Reimsky T.

Reimsky T.


Miami, FL 33161

Will travel 10 miles

$40 per hour.

4.92 212 ratings

Math: Alg, Geom, essay help; speak 4 languages. Online help available.

SERVICES AND POLICIES I am a Computer Engineering major at FIU. I specialize in teaching Mathematics. I also help with: essay writing, French, Haitian Creole, and academic Spanish. I have been tutoring since 2010. Areas where I can provide the best help are: Pre-Algebra, Algebra 1, Algebra 2, Geometry, College Algebra, SAT-Math, ACT-Math, PERT prep math, EOC prep Algebra and Geometry, French (all levels), Spanish class at any level. I am very efficient at explaining notions and singling o... [more]

Algebra 1

I have tutored students in Algebra 1, Honors Algebra, or intensive Algebra classes, including college students in subjects based in part on Algebra 1: Intermediate Algebra (MAC/MAT 1033), College Algebra (MAT/MAC 1105), and Math classes for liberal arts students. I also tutor for tests: SAT-Math and ACT-Math (see separate descriptions), EOC-Algebra 1, PERT, etc. Algebra 1 is my subject of highest expertise and largest experience, as I have been tutoring it for six years. Furthermore, I provide help for internet-based assignments and programs as well: FLVS, ALEKS, MyLabsPlus, IXL, MathXL, etc. I have three main goals for my Algebra student: understand notions, be fundamentally sound, and enrich knowledge to become math-savvy. My first task is to explain notions. The main reason why parents and students contract tutors is that notions are not well explained in class. I task to cover that. Thanks to advanced understanding, personal research, and lengthy experience, I have developed methods of explaining that are easy to understand for any student. As I practice with the student, I may share my notes which I continually polish over the years to make them more student-friendly and more efficient -- it?s like my own Math book. I simplify concepts, break down notions, and classify knowledge. Also, I can be reached anytime for help once I connect with the student. I am committed to the student?s success. Secondly, it is critical for the student be fundamentally sound in Algebra to perform well. If that is not the case, it should be addressed. I make sure that certain notions are well known and understood, such as: operation tables (memorized); the concept of equation; linear patterns; functions and their practical use; classification of numbers; the concept of exponents; proportions and ratios, etc. I also make sure that the student has the skills to perform certain operations such as: fraction operations; sign operations; conversion between decimals, fractions, and percentages; exponent properties; order of operations; distributive property; etc. Depending on the situation, I may progressively review these (e.g. Algebra 1-related class) or start the tutoring program with these notions (e.g. preparation for an Algebra 1-related test). By the time a student is done with Algebra 1, the above notions should be mastered, but also: linear functions (slope, standard form, slope-int. form, graphing linear functions, application of linear functions); systems of linear equations (solving algebraically using different methods, and solving by graphing); linear inequality (solving algebraically or by graphing) and systems of linear inequalities (solving algebraically or by graphing); function terminology and principles (continuous vs. discrete, properties of a function, function notation); radicals and radical operations; simplifying expressions (combining like terms, eliminating common factors); absolute value; etc. Part of being fundamentally sound is also the consistent application of the step-by-step process to solve problems accurately. With me, students will see that a correct answer often must be figured out progressively. I also show them how committing to solving things step by step helps identifying and fixing mistakes, or avoiding them. They will also see that working with a system helps to stay focused and interested. Lastly, I want to make the student math-savvy. That, of course, depends on the student?s interest level, the workload, and how fast the student assimilates notions. I like to provide my students with multiple ways to reach a result, alternative methods. This deepens math understanding and it makes them stronger in the subject because they are better equipped to face different challenges. Also, this limits mistakes because the student can check the work by looking at it from a different perspective. Knowing alternative methods is also helpful when the teacher?s method in school is confusing or imperfect. I like to go deep into notions and formulas. For instance, I explore explaining some principles and theories with the student, or proving them, to better understand the rationale behind them. A usual complaint of students who do not like math is that it is mysterious, that it is a system made of pre-determined principles that everyone just has to accept and apply. With me, students have a chance to explore how and why these principles were set, if the student is interested or if time allows. This brain stimulation can arouse the student?s interest in Math, and lead to success. I want my students to feel knowledgeable and able, to feel ?smart?, by understanding what is being done, and by easing the development of skills through practice and studying.

Algebra 2

I have tutored students in Algebra 2 for regular Algebra 2, Honors Algebra 2, or intensive Algebra 2. I also tutor for tests that include Algebra 2 concepts: SAT-Math (see separate description), ACT-Math (see description), EOC-Algebra 2, etc. I provide help for internet-based assignments and programs as well: FLVS, ALEKS, MyLabsPlus, IXL, MathXL, etc. I also tutor college students in College Algebra (MAT/MAC 1105). For Algebra 2, I want to serve as a guide. My first goal is to explain notions. Algebra 2 is much more complex than Algebra 1, and it is critical to understand notions to apply them correctly. Oftentimes, this explanation time is not provided in the classroom adequately enough, leaving the student to go through Algebra 2 with perpetuating flaws. To counter that, I spend a good deal of time looking at theories and theorems, I go to the root of things. Understanding notions and principles is also key because when the student might be coming short in calculation, reasoning will come in handy. In the same idea of making things practical, I seek to apply mathematical notions to reality, and to engage the student doing so. I want to lead the student to understand that Algebra is useful. For instance, we may talk about how exponential patterns are used in business, or how different types of functions and graphs are used in aviation, architecture, sports, etc. Besides being more complex, Algebra 2 often brings more homework than Algebra 1! Unless requested and arranged for, a parent or student should not expect me to provide help for every homework exercise. The personal practice time is important for the student. I try to look at a few homework exercises to apply my teaching, but the student is responsible for the (rest of) the homework. Also, if necessary, I can be reached anytime outside of the tutoring time. Since Algebra 2 is a complex course, a student needs special skills to perform in it, pre-existing skills and skills that must be acquired as the class goes along. It is very important that a student comes to Algebra 2 with advanced understanding of many concepts and notions seen before, including: operation tables (memorized); sign operations; linear functions and linear patterns; going from decimals, fractions, and percentages; fraction operations; exponent properties; order of operation; system of linear equations, system of linear inequalities; evaluating or simplifying expressions; using a scientific calculator efficiently; factoring (finding the GCF, eliminating common factors, difference of two squares, square of a sum, square of a difference); etc. If those skills are not at a satisfactory level I must dedicate some time to review them with the student, as soon as possible. In order to perform at a high level, the student needs good fundamentals: understand concepts, know several formulas, theorems and terminologies. By the end of Algebra 2, the student should understand and be able to deal with: exponential functions, quadratic equations and functions, 3-variable system of equations, parent function and shift, polynomial functions and equations, rational equations and functions, absolute-value inequalities, sequences and series, permutations and combinations, variations, radical expressions and functions, inverse functions, irrational and complex numbers. Some programs will also add: conic sections, logic, logarithms and logarithmic functions, matrices, etc.


I have worked on vocabulary with student aged 6 and up for the last few years. I can also help with ESL/ESOL students. I always seek to enrich my student?s vocabulary regardless of the subject. By enriching I do not only mean expanding the list of words they know, but also making their vocabulary more efficient and diverse. I seek to have my student use the most proper word in a given situation, in consideration of the context, the discipline of study, the level, and the teacher?s expectations. Sometimes the most simple words are the best for a given situation, and some other times it is necessary to look for an advanced word to accurately express what needs to be expressed. When my students have lists of vocabulary words to study, I invite them to make matches between words in different ways: words that look alike in spelling, words that rhyme, words of the same family, words that have synonymous or antonymous connotations. This helps memory. I also like to put words into context. Often, a list of words to study will be accompanied by a text or chapter from which they are from. If that is not the case, I can have my students create sentences with the words to better understand and remember them. I also seek to make learning vocabulary interactive and fun. I invite students to use words they deal with on a daily basis, such as words they hear often in their family, words they hear on TV shows they like, that they see in books they read, or internet articles and topics that interest them. That encourages them to spot words better.


I have worked with young students aged 6 and up on English Grammar, individually or in groups. I have worked with kids from both the Miami-Dade County Public Schools (MDCPS) and the Broward County Public Schools systems. Besides English classes, I make sure that good grammar is applied across all school subjects, whether it is in re-writing science notes, or writing projects and presentations. I make sure that the young student properly conjugates verbs, respects the sequence of tenses, avoids slang and understands how that differs from proper language, makes complete and sensible sentences, studies grammatical concepts when assigned, and more. I also work with ESL/ESOL students of all ages, whether it is for a class or in a situation where a person needs to improve in English, including Grammar. Being myself a graduate of the ESOL system gives me more perspective on how to teach English to someone who is also learning it as a second language.


I am a natural French speaker. I am from Haiti where French is one of the two official languages, and where every school subject is taught in French. At an academic level, I have learned French since Kindergarten, and I routinely spoke French at school, at home, and other places and circumstances. I was fortunate to attend some of the best schools in Haiti. When I moved to the U.S in the middle of the 12th grade, I took SAT Subject Test-French and AP French and scored perfectly in both tests. French was one of my best subjects as a student. I have tutored French at the Middle School level, High School level, and university level. Being academically sound in the language enables me to provide excellent assistance to anyone taking any French class. I have also tutored French for leisure or personal initiative. I have up-to-date material recommendations. Furthermore, I have worked with students who speak French at home or at school (e.g. school subjects taught in French or in multiple languages), as parents want them to keep practicing or to be able to understand different school subjects in French also. For students taking French classes, I care to follow their programs but progressively I seek to make my students academically sound in the language. There are some notions in French that are critical and that should be learned as early as possible, including: possessive adjectives; definite and indefinite articles; formation of feminine form; formation of plural form; subject pronouns (for conjugation); object pronouns; possessive pronouns; auxiliary verbs: ??tre?, ?avoir?, and some other key irregular verbs; types of verbs, and some vocabulary: ?er? verbs, etc. I have experience working with students attending public schools (Miami-Dade and Broward) or private schools such as Miami Country Day and American Heritage. I also seek to enrich my students (the interest level of the student and time available to work being factors), I give them extra vocabulary that can be useful, and is appropriate to the current chapter being studied. For people who want to learn French as leisure or useful conversation (for a certain discipline), I have material recommendations in the nature of textbooks and online resources. I can assist students in purchasing material. HAITIAN CREOLE I also teach Haitian Creole. I am a native speaker (I lived in Haiti until I was 17, and I continue to speak Creole daily), and I am academically educated in the language, having learned it in school in Haiti for years. I have plenty material.


Geometry is one of my most common teaching subjects. I work with students who are in Geometry Honors, standard, or intensive Geometry. I also prep students for EOC-Geometry and other tests. I am very familiar with online programs such as IXL, plus I have tutored students several times for FLVS Geometry. I have been tutoring Geometry for different purposes for six years within and outside of WyzAnt. I care to explain and illustrate notions, especially if they were not clarified during Pre-algebra or elementary Geometry. I go deeper into notions. To solidify knowledge and for general enrichment (the interest level and academic level of the student being factors of course), I may explore: the concepts of point, line, segment, circle, etc.; the concept of length, area, volume, 2D plane, 3D space; the classification and special properties of quadrilaterals; dynamics of angles within and around different shapes; analysis of different formulas, and relationships between formulas; breakdown of different types of transformations, and the rules and formulas resulting from them; application of geometrical concepts, rules, and formulas to everyday life. I have my own notes for nearly all chapters of Geometry, which I have built over the years as I gain more and more experience with each student, like my own Geometry book. I share these with my students. I seek to make my students fundamentally-sound. I often face the situation where the student?s performance in Geometry is limited because the learning in Algebra 1 or Pre-algebra was mediocre or defective. Sometimes it's not the fault of the student but that of previous instructors. In a case like this, I periodically review some Algebra and basic geometry concepts and notions with the student. Thanks to my similar expertise and experience in Algebra, I am able to progressively bring the Geometry student who is lacking in Algebra skills to a satisfactory level in a short time. My Geometry goals for my student include knowing theorems and formulas very well, such as: areas of specific polygons, circle, regular polygons, etc.; volume and surface area of: prisms, cylinder, pyramid, cone, sphere, etc.; distance formula; midpoint formula; sum of internal angles in polygons, exterior angles, etc. Students must also know terminology and understand concepts: types of angles, angles formed by parallel lines and transversal, name of 2D and 3D shapes and of their parts, different types of and properties of polygons, terminology of proofs and further terminology. Students must know different types of transformations, how to use a coordinate plane, and more. I task to make the learning of Geometry solid, useful, and practical.


Pre-algebra is one of my subjects of predilection. I have not only mastery of its notions, but also lengthy experience and polished skill in teaching it. I seek to make my student excellent. Pre-algebra is a critical period in math for any student because if notions are not explained, Algebra 1 and every math class that will follow can be a problem. I task myself to decode, simplify, and even prove notions, to make them practical. The interest level and work ethic of the student will be factors, but supplementary knowledge that a student may get from me includes: explaining and exemplifying the practical use of equation and its principles, exploring the concepts of length, area, and volume, explaining the concept and use of linear patterns and other patterns, exploring the usefulness of the concept of function, analyzing the realm of numbers, and clarifying the duality of positive and negative numbers. Besides understanding notions and their uses, Pre-algebra also represents a critical time to develop skills and good habits. By the end of Pre-algebra, students should be fundamentally sound. They should have operation tables memorized, gain mastery of fraction operations, know conversions between decimals, fractions, and percentages, understand the concepts of exponents, proportions and ratios, know basic statistics (mean, median, mode, range) and graphs (box plot, bar graph and histogram, two-way table, box-and-whisker plot), be able to apply order of operations consistently, know several formulas must by heart (e.g. perimeter, area, and volume of different shapes), and know key terminology (names of shapes and parts of shapes, algebraic terms). Thirdly, Pre-algebra is the time when the student should maximize mental calculation. Many Pre-algebra programs and instructors prohibit or limit the use of the calculator, and I certainly don't encourage unnecessary use of it. This is a golden period of a student's Math career where mental calculation tricks can be learned and repeatedly applied until they become useful routine. Depending on the interest level and how fast the student can assimilate knowledge, I will teach all the tricks I know. All of the above, added to solid and steady practice, will develop great skills and great habits that will enable the student to do Math faster and more effectively. These skills and habits gained by the end of the Pre-algebra course, or lack thereof, can impact students for the rest of their Math career.


I studied Spanish every year from 8th grade to 12th grade. During those years I gained excellence in reading and properly writing Spanish. I am also very adept at speaking the language, although I am more an expert of the academic aspect of the language: the intricate grammar, the very diversified conjugation, the varied vocabulary, etc. In 12th grade, I scored 730 out 800 in SAT Subject Test-Spanish. Yet, as I moved to Miami, USA, in 2010, my familiarity with the language only expanded thanks to regular interaction with Spanish speakers and media. I can provide excellent help to someone taking a Spanish class of any level, whether it is with completing assignments, test preparation, presentation preparation and the like. I have helped students with Spanish from elementary school to college.


I have helped students of different levels with writing: elementary school, middle school, high school, college underclassmen and upperclassmen. I have also helped people preparing for tests and exams such as TOFEL, SAT, Pre-SAT, etc. Furthermore, I have helped people with college/university application essays, and essays for other higher-learning programs. Also, if you are applying for an international program or as an international prospect, I can help you if your essay is in: French, Haitian Creole, Spanish, or English. I can translate your text and make it satisfactory and competitive. Writing is a learnable skill that can apply to any level. To that skill I continue to add teaching experience. And through that experience I have developed my own system for writing. My student has a chance to have my guidance for the following steps, depending on when we start collaborating. > Assessment of material: I help the student in finding material using online resources and libraries, and filtering material: determining which material is more relevant to the given topic but also relevant to the class learning and the teacher?s emphasis, identifying key parts within a book, article, chapter or page that are most relevant and useful. > The Outline: This is the most prominent part of my system. If the student works with me before the text is written, we will create a bulleted outline that will be as detailed as necessary. That outline serves as both (complete) brainstorm and structure for the essay. Everything will be detailed: introduction, body parts, conclusion. Also, transitions between parts will be planned and previewed at this outline stage. > Filling out The Outline: Elements from annotated material will be added as supporting details and quotes to ideas and sub-ideas of the outline. > Turning The Outline into essay: This is the easiest part! A student could satisfactorily do this alone. Because the outline is so detailed and organized, to turn it into essay, we just have to connect sentences, polish them, take care of the transitions, and separate paragraphs. Sometimes a student will already have a first draft but is not confident about it. I can still do the detailed outline with the student and use parts of the initial draft as supporting detail, in the process of creating a new essay. > Proofreading: In this stage we will be taking care of the technicalities: making sure supporting details are properly mentioned, seeing that the text flows well and stays relevant to the topic, double-checking grammar and spelling, etc. A good deal of correction is done during the outline stage, for instance: using vocabulary that is most relevant to the topic and area of study, avoiding over-repeating terms and expressions, making sensible sentences, etc. A student can also contract me only for proofreading (see ?Proofreading? subject description). > Proper formatting and styling: There, we take care of special formatting and styling for those concerned: MLA, APA, Chicago... work-cited page, title page, etc. Since these things are taught much in class, I prefer that the student do that alone and I can just check on them during the final proofreading. But I can assist the student in actually doing it if necessary (this may incur additional service charge). > Final proofreading: I often work with people online on writing projects, but I prefer that the final proofreading be done in presence of the study, in my desire to help the student improve for the future. I intend to and tend to make people I work with on writing better writers.

SAT Math

I have been tutoring for SAT-Math for 7 years. I started with fellow High School seniors back then, and continued training friends and students until now. I have worked on SAT mostly in one-on-one sessions, but also in groups. My method for preparation starts with assessing the level of the student with my SAT/ACT Theory Quiz, which consists of 60 compartmentalized questions that totally or partly cover all notions I have seen on the tests. Through work on The Quiz?, I solidify the student?s theory, hone skills, and elevate the understanding level of notions. After The Quiz?, we move on to practicing problems from SAT books. I have the Official SAT Guide (2016) and material from the Kaplan New SAT Review (2016). I seek to make the student better at Math for the SAT level. Students who score the highest in SAT-Math are usually the same who have consistently done well in their math classes, and are the same who score high on other tests such as ACT, not necessarily those who make use of theoretical tricks. Nevertheless, the tricks (getting familiar with the test) are useful because they can reduce the amount of time needed to execute a question. I may share notes and work from previous students, or use them while working with the student to favor time management. My notes are easy to understand, remember, and apply. I have concocted and polished those notes also through my lengthy experience in teaching Math at this level, and other resources I have carefully gathered from the internet. The best way to improve is by practicing. Beyond those in the study guides, I create my own related exercises for additional practice. That means I give homework! The surest way to obtain a great score in the SAT-Math is being good at Math, or improve if that is not the case. Personal practice is a critical factor of that improvement. Just working with and practicing in the presence of the tutor is really not enough to ensure a good score. I regularly assign homework to my SAT-Math student. During our work, I seek to develop better habits in the student. The test is shortly timed, which means that the student must be able to execute quickly and accurately. To reach that level, the fundamentals must be on point: study operation tables, study theorems and formulas, and master some basic notions such as sign operations and fractions. A lot of hard work is to be invested by the student in order to get a high score in SAT-Math. I prefer that the preparation process be as long and as consistent as possible. I can better monitor the progress of the student if we have enough time to get to a satisfactory level (depending on the initial level of the student), and if we are regular. A student planning to take the SAT in the 11th grade could start preparing at the end of 10th grade if Algebra 2 has been taken. Many students, however, end up taking Algebra 2 in 11th grade, even though by winter of their 12th grade year, top universities are finalizing their admission process. In a case like this I will be teaching the student Algebra 2 notions ahead of seeing these in class.


I have worked on writing and proofreading with students of all levels over the last six years: elementary school, middle school, high school, college underclassmen and upperclassmen, helping them get satisfactory or excellent grades. Writing is a learnable skill that can apply to any level, and to that skill I continue to add teaching experience. Proofreading is essential in writing. Great writers proofread their work just as much as less great writers should. That is why teachers and professors offer students the opportunity of turning in multiple drafts of their writing projects. Also, proofreading is probably the best way to become a great writer because the writer becomes more aware of his/her own writing. That is why I highly recommend the student to proofread himself/herself before I do. This creates a greater self-awareness, and awareness of the text: Is it relevant to the topic? Is it using key ideas from the material? Is the material measurably used? Is it grammatically correct? Is the style appropriate? Etc. I ask the student to look out for all of these aspects, then I do the same later when I proofread the text myself. It is even better if the student works with me from the beginning of the project. Thanks to my detailed-outline method (described in my ?Writing? subject description), the student will be able to write more consciously when turning the outline into essay. When I proofread the text, I mark mistakes, changes, and suggestions clearly. This way, I help the student improve as a writer. If it is a student whom I have worked with before, I accentuate the mistakes that denote a pattern of corrigible habits, as I am more accustomed to this student?s writing. After my annotated edit is sent to the student, I may ask the student to make the changes himself/herself, and then send me the edited text. For the last stage, my preference is that the final edit be made in presence of the student, all in the purpose of getting better. But if that is not possible I can proofread again and edit the text. Since I sincerely desire students to improve after working with me, I may send two copies: a copy with marked mistakes and suggestions, and a copy of the final text. The student should expect me to check on these: grammar and syntax (making sure that sentences are well built and are sensible), proper and relevant (to the topic) vocabulary, spelling, consistency of style, balance between paragraphs, organization of paragraphs (in consideration of the topic), and also proper citation if I have to. I may charge more if I have to make a work-cited page for the student, if I have to monitor the use of the material for the paper (for instance if I have to read material), or if I have to check the writing format (MLA, APA, etc.) If you are not a good writer, I suggest you to contact me since the beginning of the project, and I will assist you every step of the way: assessment and sorting of material, outline, writing the text, citation, and proofreading. I can provide package deals for an entire writing project and I assure you will become a better writer after we are done.


I have coached students for SSAT Math, for the Middle Level (students in grades 5-7 applying for grades 6-8) and the Upper Level (for students in grades 8-11 who are applying for grades 9-12). These levels encompass my areas of expertise: pre-algebra, Geometry, Algebra 1, and Algebra 2. For each of these topics, feel free to check out individual subject descriptions on my profile. I have tutored for different schools: Monsignor Edward Pace High School, Miami Country Day School, Archbishop Curley-Notre Dame High School, etc. Private schools are usually more challenging and demanding than public schools. Because of that, I demand more of students preparing for the SSAT and make them pay more attention to detail. The SSAT is not only a test but a competition. And I want my students to score as high as possible and be ready for any material. Therefore, I challenge them: I create practice problems similar to those that are likely to be on the test, but my problems are more complex and require deeper thinking and attention to detail. I also ask my students to be fundamentally-sound: before test time all operation tables must be known (memorized), several formulas must be memorized and understood (knowing when to use a formula and being able to set it apart from other formulas). For the Middle Level, I help my student gain mastery of notions such as: equations, positive and negative numbers, sign operations, order of operations, inequalities, converting between fractions, decimals, and percentages, proportions, ratios, basic statistics (mean, median, mode, range, and statistical graphs). If necessary, I also touch up on algebra skills: linear equations and functions, exponent properties, factoring, and some geometry skills: areas of different shapes, properties of polygons and circles, surface area and volume of solids, geometrical terminology, etc. For Upper Level students, all of the above must be known plus more advanced notions such as quadratic equations and functions, polynomial equations and functions, exponential functions; plus complex numbers and logarithms if necessary. I make sure that the student understands all notions. If a formula is forgotten a student could still be rescued by understanding, but that understanding must have been previously acquired. I seek to prepare the student for both the test and the likely-challenging learning to follow after admission.


I have experience working with kids aged 6 and up, individually and in groups. I have come to developed my own tactics and methods to help students in spelling, as a supplement to what is taught in schools. I teach kids to make matches and connections between words that are alike, for instance, words of the same family, or homonyms. I teach them how to use context to their advantage and to use visual memory. Thinking systematically has led my students to make progress much faster. Also, even at a young age I make my students express themselves as properly as possible, and that, too, improves, spelling because in speaking correctly, the young mind is spelling words unconsciously. Spelling and vocabulary go hand in hand. I hold students accountable for regularly studying and memorizing..

ACT Math

The ACT is a big deal. It's academically challenging, and it's understandably stressful. But instead of being a way to test how ?smart? you are (as students often think), it's a way to test how prepared you are for college. The test seeks to put you in a challenging and pressuring situation, just like the college environment. If not for college, the ACT can save students by serving as substitute graduation requirement Preparation for ACT should be extensive and thorough. Students should not ?try? the ACT a first time to see where they are in terms of level, they should already know, by their math classes and by their preparation for the test. A student planning to take it in the 11th grade could start preparing at the end of 10th grade. It's not too early, especially considering the fact that by the middle of the 12th grade year, top universities are already finalizing admission. To first assess how ready a student is, I use my custom ACT/SAT Theory Quiz. With this assessment, I can identify notions and key skills that I need to coach the student to get better at. It is no surprise that the same students who score high on ACT-Math are the same who score high on SAT-Math, EOC, PERT, etc. Thereafter, we move on to practicing ACT questions, it is favorable for the student to be familiar with the test?s format. As a guide book, I use Cracking The ACT by Princeton Review. As notions are better understood, assimilated, and applied, I also seek to develop better math habits in my students. It is critical to work efficiently because the test is tightly timed and mistakes are costly. To work faster, students must do the dirty work: they must study (memorizing several formulas and theorems, operation tables), and practice. I regularly assign ACT-related work to my student. If the student is deficient in math, a lot or practice is also needed to get better! I create my own exercises based on those from prep guides. I hold the student accountable for doing complementary work. I give notes, too! And these should be reviewed regularly. Over the years I have come up with my own interpretation of notions, formulas, and principles that are easy to understand, remember and apply. I may use notes from previous students. I also train my students to efficiently use the calculator. To stimulate and enhance mental calculation skills in my students, I practice with them a systematic way of thinking and calculating. But I also encourage the use of the calculator if it allows to get answers quicker and/or is the safest way of working out a problem. I have preference for Casio?s fx-115ES PLUS or fx-300ES PLUS calculators I always prepare my students to get a high score, I want them to go to test with no fear. That is, nevertheless,an ideal situation where I have extensive time to prepare the student. If time is limited, I know to adjust for more precipitated reviews, and the student/parent should have reasonable expectations. I helped several friends get past these roadblocks that ACT/SAT seem to be sometimes, and be able to get accepted in colleges, or finally receive a standard High School diploma. I then continued to do so professionally. My students appreciate that I am a young, passionate, yet experienced and reliable tutor. This allows them to connect with me better, and inspires them to show effort. They don't see me as just another teacher. Instead, they see me as a helper and a friend who is committed to take them past the burden of college admission tests such ACT and SAT.

Elementary Math

I have extensive experience with elementary math. I have individually tutored kids 6 years old and up. I have also monitored elementary students in groups at tutoring offices. My complementary and/or supplementary teaching for kids in Elementary School aim to prepare them for Algebra. I enforce the learning of operation tables (addition, subtraction, multiplication, division). I point out the importance of doing homework and studying formulas (e.g. areas and volumes of shapes). I encourage gaining mastery of fractions: concept, representation, and operations. I help students correctly express facts and concepts mathematically, because later the same will be translated into algebra: equations, functions, etc. I train students to gain mastery of sign operations (interactions of + and -). When the student is ready, we thoroughly explore the realm of numbers for proper conceptualisation: the place of negative numbers, the dynamics of the number line, and the idea of mathematical infinity. Other key skills are: mastery of order of operations for upper grades, polishing math writing for all grade levels (making numbers and symbols clear and distinct, working in a consistently-structured way), learning to abide by the rules, etc. I also do some level of critical thinking with my students. I teach them to decorticate arithmetic and word problems and I invite them to create their own problems for deepened understanding. My objective is that the student, before going into algebra, has fundamentals that are solid, if not excellent, and that the student?s mind has been stimulated enough and correctly to math concepts before deepening them in later grade levels.


I am the product of ESOL education. When I was forced to move to the U.S. from Haiti due to the earthquake of 2010, with only 4 months to fulfill High School graduation requirements, I was logically placed in ESOL. This gave me vantage point over how the ESOL system works and how ESOL students and instructors think. Unfortunately, ESOL students have low expectations of themselves, and that certainly has to do with the fact that their instructors, for the most part, also have low expectations of them. Sometimes, the instructors themselves do not even seem to have mastery of the English language. I realized that early. But as I continued to put in effort, and started making the right connections, great opportunities were presented to me. I am eager to help ESOL students find the right path and use their environment to their advantage. I can teach students to come up with their own system, routine, their own plan for success, or guide them in every stop of the way. ESOL students can indeed become masterfully proficient in English, and accomplish the same things that native-English-speaking mates are able to accomplish. One way to become proficient in English is not to totally let go of other languages known at an academic level. I teach my students to use the language they are already proficient in to their advantage by using quick-access resources such as online (and mobile) dictionaries and translators, and by making connections between languages. These are habits I developed and furthered, and they allowed me to always be one of the top students in every writing class or any class that involved writing that I have taken in college. I wish to pass those skills on to students. Knowing a second language is a gift, which, through my own experience and experience with students, I?ve learned how to use. The ESOL student can use the dynamics of the ?other? language to enrich English speech and writing, and also learn English by comparative knowledge. I have worked with ESOL students from all ages and backgrounds, and for all purposes. I believe that my own ESOL experience, my teaching experience, and my achievements will already put my student in a state of mind of success, which is key to overcome ESOL education. My advanced academic knowledge of three other languages ? French, Haitian Creole, and Spanish ? gives me the possibility of working with students of varied backgrounds. I am a native Haitian Creole speaker, having lived in Haiti for the first 17 years of my life, and I am also academically educated in Haitian Creole. French is the official language of education in Haiti and I learned it year in and year out at the best schools. I studied Spanish from 8th grade to 12th grade.

Microsoft Windows

I am a Computer Engineering major. I am able to help with Windows 7, Windows 8, and Windows 10. I can teach how to save files properly, how to easily find files, how to avoid file and download duplicates, and how to create and organize folders. I know how to monitor and control what is on the computer, such as programs and apps. I can instruct someone on how to keep a Windows computer safe and fast without having to spend extra money. I can teach how to browse the internet efficiently and safely, and how to deal with apparent internet hacks if mishaps happen. I can provide tips on keeping privacy on your computer, especially if other people use it. I know how to monitor different accounts on one computer. I can teach how to personalize the computer and customize Windows (W8 and W10 tiles, background wallpaper, etc.). Lastly, I also have knowledge and experience on how to successfully connect the computer to other devices such as wired or wireless printers, mobile devices for files transfer, or even your TV.