More About Me
My approach to tutoring
My core belief is that education can and will change the world. Each mind sees things in a unique way, and sharing knowledge is what keeps the world moving forward, allowing us to never settle as innovative, curious explorers of the universe.
Over time, I have become very appreciative of the enormous thought diversity knowledge can spark. Everyone grasps the same concept in their very own way, and rather than corrected, I believe that is something that must be encouraged. This is where I see great potential in tutoring: the approach can always be tailored to the student’s way of thinking and learning barriers.
This uniqueness is why I love tutoring. It definitely brings me joy to help someone develop tools to utilize their strengths to work on areas of improvement. I believe working through learning barriers often requires a step back and a different approach. Beyond teaching the subject at hand itself, my goal is to provide an environment in which students can discover more about themselves and their own approach to learning, creating more efficient and long-lasting study strategies that will set them up for long-term success.
Some (not so) fun facts about me:
– In my free time, I like to go hiking and rock climbing, playing basketball and ultimate, or just staying inside and talking about well, anything really
– I was born and raised in Brazil until I moved to MIT in 2019
– I’m a huge Charli XCX fan even though all my friends hate her music
– Even though I now live in Boston, I hate boba tea and there’s nothing anyone can do to change my mind about it! 🙂
Undergraduate University: MIT
Year of Graduation: 2023
Majors/Minors/Specialization: Chemical Biology + Computer Science
Year of Graduation:
SAT: 1550 (99th percentile) in first and only attempt at end of sophomore year 770 Math, 780 English | GPA: 5.0/5.0 at MIT (Perfect GPA, only A's) | Graduated top of my class in high school | 24 gold medals in Scientific Olympiads and other scientific competitions, including three international competitions – 11th overall in International Chemistry Olympiad 2018 (out of 300 students from 78 countries) – 1st overall in Iberoamerican Chemistry Olympiad 2018 (out of 85 students from 20 countries in Latin America and the Iberian Peninsula) – 1st overall in International Junior Science Olympiad 2016 (out of over 300 students from about 50 countries) | Prep Estudar Fora Fellow: Brazilian program aimed to provide support and academic opportunities to brightest Brazilian college students (40 fellows out of 10,000 applicant pool) | * High school did not offer AP or Honors courses
During my first two years in high school, I volunteered to teach Math and Portuguese for an afternoon a week at a public school that targeted low-income middle and high school students. After two years, I shifted to a more administrative role in this project (which I would keep for the rest of high school), as I wanted to shift to a different teaching direction and start my own program. In junior year, I founded a student-run, free tutoring project to help students struggling with STEM subjects after class. As part of running that program, I was mainly responsible for teaching Chemistry and Biology (although I also taught Physics and Math at the beginning) for fellow high-schoolers. Over my two years with this group, we were awarded the recognition of the best student-run project in the school, and overall helped about 53% of the student body at least once. In that year, I also started contributing to Noic, an online platform aimed at helping students from smaller schools or remote regions prepare for scientific olympiads. In that direction, I prepared mock exams and weekly problem sets that would mimic the actual tests, while also developing texts explaining the content. In a collaboration with other Noic coordinators, I also founded the Brazilian Virtual Chemistry Olympiad (OBQV), the first fully-accessible, online scientific olympiad in the country. I was responsible for elaborating the exams' questions and obtaining financial support (mostly via grants and sponsors) for our platform. Already in the very first year, 517 students took part in OBQV, a figure that rose to 2,035 in year two. In senior year, I started teaching some students as preparation for Chemistry and Biology olympiads, which I myself was deeply involved with throughout high school, per request of my high school's coordinator. During the school year, I'd spend a couple of afternoons and Saturdays with these preparations. After graduation, I was brought back as a teacher and kept teaching Chemistry every other day to students ranging from sixth grade to high school seniors.
Philanthropy / Volunteering Experience
During my first two years in high school, I volunteered to teach Math and Portuguese for an afternoon a week at a public school that targeted low-income middle and high school students. After two years, I shifted to a more administrative role in this project (which I would keep for the rest of high school), as I wanted to shift to a different teaching direction and start my own program.