Tutor Mr Harish A. harish's Personal Information Name: Mr Harish A. Gender: Male Age: 26-30 Location: Somerville, Massachusetts

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harish's Professional Information

     After graduating with a degree in Philosophy from the University of Chicago, I completed a Post-Baccalaureate Premedical Sciences program at Harvard University. As an undergraduate, I was a Dean's High Honors student, received national recognition in a variety of public speaking and performance events, and won a University of Chicago funded grant for public health education work in Ghana. I wish to share my expertise in a variety of subjects to help students reach their full academic potential.

     As a post-bac, I have taken a number of advanced courses beyond the standard pemedical curriculum; these include Biochemistry, Physiology, Pathophysiology, Organic Chemistry of Drug Synthesis and Action, Neurobiology, Neurodegenerative Diseases, Developmental Biology. I also served as Head Teaching Fellow for Organic Chemistry of Drug Synnthesis and Action. I am an expert tutor in the premedical sciences and the MCAT (both the science and verbal reasoning sections), physics, chemistry, biology, organic chemistry, physiology, reading comprehension, and writing. I also tutor English and English as a Second Language (in which I have hundreds of hours of experience), as well as the gamut of subjects in the humanities and social sciences from the high school through college level.

     Success on competitive exams like the MCAT requires that students develop excellent reading comprehension, critical thinking, and problem solving skills. One's learning style, level of comfort with subject matter, and time constraints inform one's choice of specific preparation materials, courses, and supplementary study tools. Score improvement, whether on the MCAT or other exams, requires students (1) identify their deficiencies in learning method, content mastery, or test-taking technique early in the test preparation process, then (2) address these deficiencies in a strategic and systematic way.

     I draw upon a variety of learning modalities from the field of education psychology to optimize students' learning experience. I approach lessons with the acquisition and consolidation phases of learning in mind. Active learning strategies like course-tailored notetaking, mind mapping, ongoing quiz-and-recall, and spaced breaks allow students to assimilate information in a time-efficient manner. I encourage periodized review of notes, interval review of notecards, and teaching-to-others, as methods to optimize the consolidation of information. Finally, I discuss time management and proactive scheduling as integral components to academic success.

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