My greatest strength as a tutor (beyond really knowing the subjects I tutor) is my ability to adapt to and match the way you learn. A close second is my ability to take abstract concepts and make them much more understandable. I don?t do ?tricks? since it takes as much effort to memorize tons of tricks as it does to actually learn the stuff (though I do have plenty of ideas on how to do things more easily). What I do do is teach solid theory, techniques, and study skills as simply and directl... [more]
Before I decided to work as a full-time tutor, I taught HS algebra-2 nearly every semester because I was that good. But, because I had low seniority, I was given the students other teachers didn?t want to teach... students who didn?t naturally ?get math?... students who were tougher to teach because they struggled. I learned from my students that their problems stemmed from poor teaching/bad situations before that had caused gaps in their learning and I learned how to fix those problems while I taught them algebra 2 at the same time. I not only know how to teach graphing and how functions and polynomials work, but I make new concepts like composite and inverse functions, exponentials-logarithms, matrix math, sequences and series make sense. And when the math you?re studying makes sense, it becomes easier to learn, easier to *remember*, and sets you up for success in your pre-calculus, and calculus courses.
I've taught single variable & multivariable calculus both as a classroom teacher and as a tutor since 2004 (I still hold current Calif HS teaching credentials in math).
I've either studied, used, or taught chemistry for over four decades. I taught in high school for over a decade and still hold valid teaching credentials in chemistry as well as math & physics.
I've used Microsoft Excel since its creation back in the mid-1980s both personally and professionally. I not only know how to write the formulas for the cells, I also know how to control the formatting so that the spreadsheets both get the job done and look good, too.
I started my teaching career by teaching mechanics as a US Air Force Academy instructor. Following my Air Force career, I earned a Calif HS physics teaching credential (which I still hold along with credentials in math & chemistry). I also studied how to teach physics at a program taught by Arizona State: the program, "Modeling Physics" is the only program judged "exemplary" by the Department of Education. I've taught &/or tutored physics since 1997.
I had to take a similar military entrance exam, the AFOQT (Air Force Officer Qualifying Test) and did well enough to qualify for a 4-year college scholarship. I helped a young man raise his ASVAB math score from a 29 to a 40 over the course of three weeks. Before, his score was so low the Navy wouldn't accept him: with his higher score, he was able to apply for his preferred job category.
I successfully completed my own differential equations course about five years ago. Since then, I was able to help a young man who was freaking out about how terribly hard his differential equations course was. At the beginning of the course, he told me he'd be grateful if he could eke out a "low-B." Thanks to my help, he scored "A"s on the first 3 out of his four midterms and got a ?B? on his last exam when the prof shifted into "overdrive" to ?make up time? at the end of the course. Needless to say, that last exam was a disaster for all the class. While ?Diffy-Q?s? subject matter is tough enough on its own, the course will also uncover any weakness you might have in your basic calculus and algebra skills as well. My talents as a tutor allow me to not only help you with the course at hand, but I can also help you tighten up your algebra and calculus skills if that?s necessary.
My first accomplishment towards my California teaching credential back in 1997 was passing my CBEST (California Basic Educational Skills Test). At that point, I'd taken so many standardized tests and was so comfortable with the sample questions they provided that I went into my test with the goal of not just passing the CBEST, but *acing* it. Having taken and aced the CBEST on my first try, I'm certain that I can help others prepare for their CBEST.
One of the most memorable and enjoyable courses I took as a Georgia Tech chemical engineering student was my organic chemistry sequence which included six-hour labs every Friday afternoon. My prof, Dr Liotta, had a knack of making organic a lot easier than one thought it should be and I have ever since drawn upon his approach to teaching organic, as well as chemistry in general. I have a rock-solid understanding of organic chemistry?s foundational material. Having actually been a classroom teacher of chemistry and materials science at the high school and university level, I know how to make that material easier to understand. And furthermore, I teach my clients how to ?turbo-charge? their flashcards to help with the large amount of material that must be memorized.
My undergraduate degree from Georgia Tech was a Bach of Engineering in Chemical Engineering. My GPA was a 3.0. I worked as a project engineer for the US Air Force for 16 years. In 1981, I passed the Engineering-in-Training (EiT) Certification for the state of Georgia. Being designated an EiT was the first step towards becoming a professional engineer. I didn't pursue a PE as it was unnecessary for my service in the Air Force. My Master of Science degree was in a similar field, Materials Engineering from the University of Dayton with a GPA of 3.8. Materials engineering is basically a fusion of chemical engineering and mechanical engineering and metallurgy. On the basis of my Chemical and Materials Engineering degrees the Air Force assigned me to the Engineering Mechanics department where I taught statics, physical metallurgy and materials science from 1989 to 1991.
I'm a retired AF major and did well enough on my Air Force Officer Qualifying Test (AFOQT) to be awarded a full, four-year scholarship to Georgia Tech. Additionally, being an engineer, and a math and science educator I'm well equipped to help you prepare for those aspects of the test. Unlike most other aptitude tests like the SAT, ACT, etc., there are two spatial reasoning components in the AFOQT... I understand how these questions "work" and how to analyze them to find the correct answer. Grammar and vocabulary also parts of the test. I speak and write well, and have a plethora of synonyms and antonyms at my finger tips when I need just the right word... like "plethora" which means an "overflowing or super abundance". I also understand the subtleties of English usage. For example, it drives me up the wall when airline attendants tell me to remain seated for the *duration* of a flight after I've already gotten up to go the bathroom... Once I've gotten out of my seat even once on a flight, it's impossible for me to stay seated for the duration of the flight: the phrase they really want is "for the *remainder* of the flight" as *duration* means the entirety of the flight. Finally, there's a component that tests you on aviation concepts and terminology... having been in the Air Force for twenty years including a stint teaching at the Air Force Academy, I've learned a fair bit about aviation even though the only airplanes I've flown were ones where I was seated in the passenger cabin. Bottom line: the AFOQT is a not your run-of-the-mill aptitude test, and I have the skills, experience and teaching ability to help you prepare for your AFOQT.