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Algebra 1

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Algebra 2

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Calculus

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Chemistry

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Grammar

We will read and speak together. I require my students to provide me with a rough draft of an essay work. It is evaluated for sentence and paragraph construction, readability, syntax, flow of ideas, grammar, spelling, and punctuation.

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Geometry

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Physics

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Prealgebra

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

I offer a discount on the tutoring fee if the student is willing...
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Precalculus

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Reading

Reading involves developing a comprehension of what the writer means. Often it is necessary for the reader to go back to a previous statement to understand the new statement clearly. The teacher must help his student to develop logical choices of understanding. My students and I do that by means of the Socratic method. We ask questions and answer them.

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Trigonometry

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Writing

I correct and offer suggestions for deletions, suggestions for additional narrative, and make explanations, comments, and ask questions. (I offer new students the opportunity for evaluating my technique by submitting a page of their rough-copy work. There is no charge if the student elects to discontinue.)

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Geography

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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English

My students typically provide me with a rough draft of their work. We evaluate it for sentence and paragraph construction, readability, syntax, flow of ideas, grammar, spelling, and punctuation, adhering to APA style.

I then correct and offer suggestions for deletions,suggestions for additional narrative, and make explanations, comments, and ask questions. I offer new students the opportunity for evaluating this technique by submitting a page of their rough-copy work at no cost.

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SAT Math

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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GRE

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension

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Proofreading

I offer my new students the opportunity for evaluating my technique by submitting a page of their rough-copy work. There is no charge if the student elects to discontinue. The student always has the final approval for the final draft.

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GED

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve problems the student has previously found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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SAT Reading

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to resolve thoughts the student has previously found to be undecipherable. Important concepts are particularly emphasized for attention. The student is urged to ask questions, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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SAT Writing

I correct and offer suggestions for deletions, suggestions for additional narrative, and make explanations, comments, and ask questions. (I offer new students the opportunity for evaluating my technique by submitting a page of their rough-copy work. There is no charge if the student elects to discontinue.)

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ASVAB

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Spelling

Correct spelling of English words often requires a knowledge of the root of the words. In most cases, however, there are rules for correct spelling; in others there are not, but merely requiring rote memorization. The most interesting words are those we call homonyms and heteronyms. Finally, puns are the most fun to learn and to use.

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ACT English

I use a modified Socratic method of teaching, making the student familiar with basic concepts. The basic concepts are very carefully detailed and emphasized for attention. The student is urged to ask questions in discussing those concepts, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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ACT Math

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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Elementary Math

I use a modified Socratic method of teaching, making the student familiar with basic concepts, and learning to solve specific problems the student has found to be undecipherable. The solutions are very carefully detailed, and important concepts are particularly emphasized for attention. The student is urged to ask questions in discussing those problems, and, in turn, I ask peripheral questions to ensure good basic comprehension.

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AFOQT

I am a former U.S. Air Force officer, having passed the AFOQT many years ago prior to entering the U.S. Aviation Cadet Corps. I am quite familiar with the requirements for training and am very confident of being able to pass that information to qualified individuals.