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Hugo Guillermo
- Rate £7
- Response 1h
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Students1
Number of students Hugo Guillermo has accompanied since arriving at Superprof
Number of students Hugo Guillermo has accompanied since arriving at Superprof
£7/hr
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- Maths
- Physics
- Chemistry
- Statistics
- Natural Sciences
I am a Chilean biologist, with a PhD in Biology from Imperial College of the University of London who has worked in 17 different institutions in 11 different countries in America, Europe, and China.
- Maths
- Physics
- Chemistry
- Statistics
- Natural Sciences
Lesson location
About Hugo Guillermo
I believe that love and passion can ignite the spark of excitement in students. I mean love in a moral, philosophical, or theological sense; love for the human being, for the biosphere, for the universe, and for life itself. A love that is hope at the same time. And the teacher must be the first enthusiastic believer that this is the basis of teaching and the teaching-learning process. For example, I am as passionate about the content I teach as I am about the way I teach it. And I can change content and teaching strategies from one day to the next and sometimes hours before sharing them, depending on the reality in which I perceive the attitude and interest of my students.
The emotion that the teacher communicates, the enthusiasm and energy that he shows for the content and the students' learning, awakens the students to ideas old and new and ignites their desire for learning in unexpected ways. The mind's ability to learn is a process linked with emotion, love, and curiosity only to the extent in which the teacher arouses that emotion, love, and curiosity on what is taught.
I also encourage research and intellectual curiosity. A professor can make a difference by transforming a student's college learning experience. I focus on being the teacher who will make a difference for my students, the ones who will never forget my teachings. I strive to inspire them to keep going by encouraging them to learn for themselves, taking what they learn in class beyond the classroom, and sharing it with their peers, their families, and their communities; I want them to want to learn more, and themselves wanting to teach what they have learned to others.
For example, when I taught the molecular structure of volatile organic acids in my Organic Chemistry course within the Environmental Engineering degree at the National University of Chimborazo in Ecuador, I taught them that the smell of French cheeses like Roquefort were volatile organic compounds, but in different proportions than the ones that create foot odour (some are unique to each individual). Then we had a reunion where we brought and smelled different cheeses. The experience was interesting and solidified the content studied in class; it also fostered curiosity and a sense of purpose.
As a teacher, another important goal is to create an attractive, loving, and supportive learning environment in which my students acquire knowledge through critical and free-thinking, and develop their communication and interpersonal skills, while at the same time awakening in them a passion for their own for what they are learning.
I also want to emphasize that in the teaching and learning process, the teacher is only a facilitator. The teacher needs to convey the importance of research and discovery and allow students to learn by doing. I consider experiments and labs in our science to be very important: the observation of nature, going to the field and observing through a microscope. I want this experience to belong to each and every student, and in turn also to society itself; since these experiences is where we find solutions to some of humanity’s problems. Our work is one of the most important and vital for the preservation of life on earth.
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About the lesson
- Primary
- Secondary
- GCSE
- +8
levels :
Primary
Secondary
GCSE
AS Level
A Level
BTEC
Adult Education
Masters
Doctorate
MBA
Nursery
- English
All languages in which the lesson is available :
English
I have done teaching or research in general biology, chemistry, math, statistics, biodiversity, ecology, and/or evolutionary biology, in countries with varied cultures and academic systems. For example, In the 90s, with European Community and the Italian Catholic Church funding, I studied invertebrates as food for the Amazonian ethnic groups as a way to improve the diet of the Amazonian ethnic groups and protect biodiversity. In the 2000s I, along with others, studied the distribution and prey of the Jaguar, the American Tiger Panthera onca, to ensure its conservation in Venezuela with the help of the Polish Academy of Science.
For the last two years, I have been Director of Advanced Education of the Simón de Mucuchíes nucleus of the Simón Rodríguez National University of Venezuela, a university campus located in the Venezuelan Rural Andean highlands, poor in resources, geographically isolated, in a country with socio-economic problems. Where, I have managed to create (along with others) two master's degrees, one in Education and the other in Agro-ecology.
Most of my work and initiatives are under the concept of sustainable development, and I have been fortunate to teach and work with brilliant young people from all over the world and in the most diverse academic settings. However, sadly I have never taught or worked in the US. I have never been able to interact with young people interested in biology, the science of life. I know that like all over the planet, in the US there are also talented, diverse young people who are ambitious to learn biology and defend life. I also know that the US educational system is one of the most democratic, open to change, international, tolerant and free in the world. I sincerely hope to teach and know you.
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Rates
Rate
- £7
Pack prices
- 5h: £35
- 10h: £70
online
- £7/h
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