My background is in engineering, but my father was a math teacher and my mother a substitute and special education teacher, so I think I inherited some natural teaching abilities from each of them! I started out as a hardware design engineer, then switched over to embedded software engineering after receiving my MSCS from the University of Nevada-Reno with a 4.0 GPA.
My academic specialties are: math, science, physics, electronics and programming embedded C, but I have also accumulated a pretty vast knowledge base of world and American history, geography, natural science, philosophy and psychology over the past 25 years. When I was younger, I scored very high on the math sections of the SAT, ACT and GRE, but I am very strong in English now since I have advanced so much in vocabulary, grammar, spelling and writing skills since then. I have published a few scientific papers and editorials in my professional career, and I write science-fiction literature, poetry, music and philosophy as a hobby as well.
I have had experience working as a mentor and guide in the past, and now also tutoring students with various learning disorders, mostly ADD/ADHD and Dyslexia. My previous experience is both personal and from interacting with others with these and other difficulties such as depression and bipolar disorder so I believe that I have a unique skill set to help reach those special or possibly gifted students that are capable of learning, but for some reason or another choose not to, or are otherwise hard to teach.
Since I began tutoring here, I have learned that I am a good match for above average and remedial students alike as long as they are motivated to learn and get better scores. A typical story I hear is that these students struggle and fall behind in the "one size fits all" public school system. The next step is losing confidence and self esteem which then leads to anxiety and truancy, thus completing a vicious downward cycle of falling further behind. I try to reverse this psychological trauma by making math fun and relatable to each student's personal experience.
As an amateur psychologist, I understand how the brain uses associative memory mapping - mnemonics, visual aids, etc. - to achieve robust learning and recall of facts, figures and methods. I am also getting quite good at decoding how my students process information since everyone is different and has strengths and weaknesses determined by left brain/right brain domination and communication. My goal is to "cross train" neural networks, so to speak, by simultaneously activating as much gray matter as possible when working through problems. This strengthens memory, linguistic, and critical thinking skills.
Contrary to traditional teaching methods, I do not discourage techniques like whispering problems out loud, "air writing" or using fingers to do sums, because all these techniques help activate several parts of the brain, especially in dyslexic students that have normal analytic pathways blocked or impaired. This in turn can help correct distorted interactions between the student and their environment.
So, I take an unconventional, individualized and holistic approach to motivation and learning as opposed to rote memorization and traditional teaching methods. My success as an engineer always came through my creativity and out-of-the-box thinking, and my ability to read people and understand their needs.
Thank you for your consideration.
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