My personal business philosophy is to help students not just to find the right answers but help to develop problem solving skills and the ability to use their resources effectively. This approach to tutoring does more than just prepare a student to take and pass a test, it prepares them to be successful wherever life takes them. One of the benefits of this philosophy is that students learn to work independently rather than becoming reliant on a tutor. This is particularly powerful when a p... [more]
Algebra 1 is one of my favorite subjects to help students. It is the foundation for future math courses and more importantly has very powerful uses in everyday life. Most students have trouble with algebra when they look at an equation to solve and get overwhelmed not knowing how to start. I help take away that anxiety by making it easy to get problems started. Most students find that once they are not getting frustrated right at the start of a problem, the other steps come easier as well. Whether you are an advanced student taking algebra early and at an overwhelming pace or you are a student who has taken the class before but never managed to get the math to make sense I can help remove the emotional stress and improve your grades dramatically.
Algebra is the foundation for future math courses and more importantly has very powerful uses in everyday life. Most students have trouble with algebra when they look at an equation to solve and get overwhelmed not knowing how to start. I help take away that anxiety by making it easy to get problems started. Most students find that once they are not getting frustrated right at the start of a problem, the other steps come easier as well. Whether you are an advanced student taking algebra 2 early and at an overwhelming pace or you are a student who struggled with algebra 1 and are now feeling even more behind in algebra 2 I can help remove the emotional stress and improve your grades dramatically.
Biology can often be confusing between where the unique vocabulary ends and the actual science/reasoning begins. The jargon in this class is often distracting or off-putting to students who do not want to learn a whole new language just to be able to start talking about the science of life. I help bridge the gap between the two parts of the class and to help students narrow in on what is important to understand and what is important to have notes over. The parts they need to understand will be the basis for most test questions while the notes will give them specific words they need to familiarize themselves with before a test so they can communicate their big picture understanding with the correct examples and vocabulary.
My first experience teaching was coming back (I had already been attending college full-time instead) to my high school as a senior to co-teach the AP calculus class as it was the very first time my little school was offering it. I had already taken through Calculus 2 at college so they wanted me to help reinforce understanding since the primary teacher was brand new to the subject. I have continued to teach Calculus 1 regularly over the last 10 years and find it immensely satisfying to break complex math down into a few simple rules so students never get stuck unsure what they should do next.
Chemistry has so many different rules, so much math, and often moves so fast that students who get behind for any reason find it very hard to recover from alone. My focus when helping students with chemistry is on the way to approach the problems so that the rules don't get overwhelming. Just having someone else to guide you through the steps a few times will make it so the next times on your own come easier. One of the most common things I show students is how math often becomes easier when applied to real problems. Most students assume it becomes more difficult, but when problems include units getting the right answer is easier with the right mindset.
Geometry can be confusing without the right approach and knowing what rules are the most important of the 200+ postulates, theorems, and laws presented to students. I help reduce complexity and reinforce the key understanding. Many "rules" are actually duplicates of things students already know just they are now given a more formal and specific name. Connecting prior understanding with current topics makes the entire class more accessible and useful.
I enjoy tutoring general physics. It is one of the areas I get the most specific requests for my help. I have a deep understanding for the subject and can offer applications knowledge for how physics is useful in real life. At least for me, I remember things better when it serves a purpose rather than just being some words and equations on a piece of paper. Most students find that a little extra information about why they are learning specific concepts makes the entire subject easier to understand.
There are a few reasons I commonly see students looking for help in pre-calculus. Some students find they have forgotten some of the algebra skills needed to finish problems. Some students feel overwhelmed by how much information builds on previous sections and when they get behind it feels impossible to catch back up. Other students feel like they can solve individual problems well enough but during tests find themselves quickly stuck and frustrated. Regardless of what your reason for wanting help with pre-calclus is, I can help take away the stress you are feeling and make it easier to get problems started and keep from getting stuck. Most students find that once they get past the confusing parts that frustrate them the other steps come easier as well.
I enjoy tutoring general Physical Science. It is one of the areas I get the most specific requests for my help. I have spent years working on how I talk to students that learn at different rates. No two people learn exactly the same way. Often students have problems with a specific teacher's style, and that teacher is not able to connect with the way your student learns. I am confident that we can reach understanding in physical science after I help in the way that works best for your student.
I have never taken the ASVAB test myself, but my favorite part of tutoring is showing students test taking strategies to get them the grades the deserve with the information they already know. I have no study resources of my own available for the ASVAB so need the student to provide the resources for us to use. I can be helpful for all sections of the test but focus the strongest on the areas of mathematics and science.
For the ACT English section I focus on teaching students the tricks to improve their time management, grammar understanding, and how to pick the "best" answer when many seem to be good answers. These skills I teach specific to the ACT and what this test is looking for from students.
Incoming high school Juniors and Seniors have never had a more important time in their life to prepare for a test. And few tests can be quite as stressful as the ACT. Scores can determine what college will accept you and more importantly how much money they will offer. My ACT tutoring recommends six hours of tutoring to learn the strategies that will drastically improve test performance. These six hours typically come in three two-hour sessions or two three-hour sessions. Students have come back to tell me how much better they did and to schedule review sessions before each test date. Most go from 15-18 up to 22-25 or from 20-24 range to 28+. I help students improve their scores all the way up to a perfect (although 35's are all they have brought back recently).
My focus with students in the ACT Science is to teach how to avoid making it feel like reading and math. I spend a great deal of time teaching the strategies to finish this section quickly and accurately. This is one of the few tests where speed and accuracy are often the same thing rather than being a trade-off between the two. My highest scoring students (in the mid 30s) for the science section are the ones that have 10-20 minutes to spare when they finish taking the test. Many students do not naturally take to the science section and find it strange that no facts they learn in science classes have anything to do with the test. The ACT doesn't want to know if you understand Newton's laws of motion, the Bernoulli Principle, Biology vocabulary, or have an understanding of subatomic particles. It focuses on logic, reasoning, and using the information provided to answer relevant questions to the topic presented. I help students develop the correct skill set by showing them how to approach problems correctly.