so rewarding for me because it allows me to connect one-on-one with my students. This was something I always tried to do as a classroom teacher, but could never fully accomplish given the size of my classes. As a tutor, I can customize instruction for each student, and help them improve their academic skills. I love to share their excitement as they have a breakthrough moment, or as we discuss a novel, or craft an essay. I also gain great satisfaction from serving as a mentor to my students. Being a tutor is a unique opportunity to form connections -- to provide support for all aspects of an individual's development, including but not limited to academics."

Editor’s note: Donna graduated with Honors from Harvard University with a BA in History and Literature. She went on to receive her MS in Education from Northwestern University and a teaching credential in English and history. In 2010 she earned a Master of Fine Arts degree in Creative Writing at the University of San Francisco. Donna has over 10 years of teaching experience, at public schools in Chicago and San Francisco, as well as at international schools in Paris and Rome. She currently teaches our study skills curriculum, works with elementary school students in all subjects K-8, and works with high school and college students in English, history, French, and standardized test preparation. She also has experience with differentiated instruction and teaching students with learning challenges.

Sara Tolbert, M.Ed., Ph.D. (Candidate):
"Tutoring reminds me of why I became interested in education in the first place: I strongly believe that all students can be successful.  My experiences as a tutor have continued to support that hypothesis.  What is required is collaboration among tutors, students, their families and teachers to help students overcome any learning challenges they may encounter.  Each individual is unique and has different needs, talents and learning styles.  For me, there is no greater joy than working with my students to help each of them discover their strengths and challenges, so they can all be excited about learning and come to see themselves as successful students."

Editor’s note: Sara Tolbert graduated from the University of Colorado with a B.A. in Environmental Studies in 1996. After graduating, she taught middle school in New York City for three years through the Teach For America program. In 2004, she earned a Masters in Education and a Teaching Credential from the University of Georgia. While working with Tutor Corps, Sara is finishing her Ph.D. in Education at the University of California, Santa Cruz. Sara has spent the last 11 years teaching elementary and high school students.

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