A Star in STEM: A Conversation with Leora Ojadi

• Based on any homework assigned before the session, I typically start with a 5 minute check-in on how they felt about the content that was given and any specific details they may have struggled with.
• We will spend the majority of the session reviewing missed questions or topics they found difficult.
• Based on the reasons why they missed a question, I give advice or tips on approaching similar questions in the future. If it seems that content is the issue, I will do a brief foundational lesson on a specific subject, then assign lessons and practice problems based on that topic to ensure mastery.
• If we finish reviewing questions early, I typically come up with or pull up example questions with higher difficulty to assess their understanding and encourage them to use the newly learned information critically.
• As we come to a close, I will do a brief rundown of the topics covered and the assigned homework for the next session.

What does a typical subject prep tutoring session with you look like?

• I usually start off the first 5 minutes with asking the student what they have been learning the past week and how they feel about the subject so far.
• If the student expresses they are struggling, I will mark that down to do an in depth review in the next 10-20 minutes. If they feel confident in their abilities thus far, we will instead do a brief review to check their understanding, then move on to their homework or any topics they want to focus on.
• Sometimes, a majority of the session is dedicated to going over homework together. When this happens, I like to let the student take the lead while I check for accuracy and strategies, offering tips and advice where I can.
• If the homework is on a topic they struggled with, I might start with an example problem either from their homework or from a different source to demonstrate the skills they’ll be utilizing, and what they should be practicing as they work through these problems.
• I will work alongside them through the homework until I feel they can confidently do the problems on their own, providing corrections and support when needed.
• At the end of the session, typically the last 10 minutes, I’ll discuss strategies to solidify their skills. We’ll also briefly check-in about other subjects and their grades and where improvements can be made.

What’s your typical approach with working on executive functioning with students?

For older students, I try to understand what routines they already have and add on to that. They tend to be busier with a larger variety of activities, so I help them figure out their priorities and how they play into their short-term and long-term goals. From there we get into the details, like their level of self-discipline and how we can improve that while also allowing flexibility.

For example: If a student says they procrastinate their flashcards until the day before an exam, I’ll tell them to set aside 15 minutes a day to go through them, or to do them while they do something else that doesn’t require much brain power (i.e. jogging, sitting in the car while their parents drive, eating, etc.)

For younger students, I focus more on building those habits so that they can continue them as they age. I recommend things like checking their planner after finishing their homework and in the morning before school or checking their class board daily to see if their teacher posts any updates or assignments. I might ask them to keep a tally of how many times they are checking for accountability practice.

How do you view your role as a tutor?

I view my role as multifaceted and fluid based on what the students need from me. For some, it is less about learning a specific subject or topic and more about learning how to study, how to be a good student, be confident in their work, and how to succeed in school. It is in this way that I take on the role of a mentor, as I can use my general life experience to advise them on how to go about similar situations and academics.

This might take the shape of me talking about what I did in school to get where I am or giving specific advice to help them meet their goals. Sometimes I help devise study schedules for a week, while other times, I might help them structure their schedule outside of school to allow enough time for both academics and leisure/extracurriculars.

For others, I can be a teacher that supplements the learning that takes place in the classroom. In our sessions, I may focus on adding onto what their teachers have already taught them, reteach them in a different way to make the information more digestible, or introduce an entirely new topic for the fun of it. I think having both roles is what makes tutoring such a rewarding experience.

Tell me about one of your favorite sessions you’ve had.

One of my favorite sessions was with a very brilliant and outgoing student who was working on upper level ISEE prep.

Our first session together, she was super nervous about her ISEE skills and felt that no amount of help would get her the score she needed for the schools she wanted to attend. However, just after a few sessions, I quickly saw tremendous growth not just in her scores, but in her confidence as well.

It felt like a turning point had occurred when during a session, instead of using self-deprecating humor when she got a question wrong, she would take the initiative and write down the subtopic herself and told me “next time we meet, I’ll be a pro at this!” I love seeing students grow not just academically, but personally as well!

What is your favorite part of being a tutor?

One of my favorite aspects of tutoring is the rapport that I get to build with the students, getting to know them and their personalities more over time.

Often times in the first few sessions, students are more kept to themselves and guarded. As we get further through the semester, those walls seem to crumble in unexpected ways, like in the little tidbits of their life they might use to connect to the material we are discussing, or their responses to when I share snippets of my own life.

For each student I encounter, a little part of them and our shared experience stays with me beyond our time working together.

Outside of tutoring for us, what do you like to do for fun?

While I don’t play any instruments (yet), I’m a huge music nerd when it comes to production/mixing and mastering. By extension, I also love live music. I’m a bit of a metalhead and indie snob, so I’m always looking for local shows and artists to check out and love giving out recommendations.

Apart from music, I love drawing (I take commissions!) and indoor gardening. I have about 8 house plants at the moment, but I’m hoping to increase that in the near future.

I read a lot of fantasy books (currently reading Priory of the Orange Tree) and play a lot of fantasy games as well (working my way through Dragon Age: Inquisition)!

Cooking is also something I find a lot of joy in. I’m a firm believer of “anything can be made at home”, so whenever I go to a restaurant and have a really good dish, I make it a priority to come up with a recipe that comes as close as possible to the original or even better. My current fixation is a lobster risotto I had at a brewery in Fort Worth, TX.

If you could have dinner with anyone, who would it be and why?

I would love to have dinner with the lead singer, Bryan, of my favorite band, Knocked Loose. Bryan comes off as a very reserved and introspective person. His lyrics are often very metaphorical and abrasive, but reveal very relatable and distinct themes regarding loss and grief when picked apart. I feel that opening a dialogue where we discuss what it means to grieve and how that process looks different for every person would be both insightful and comforting.

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