It has always fascinated me that most people who think they're bad at math made that decision about themselves well before they were even adolescents, and I enjoy helping to change that mindset. Since math shows up in everyday life, it would behoove us to improve the way we relate to the subject.
Since English is not my native language, I gravitated toward math in school because numbers are universal. As a result, I was tutoring my peers before I even had command of the English language. Now, I consider American English my native tongue.
I have tutored math, up to calculus, in the Math Science and Engineering Achievement (MESA) Program at San Diego Community College. I also tutored English composition and grammar, and Spanish at the college level.
I have taken, and passed, the CBEST teacher's exam.
My approach to tutoring is to first evaluate what the student does know so that I can help build from there. I have found that an effective approach is to quickly go through material to expose the student, then return to earlier concepts. The reason this is effective is that the student, especially the young student, tends to assimilate information presented earlier in order to comprehend more complex material -- so that when we return to the earlier concepts, the student feels a sense of ownership of the knowledge.
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