PrepNow Tutor - Taylor W.
Curious and hungry for knowledge, Taylor can often be found lost in thought. He spent his high school career studying mathematics and sciences, which included taking several college courses. By the time he entered his freshman year at University of Houston, he was able to test into high-level courses like multivariable calculus. Taylor delighted in taking advanced mathematics courses where he studied group theory, differential geometry, signal analysis, and differential equations. He earned his bachelor’s in physics with a minor in mathematics, then went on to acquire a master’s in physics—also from the University of Houston.
Taylor’s first foray into formal tutoring was in his third year of undergraduate studies when he worked at the school’s scholar enrichment program. There, he served as a lecturer for collaborative workshops in introductory physics. It was a unique program in that attendees earned college credit while solving problems in groups with the intent of refining students’ skills. Taylor taught workshops for both algebraic courses and calculus-based physics courses, which included geometry and trigonometry in addition to calculus I, II, and III for the calculus-based courses. His students were required to apply relevant mathematics to physical models of matter and energy.
While in graduate school, Taylor worked as a teaching assistant. In that role, he taught introductory physics labs, graded, and served in the physics tutoring center assisting students struggling with courses like quantum mechanics and electrodynamics. He continued teaching the subjects he was already well versed in and added higher level courses like electronic circuits and graduate level mechanics to his repertoire.
“I believe in strong fundamentals: a building with a weak base cannot stand,” Taylor explains. As such, he focuses on building a strong academic foundation and practicing fundamentals. “It is also prudent to strengthen a student’s ability to properly mathematicize different situations,” he says. Doing so requires breaking harder concepts into smaller pieces, and asking the student a number of guiding questions. This methodology promotes retention and engagement.
It is extremely fulfilling for Taylor when he is able to cultivate a student’s genuine interest in new subject matter. His goal is to aid “the transition of something that was once difficult, tedious, or confusing become trivial, fun, and clear.” In order to accomplish this end, he asks plenty of questions in order to have a good understanding of exactly what the student knows. “After all, I’m trying to help a person to the extent that they won’t need me at some point,” he says.
Taylor is working toward a career in graphics programming—creating visual content through code. When he isn’t programming for fun, he enjoys reading, going on walks, and swimming at the local pool.
