Introduction to the basics of symbolic representation and manipulation of variables. Liberal use of concrete examples. May require review of arithmetic concepts, including fractions and decimals. I can provide that.
A continuation of Algebra 1 (see course description). Use of irrational numbers, imaginary numbers, quadratic equations, graphing, systems of linear equations, absolute values, and various other topics. May be combined with some basic geometry.
Emphasis on the ideas that lie behind dates, facts and documents. Particular attention to the philosophy of the Founders, the Civil War and Reconstruction era, settlement of the frontier, the equal rights movements of the 20th Century, and America's role in the world throughout its history.
My college major was anthropology. I specialized in cultural anthro (human traits, how societies function, etc.) but can also provide introductions to archeology, linguistics and physical anthropology. I developed a high school-level survey course for home-schooled students (details upon request).
I have worked successfully with several Aspergers students at Delaware high schools (Wilmington Charter, St. Mark's, Newark). A solid clinical diagnosis and a thorough IEP are crucial. Most students with Aspergers are uncomfortable in social situations. I try to be very patient, help them relax, and gain confidence in me as I help them develop confidence in themselves. It is also important to discover the areas in which they excel. Imagination, properly encouraged, can be a wonderful attribute.
My college minor was in biology. I can help with courses that are general overviews, as well as those that focus on specific areas, such as ecology/environment; genetics; biochem; evolution; taxonomy, and others. Up to date on latest ideas and trends.
I am familiar with AP/AB and AP/BC curricula, as well as with UD 240 series.
I am fmiliar with H.S. AP courses, and intro college courses. I am particularly good at explaining concepts.
Developed a successful course for home-schooled students. (Syllabus available on request). That course required fieldwork at ponds, streams, woodlands, fields and parks, but could easily be adapted for students without easy access to those areas. Focus is on interactions among all components of an environment, living and non-living.
I am proficient with literary analysis, esp. British Lit. from Chaucer through Shakespeare, Milton, Austen, Dickens, Wordsworth, Shaw et al. I am also conversant with American Lit., including essayists, poets, novelists and playwrights (Emerson, Thoreau, Whitman, Dickinson, Frost, Poe, Fitzgerald, Hemingway, Updike, Saroyan, T. Williams, A. Miller.) I can help with papers of any length.
I taught ESL for two years at a language school in Taipei, Taiwan, working primarily with college-level students who needed to refine their speaking and writing skills. Since then, I have worked with students employed by the Du Pont Co. and AstraZeneca, as well as with graduate students in several departments at the University of Delaware. All have wanted a mixture of conversation, reading and writing.
I am adept in plane, solid and analytic geometry, as well as trig. I am able to explain and emphasize important concepts.
Government & Politics
I focus on the American federal system, with emphasis on the Constitution and the three-branch structure with its checks and balances. I give some attention to state and local governments in Delaware, including the rights and responsibilities of citizens, how differences of opinions are resolved. the history of political parties, and influences on policy, including grass-roots movements and and lobbying. Many examples will be provided periods ranging from before the Revolution through today.
I can help with the following: parts of speech; subject-verb agreement; simple, compound and complex sentences; punctuation; run-on sentences; spelling.
Please see subject description for English. I also know classical Russian authors, including Tolstoy, Dostoevesky, Chekov and others.
Have worked with many students in all three areas of the SAT, as well as the PSAT. A thorough prep course usually requires about 15 hours of work in each of the Math and Reading areas, and 10 hours in writing. Ideally, those hours would be spread over about 8-10 weeks. However, briefer periods also can help, particularly with students who have taken the SAT previously. Emphasis is on doing many practice problems and working on strategies.
See course description for SAT Math. The keys to success in the reading section are vocabulary and critical analysis of brief passages. My focus is on how to concentrate while reading, and recognize the key points of each passage. Vocabulary lists will be provided.
See course descriptions for SAT Math and Reading. In the Writing section, the essay always comes first. We will do a few practice essays, based on the standard five-paragraph format (introduction, supporting details or examples, conclusion). Although it is the most stressful portion for most students, it counts for only about one-third of the Writing score. The rest of the points come from sections on grammar and editing. We will do many practice questions in those areas.
I work only with students taking the upper-level test. I begin with a practice test, which allows me to identify strengths and weaknesses. Then we do many practice exercises, and work in some complete sample sections, followed by several complete practice tests.
I have helped many high school and college students with organization, listening, reading, note-taking, outlining, summarization and review. Some students who are having trouble do not have a clear plan for approaching each of their courses. I can help them establish a plan. It usually begins with a written daily ledger of homework assignments, upcoming quizzes and tests, and any long-term projects that need periodic attention. Students learn to update their ledgers every day, including on weekends. They also learn how to set aside time each day for focused studying, with breaks between courses. The student's ledger serves as a guide for that day's activities. Sometimes there will be new material to learn, and a bit of previous material to review. Other times, the focus will be on preparing for a test, or even getting ahead. And there may be an occasional day off from any academic activity. The key is to keep up with each subject. I can help with the planning, and with tips about how to develop an efficient and productive overall study program.
Usually part of a pre-calculus course. I can help with all aspects, including basic functions; word problems that require trig; identities; and spatial relationships. A good background in trig is essential for Calculus I.
The best way to build a solid vocabulary is to read as much as possible in a variety of areas. General-interest magazines are an excellent resource. Memorization of lists can help, but words learned by rote often disappear quickly from short-term memory. I encourage students to read with a dictionary close at hand. Knowing how a word is used in a sentence is crucial to retention. Students who plan to take the SAT or ACT in the next year or two should read something interesting every day.
This course does not have a set curriculum. It often is called "World Cultures," a survey course that examines the great civilizations of the past (Mesopotamia, China, India, Egypt, Meso-America, Greece, Rome). Another version focuses on more modern history, beginning with European colonialism (1500-1900) and continuing through the nationalistic movements of the 20th Century. I can help students with either approach, or with a variant that has elements of both.
I worked for nearly 20 years as a reporter and key editor at the News Journal papers. I also have edited documents for an agency of the U.S. State Dept. My own writings include essays, short stories, poems and two plays. My approach in teaching begins with how to communicate effectively with simple words and sentences. This approach works for all types of writing. Students who have mastered the first steps are able to work on tone, rhythm, nuance and choice of words. I encourage each student to develop a personal style that is appropriate to the type of writing in which she or he is engaged.