I've been tutoring secondary level mathematics and science courses since 2007 and doing SAT preparation since 2011. In the Spring of 2016, I graduated cum laude from The University of South Florida, earning a bachelors of science in chemistry with a minor in mathematics. I am currently working on my graduate coursework in an effort to earn a masters of science in chemistry with a concentration in biochemistry. I began my tutoring career through The National Honor Society at Whippany Park High... [more]
I tutored thirty four students in algebra one while working for The Tutoring Club of Hilliard in Ohio. My bosses at The Tutoring Club taught me several different ways to teach the exact same algebraic principles. If a student is having trouble understanding a concept or problem, I just alter my explanation of that concept or problem. This may sound simple, but it is a skill that has taken me years to master. As a peer tutor in high school, I helped three middle school students taking honors algebra one along with four freshman taking CP (college prep(regular level)) algebra one. After my sophomore year of high school, I stopped tutoring for algebra one. More students needed help in algebra two than algebra one and fewer students were capable of tutoring for the subject. Starting my junior year, algebra II was the lowest level mathematics class that I tutored. Since moving down to Florida, I've tutored roughly a dozen more teens and tweens in algebra one. Overall, I've tutored between 50 and 60 students in this subject. I have held more one-on-one sessions with algebra one students than I have for any other subject. Having tutored for this subject in New Jersey, Ohio, and Florida, I've found that an algebra one class is more or less the same no matter where one goes to school. I know which material is taught in this class and in which order this material is presented. I'm extremely confident in my tutoring abilities in this subject; if you choose my as your tutor, you will see why.
I tutored twenty two students in algebra II while working for The Tutoring Club of Hilliard. During high school, I was a peer tutor for twelve algebra II students. Since moving to Florida in 2013, I've tutored several more high school algebra II students. I have several dozen hours of experience tutoring students in this subject. The material taught in this class varies from state to state and even from school district to school district. Some algebra II classes include topics that other algebra two classes do not. For example, some algebra II classes have a chapter on trigonometry while others do not. In honors algebra II classes, teachers have more freedom to teach what they want. After covering all of the required material, an algebra II teacher can and will throw a wide array of different subjects at his or her students. No matter which topics are included in your algebra II class, I know that I'll be familiar with all of them. Additionally, I know in which order these topics are normally presented. I have experience tutoring for algebra on the collegiate level as well. I've tutored several college-aged students and a few middle-aged adults in intermediate or college algebra (mostly college algebra). The material taught in intermediate algebra is extremely similar to what is taught in a "regular" or "honors" high school algebra II class. College algebra takes things one step further; it is comprised of much of the same material that is taught to high school students during the second semester of an IB level algebra II class. As well as helping students already taking algebra, I also have a lot of experience tutoring for both the math PERT and CLEP algebra test. The PERT is simply a mathematics placement test. One must earn a 76%-81% to place into intermediate algebra and an 82% or higher to place into college algebra. If one scores below a 76% on the math PERT, he or she will have to take remedial math for no credit. There are two remedial math classes that one can potentially place into. When prepping students for the PERT, my goal is almost always to teach them enough to place into college algebra. If one is able to pass the CLEP algebra test, he or she will be granted three to four free college credits and will be allowed to take pre-calculus or statistics without ever stepping into a college algebra class. My success rate with the CLEP algebra test is roughly 80%. In other words, roughly four out of every five students I tutor score high enough to skip college algebra. The CLEP algebra test is rather difficult (much more challenging than the PERT), but if one truly has the desire to skip college algebra, almost anyone can learn the material needed to earn a passing grade on this exam.
I absolutely love American history. I took AP American history one during my sophomore year of high school and AP American history two during my junior year of high school. I scored a 5 out of 5 on the AP test and was granted six free college credits when I enrolled at The Ohio State University. A lot of memorization is involved when dealing with American History. In the past, my students and I have often created flash cards to memorize key historical figures and events. If you or your child is struggling with American history, please do not hesitate to message me.
I tutored multiple students in both high school and at the collegiate level in general biology one and two. Although I eventually switched to chemistry, I began college as a biology major. I've helped several high school students prepare for both the AP biology test and the SAT II subject test. The AP test is very difficult, but if one scores a five out of five, many universities will grant him or her eight free college credits. I scored a 4 out of 5 when I took the test at the end of my senior year of high school. I was granted four free college credits and allowed to skip general biology I and take general biology II during my first semester. I earned an A in this class at Ohio State University. I've tutored several students in biology while in high school, while working for The Tutoring Club, and while living down here in Florida. Biology has always been one of my favorite subjects to tutor. If I could have a sixth "top subject", it would definitely be biology.
I earned my bachelors of science in chemistry in the Spring of 2016. I have experience tutoring sophomore level organic chemistry, freshman level general chemistry, AP, honors, and regular high school level chemistry classes. I also have experience prepping students for the AP chemistry test, the SAT II subject test, and the dreaded ACS final. Chemistry is definitely the subject I enjoy tutoring the most. I've been tutoring students in high school chemistry classes for more than seven years and collegiate level classes for over four. Upon graduation, I plan to teach high school chemistry classes for at least two years as the state will pay off most of my student loan debt. I've gained ample hands-on laboratory experience throughout my time at Ohio State and here at USF. I do my best to relate chemistry on paper to chemistry in the lab to my students. A lot of chemistry involves working through problems. Rather than just giving answers, I guide students along through the problem step by step, making the material easier to comprehend. I also help my students write lab reports, complete their homework, and of course, study for their exams.
While working for The Tutoring Club of Hilliard, I tutored fourteen students in geometry. In high school, I was a peer tutor for three geometry students. The vast majority of my geometry students have been 15 years old. Since moving down to Florida, I've added another three geometry students to my list. Although I've tutored more students in algebra than geometry, I like tutoring students in geometry much more than in algebra one or two. I don't get to tutor geometry as often as algebra, and I truly enjoy tutoring for this subject. Geometry has more real world applications than any other secondary level mathematics course. Although most students learn trigonometry after taking geometry, I always teach my geometry students a bit of trigonometry. Some very difficult geometry problems can be solved very easily if one knows how to use trigonometric principles. I took honors geometry (a sophomore level class) during my freshman year of high school. This is equivalent to a pre-AP geometry course. I was one of two freshmen in the class, and at the end of the year, I had the second highest average in the class (96%). The other freshman in the class earned a 98%; she later became our class valedictorian. I loved geometry as a student. Next to pre-algebra, it is my favorite mathematics course to tutor.
I am extremely proficient in using Microsoft Word. I've literally been doing it all of my life. Being born in 1992, I was thrown into a world of computers and technology. Using the programs offered by Microsoft Office has simply become second nature to me. However, I realize that older people and people who did not have access to computers as children often struggle when trying to use the Microsoft Office programs. If you or anyone you know could benefit from a lesson, please do not hesitate to message me. I'd be more than able to show you everything you need to know about Microsoft Word.
Pre-algebra is my absolute favorite mathematics course to tutor. It is truly a transition class from elementary to secondary level mathematics. This transition can be a difficult one. For the first time, students are seeing variables (letters) in their math classes. This can be confusing for some students; it comes very easily to others. I've been tutoring this subject for almost eight years now. That accounts for over 1/3 of my life. As a peer tutor in high school, I helped six middle school students in pre-algebra throughout my freshman year of high school. While working for The Tutoring Club of Hilliard, I tutored eighteen students in pre-algebra. Since moving down here to Florida, I've added another eight students to my "pre-algebra student list". When students start to understand the concepts taught in pre-algebra, they really start to view mathematics in an entirely different way. A similar change in thinking takes place after one completes pre-calculus and then again after one finishes calculus III. As a tutor, I love to see my students start to see mathematics differently. Some students really like pre-algebra; others hate it. I've found that there is really no in between. My love for pre-algebra always overshadows my students' distaste for the subject. Mathematics is an extremely important subject, and many students hate it. My pre-algebra students always do well in their classes. I know exactly what material is taught in this class and in which order it is presented. However, my main goal as a pre-algebra tutor is to make "math-haters" into "math-lovers". If children get through pre-algebra and still do not like mathematics, it is likely that they will never enjoy the subject.
I first started taking on pre-calculus students five years ago at the beginning of my senior year of high school. While enrolled in calculus one, I tutored several high school juniors and a few high school seniors in pre-calculus.
In my experience, trigonometry is rarely a class in itself. Although it certainly could be, most school districts teach trigonometry during algebra two and/or pre-calculus. In my high school, trigonometry was introduced at the end of algebra two and finished up at the beginning of pre-calculus. Before making the transition from secondary mathematics to undergraduate level mathematics, it is very important that students understand all trigonometric concepts. In order to excel in calculus one, two, and three, along with graduate level mathematics courses, one must know trigonometry like the back of his or her own hand. It may seem rather pointless when you are learning it in algebra two or pre-calculus, but once you get into calculus or physics, you will see why it is so important to have trigonometry down pat. Although students normally learn trig after geometry, knowing how to use trigonometry is often helpful for students enrolled in a geometry class. Many problems that are very difficult to solve just using geometric principles can be very simple to solve if one knows how to do trigonometry.
I have ample experience tutoring students in essay and lab report writing. Most notably, while working for The Tutoring Club of Hilliard, I helped roughly 25 students write essays for their college applications. I have experience teaching middle and high school students how to write in MLA format. In regards to science, I've also showed many students how to format and properly cite a lab report using APA format. Throughout my last eight years as a tutor, I've helped roughly two dozen elementary aged children with their writing skills. At this level, I teach my students the definitions of nouns, verbs, adjectives, and adverbs and how and when each type of word should be used. I also teach my students the differences between the subject and the object in a sentence, when to use "whom" rather than "who", and when it is appropriate to use an adverb rather than a verb or adjective. In my experience, children become better writes through practice and making mistakes. When a student makes an error while practicing writing, I show that student what he or she did wrong and what he or she can do to avoid making that same mistake again. I often have my elementary aged students simply write any type of fictional story that they would like to write. Students tend to enjoy writing more if they are allowed to choose the topics of their own stories.
I tutor many different subjects, but I specialize in SAT preparation. At the age of 19, I took the SAT and scored a 2310, scoring a perfect 800 in the mathematics section. My reading and writing scores were a 750 and a 760 respectively. A score of 2310 on the old SAT is roughly equivalent to a score of 1560. The reason I took the SAT again at the age of 19 was to become eligible to teach SAT prep classes. My SAT score from high school of 2180, roughly equivalent to a 1500 today, was not high enough to teach in a classroom-like environment. I scored perfectly in the mathematics section in high school, but my reading and writing scores were significantly lower than when I took the test a couple years later. I earned a 670 on the reading and a 710 on the writing section. I employ a very unique, successful strategy to help students prepare for the SAT. I teach the material that will be on the exam, but I also teach my students how to take the test. Often, the "how" is more important than the "what". By learning the format and the types of questions asked on the SAT, one can literally memorize the test. Proper SAT prepping takes months. While it's definitely helpful to see a tutor a few times before taking the SAT, seeing one regularly for a few months before the test is most certainly the better option. Students who wish to score above a 1400 on the SAT should definitely start preparing at least 3-4 months before taking the test. For the SAT math sections, there are seven different types of questions. You have questions involving proportions, questions where you plug in your own numbers, questions where you plug in given numbers, questions involving pictures, questions involving tables or graphs, and algebra II based questions, and trigonometric questions. The questions in the math section have gotten a bit more difficult as students now need to know some of the concepts that are taught in an algebra II class. On the old SAT, one really only needed to know algebra one and geometry to get a perfect score. Now one must know algebra one, algebra two, geometry, and trigonometry. Each week for homework, my students complete two sections from an SAT practice test. One of these two sections is always a math section. After completing each math section, students will cut out the questions they got incorrect or did not understand and glue/tape them onto index cards. Each session, the first thing that I will do is put solutions on the back side of these index cards. After several sessions, a few index cards with math problems on them turns into a sizable stack of SAT mathematics flashcards. Each week, in addition to completing new work, students will review their SAT math flashcards. The goal is to be able to get each question correct without having to look at the solution on the other side. Many of my students really struggle with time on the SAT's third section. This is a mathematics section where students are not allowed to use a calculator and they have to complete 20 problems in 25 minutes. To help my students manage their time, I have my students wear watches and I teach them about which question they should be on by specific times. It is wise to circle a question and come back to it if one has been working on that question for more than 90 seconds. Many SAT tutors simply sit with their students and go through practice sessions. I find this to be a waste of time (and money). As students complete SAT homework each week, we only go over the math questions that each student does not understand. We don't have to waste time working on problems that a student already knows how to do. Overall, to do well on the math section of the SAT, one simply must acquire as many SAT math flashcards as possible and review them as vigorously as possible. Students will start to memorize the types of problems on the SAT by going through their flashcards. If they can memorize a solution to a certain problem, they should be able to solve a similar problem on the actual test.
For SAT reading specifically, the two most important things are reading comprehension and grammar. The first section of the test, which is simply entitled "reading", is entirely related to reading comprehension. Students must read and answer questions about five different passages in 65 minutes. Rather than jumping right into the passage, I teach my students to look at the questions first. Students should know what words or phrases to look for before beginning to read. What I call "summary questions" should be circled while students complete the "lined questions" first. By the time a student is done answering all of the "lined questions", he or she will have read the entire passage and will be able to move onto the summary questions. Time management is sometimes causes difficultly on the first section. Usually however, if students follow the method that I teach them regarding how to approach the passages, they end up answering all of the questions with a few minutes to spare. There are some students who are still pressed for time even after learning my method. If that happens, we'll go through a section together so I can see how the student is approaching each problem. Normally, students spend too much time second guessing themselves. When answering any SAT question, you should really go with your gut. The second component to one's SAT reading score is also the second section on the SAT. It is entitled "language and writing". Roughly 80% of the questions are directly related to grammar. These are the easier questions. Another 10% of the questions ask test takers to pick the best way to combine two sentences. The last 10% ask students, "if a sentence in a passage should be moved, and if so, where?" My first focus regarding this section is grammar. Each week, in addition to completing one of the two types of reading sections, students will complete a grammar worksheet. I've spent several hours creating a dozen of these worksheets. Each one has somewhere between 5-7 grammatical errors. It's the student's job to find them. We also of course go through the questions that the student got incorrect in section two. The more questions we go over, the more grammatical rules I'm able to teach. I also give my students 15 SAT vocabulary words each week. The word goes onto one side of an index card while its definition goes on the other. SAT vocabulary isn't as important on the new SAT as it was on the old, but it is still something that should be covered. Both the grammar worksheets and the SAT vocabulary flashcards are not required work. They are for my more dedicated students who are willing to devote more time each week to the SAT. I taught SAT prep classes for 8 months back in 2012 and 2013. If one is prepping for the SAT, how hard one tries is definitely more important than how much one knows. If students are truly devoted to do well in the reading section, they'll go through as many reading sections as they can, learn as many vocabulary words as they can, and memorize every grammatical rule that there is. It is all about how far you're willing to push yourself to get a good score.
The PSAT is rather similar to the SAT. However, each section is a bit easier than their counterparts on the actual SAT. I've only tutored 3 students specifically for the PSAT. All three of my PSAT students were freshmen in high school. I tutored them while I was while I was working at The Tutoring Club of Hilliard. I only tutored these three students at their parents' request. I think it is a great idea for high school freshman and sophomores to take the PSAT to see where they stand. However, when it comes to tutoring, I always urge my students and my students' parents to focus on the SAT rather than the PSAT. PSAT scores do not count for much; they can help students qualify for AP courses and get small college scholarships, but one's actual SAT score is so much more important.
I have helped several 8th grade students prepare for all of the sections on the SSAT. Many private schools in the state of Florida require students to take the SSAT prior to admission to school. If the GRE is a test for graduate school, and the SAT is a test for college, the SSAT is a test for high school. Most of my experience related to the SSAT is in regards to the mathematics section. Last year, I spent several months helping a student prepare for the SSAT and with his "algebra concepts" class. His score in the mathematics section grew gradually, and he scored above the 70th percentile on each section when he went to take the test. He is now a freshman at his #1 choice in high schools. All of my other SSAT students have been short-term students. By "short-term", I mean we only met 3-5 times prior to the examination. Like any other standardized test, the best way to raise one's score is to complete practice tests. This is what I've done with all my SSAT students. There is plenty of free material available online that I have used in the past to assist my SSAT students. The SSAT is really 3 different tests. I only have experience prepping students for the "upper level" SSAT, which is aimed towards 8th-11th graders looking to get into selective secondary schools. However, I have worked with younger students on reading and mathematics in the past. I could really assist with any of the three levels of the SSAT.
I have helped dozens of students prepare for the ACT. The ACT English section mainly focuses on grammar. I've designed two different types of grammar worksheets that I have my students complete each week. I also have a review sheet that covers prepositional phrases and how they affect subject/verb agreement. The most important thing that I have my ACT English students complete are actual ACT English practice sections. These practice sections are identical to the sections on the actual ACT.
I have two ACT math review sheets that I give all of my ACT students. One of these review sheets contains all of the formulas one has to memorize to do well on the ACT math section. I ensure that all of my students have the distance formula, midpoint formula, equation of a line, equation of a circle, equation of a parabola, etc. memorized before they take the test.
In between sessions, I have my ACT science students complete practice sections on their own. During our sessions, we go through each and every problem that the student got incorrect. I explain why their answer is incorrect and what they should do to arrive at the correct answer. I also teach my ACT science students how to interpret graphs and how to do so quickly. I also show them how to eliminate answers that they know cannot be correct.
I've tutored several students aged 5-14 in elementary math. The highest level math course I have taken is calculus III. When tutoring elementary math (any math class taken before pre-algebra), I first have to gain an understanding of what the student is being taught and in which areas he or she is struggling. The subject matter varies greatly in elementary math. Obviously, a 12 year old will be learning more difficult material than an 8 year old. Before meeting with students, I first ask that parents send me a few example problems from their child's homework. That way, when we begin our first lesson, I already know which material is being taught and I can easily determine what needs to be reviewed. Math is a very difficult subject, even at the elementary level. I like to tutor my younger students in an environment in which they are comfortable (normally their own home). Each student learns in his or her own particular way. The lesson plans that I devise are unique to every student. Over the years, I've learned several different ways to teach the exact same material. If a student is having trouble understanding a concept, I can very easily alter the way I am explaining that concept. It takes longer for some students than others, but I always find a way to get through to students struggling with math. I've learned to be very patient when tutoring at the elementary level. Although the subject matter is extremely simple from my perspective, I realize that it can be very difficult for students. I'm always sure to take my time and work at the student's pace when tutoring at this level. I like to challenge my students, but the last thing I want to do is decrease their confidence or make them feel incapable. With proper instruction and determination, anyone can improve his or her grade in mathematics.
I've tutored many students aged 11-14 in elementary sciences. This includes earth science, basic biology, and environmental science. I always loved science and hope to have a PhD in chemistry within six years. At the elementary level, I employ different tactics than I would use with an older student. There is a lot of memorization involved at the elementary level. I have helped middle school-aged children memorize vast quantities of science-related information. I normally use flashcards, pictures, and videos at this level rather than example booklets and textbooks.
I've helped several of my SAT students create a portfolio for them to send off to their schools of choice. The first things colleges look at are the classes you took during high school and the grades you earned in those classes. Normally by the point a student is ready to prepare to apply to college, he or she has finished or will soon finish his or her junior year of high school. Colleges only see grades from the first marking period of one's senior year, so it's really the grades that you get in grades 9-11 that matter. Most of the time, students don't even start thinking about college until their junior year. This means that most of the grades that will be seen by the schools they apply to will have already been earned. I can definitely help students prepare for their classes during and before their junior years, but my point is that, by the time the average student comes to me for college counseling, he or she has already taken most of his or her classes. One important thing that I can and do is help with SAT and/or ACT preparation. I taught SAT prep classes for 8 months back in 2012 and 2013. Out of all of the subjects that I tutor for, SAT preparation is what I specialize in. I recommend focusing on just one test (the SAT), but I've helped plenty of people prepare for the ACT as well. I've been doing this since the end of 2011. If necessary, I also help my students prepare for their SAT II subject tests. Students who wish to attend what I call "tier one and two" schools should definitely take two or three of these subject tests to become a more competitive applicant. In addition to helping students with standardized tests, I also help them with their college essays. Normally, the student and I sit down together, outline his or her thoughts, and then start to slowly draft an essay. It is something that takes a few hours of work. Lastly, and possibly most importantly, I have a plethora of information pertaining to the entire application process. I just went through it five years ago. What is a good SAT score? Do I need to take SAT II subject tests? What are SAT II subject tests? Which scores do I need in each section to get into school x, y, and z? When is the best time to apply? Do I have a shot of getting in? How should I present my extra curricular activities? I know the answers to all of these questions and more. One can ask me how individuals who get into a certain schools score on the SAT and I'll always be able to give good educated guesses. Of course, more information can always be found on College Board. Overall, I help students see the different options they have based on their grades, SAT/ACT scores, essay, and extra-curricular activities. We go over logical options, and together, we work hard to ensure that each and every one of my college bound students get into their school of choice.