Reimsky’s current tutoring subjects are listed at the left. You
can read more about
Reimsky’s qualifications in specific subjects below.
Having emigrated to the United States in the very middle of my senior year, and being faced with many challenges in order to be college-ready in just few months, I realized, and experienced the often stressful nature of ACT and SAT. Nevertheless, after taking these, I realized that it's all a matter of preparation. Many times, students are just not well enough prepared, academically and mentally, to take those tests, which are so important in their education. I thank the strong preparation that I received over years at my school in Haiti, "Institution Saint Louis de Gonzague" for my success in those tests. And I want to pass on those good academic habits that I received there to my fellow young people in Miami who are trying to make the leap and get in college. Those habits that make you so much more efficient, that make you work and be faster, which is critical for those tests. I know how hard it can be, I experienced it and thrived through it, and I strongly believe I can help others make the same. I have done it before, I have helped several friends get over those tests and be able to get accepted in college. I want to continue to do the same because it is something I enjoy doing, and something that has always been the subject of satisfaction and appreciation for those for whom I do it.
My students also appreciate the fact that I am a young, passionate, yet experienced tutor (just in my second year of college). This, I have noticed, allows them to relate to and connect with me better, and encourages more them to make effort, because they never feel that I am just another teacher. Instead they see me as the helper, the friend who will take them past the burden of college admission tests like ACT and SAT.
Back in High School, I realized, and experienced the often stressful nature of ACT and SAT. Nevertheless, after taking these, I realized that it's all a matter of preparation. Many times, students are just not well enough prepared, academically and mentally, to take those tests, which are so important in their education. I thank the strong preparation that I received over years, particularly at my school in my native country Haiti, "Institution Saint Louis de Gonzague", for my success in those tests. And I want to pass on those good academic habits that I received there to my fellow young people in Miami who are trying to make those mandatory Math scores and get in college. Those habits that make you so much more efficient, that make you work and be faster, which is critical for those tests. I know how hard it can be, I experienced it and thrived through it, and I strongly believe I can help others make the same. I have done it before, I have helped several friends get over those tests and be able to get accepted in college. I want to continue to do the same because it is something I enjoy doing, and something that has always been the subject of satisfaction and appreciation for those for whom I do it.
ACT Math is one of the toughest challenges for students. But it is doable with the proper preparation. In effect, I do a lot of practice with my students, practice of ACT exercises, form different ACT guides. Also, in order to work faster – for quickness is key in ACT Math – my student will also need a bit of studying, for instance memorizing several formulas and theorems, because, as everyone knows, there is no reference sheet in the test. I also limit the use of calculator, which intends to stimulate my student’s mental calculation skills, again in order to work faster
My students also appreciate the fact that I am a young, passionate, yet experienced tutor (just in my second year of college). This, I have noticed, allows them to relate to and connect with me better, and encourages them to make effort, because they never feel that I am just another teacher. Instead they see me as the helper, the friend who will take them past the burden of college admission tests like ACT and SAT.
The subject of reading in general is primarily about making sense. Making sense of a word, making sense of a question, making sense of a text, making sense of a context.
In getting someone ready for ACT Reading, this is what I focus on: using logic and knowledge to make sense of reading, being systemic, and being organized. In some ways, getting ready for ACT Reading is similar to getting ready for ACT Math: the only way to do better is by practicing more. Yet the difference is that the person already has the prerequisite for ACT Reading: common sense.
Therefore, I work with the person in making understand that he or she already has what it takes to pass, or excel in the test. All we have to do is practice more and more, systematically.
One of my main points of emphasis in tutoring Algebra is the step-by-step process. I show my student how a good result must be gotten progressively, however fast that process might be, and also how one result leads to another. Also I try to make my students Math-savvy, by providing them with multiple ways to reach a result. This allows the student to easily get out of trouble, limits mistakes, and makes the student able to always have an alternative when a certain method taught in school is not working, or seems not to work. Also I make my students self-reflective, I encourage them to stimulate their brain. For instance, at times I like to explain to my student how a certain mathematical theory was defined, and make my student understand what led to the definition of that theory. I want my student to be smart, to feel smart, by understanding what is being done, why, how, and for what purpose. This also is a back up for the student, for it limits the opportunity to get lost. As well, this method of being practical will surely arouse the student's interest in Mathematics. I tutor the student to make Algebra make sense.
I always keep in mind that if a student is seeking tutoring in Mathematics, it is because additional assistance is needed but also it might be because a different approach is needed, compared to that of the classroom, for the student to understand the subject. Therefore I emphasize certain points
1. Skills development:
I lead the student to practice, and developing math habits. That means adopting a certain approach for a certain area or problem - an approach that the student can ideally fully understand - and using that approach for every other similar problem. Algebra 2 is a relatively advanced class, and to succeed through it, the student will have to develop and improve skills.
2. Working on the concept
My ways go beyond the usual question and answer scheme of doing things. At an Algebra 2 level, it is important for the student to understand why a certain question is being answered a certain way, not just knowing how to answer. I spend a good deal of time looking at mathematical theories with students, going to the root of things. This is critical because when the student might be coming short in calculation, reasoning will be key.
3. Interactive and down-to-earth learning
In the same idea of making things practical, I try my best to apply mathematical notions to reality, and to engage the student into those applications. I lead the student to make Algebra useful.
4. Breaking down the complexity
One of the reasons why student often give up on Algebra 2 is because it seems too complex, too many things to process. I break down that complexity. For instance, if the student is struggling with equation of the second degree, I make sure equation of the first degree is mastered. This is the best way for a student to catch up, by taking the time to review the basics, not by rushing.
5. Explaining everything.
I try my best not to let the student move on in an Algebra problem, or an Algebraic notion in general without having understood every step. Many students fall behind in Algebra 2 because they came into that class with fundamental gaps. Therefore I make the subject is well circled.
6. Study involved
In order to compete, the student needs good fundamentals, know several formulas by heart, know alternative ways of solving problems, know measures etc. There will be a good part of memorization involved. It is also key.
I am a native Haitian who has had to study academically proper English very hard since 2004. Coming to the United States, I could not believe the "damage" that natural speakers of the languages could do to it, which led me to contend that a person who has actually learned English in the best academic environment - which is my case as I attended one of the very best schools in my country Haiti, "Saint-Louis de Gonzague" - is more suitable to tutor anyone taking an English class instead of a native speaker who just thinks he or she can do whatever to the language. I believe that my usual emphasis on developing, constantly, an academic level English, instead of common everyday speaking English (which has led every English instructor that I've had since coming to the US to say that I was one of the best they ever taught, High School and College) can broadly benefit a student. At the end of the day, it is that top quality English that can only get that student in College, and once there if English classes are not taken seriously, the student will have trouble sealing the deal.
Being the product of ESL/ESOL education, I have come to figure out so many things about this type of education: the system, the educators, and the students. I have come to realize what the teacher could do more to develop the student but does not do, and what, so often, the student desperately needs from the teacher, but doesn’t receive in knowledge, this leading to the student falling short of success. And this I can assess because I can easily say that I worked my own way to success as an ESL/ESOL student, and out of that ESL/ESOL system. Above all, it is a psychological game where the “O” (which stands for “other”) in ESOL seems to taunt the student, making the mastering of the English language something unreachable, or something only within the reach of native English speakers. Or, else, there is the fact that the teachers sometimes, sadly, are themselves ESOL-minded individuals. Or again the fact that many teachers ignore or deny that a language already possessed can indeed help acquire another, this was true for me and for many people I know.
Therefore, I believe that my own experience will already put my potential tutee in a state of mind of success, which is key to overcome ESOL education. Also my knowledge of three other languages – French, Haitian Creole, and Spanish – gives me the possibility of working with students of diverse ethnic groups and backgrounds.
I am a natural French speaker. But I don't only master the speaking aspect of that beautiful and nifty language, I have also studied its reading and writing at the highest level. Having attended "Institut La Seve" for nine years and "Institution St. Louis de Gonzague" for six years and having always been one of the top students in French in all my years at those schools - which are two of the very best in my native country Haiti - I needed no more to thrive through tests such as SAT Subject Test French and AP French, where I respectively obtained scores of 800/800 and 5/5.
Moreover, I also contend that I can easily pass on that language to someone else because I have myself been subject to the learning of a foreign language, and through this process, I have detected many common difficulties in learning that new language, whether it's for personal or academic reasons.
I see Geometry as the part where a student finally applies the many notions learned in other fields of mathematics. Therefore it is important first that the student be sound enough in algebra in order to succeed in Geometry. If the algebra base is not there, or is shaky, I will work with the student in developing those skills, which will allow success in geometry.
Once those calculation skills are there, or in progress, then we can focus on making sense of geometry, and going deeper into the matter. It is very important for me that the student understands why we are using this or that method to resolve a Geometry problem.
When someone actually understands why this or that is being done, this is like a safety box in case something theoretical is forgotten. I will take the student to the point where he or she fully understands what's happening in geometry, in order to go beyond the status of just applying formulas.
My objective in grammar is to make my student adopt good habits and generate valuable knowledge and skills by following rules, which will lead to academic success. This requires regular and rigorous practice, and willingness to know, and respect those rules, and also an understanding that applying those rules will make the student better and bring much better results in school. I have valuable experienced tutoring grammar and I can guarantee that having the first days of those rigorous practices, the student will come to accept those habits and rules as if they were second nature and appreciate how better they make him or her. And "second nature" means that this goes beyond writing, and beyond school environment.
Microsoft Word is constant discovery, discovery of how more efficient and faster one can get time and time again, with formatting text and even other content. And I have been discovering for years now. It is a program that I am much passionate about and for which I have very decent knowledge and skills. In using Word, skill is one of the most important things to work faster and better. What I call "skills" are those little tricks that can only been figured out with certain experience, and just mere exploration. I have plenty of these and want to pass them on to others, if anyone ever needs help in that program.
Prealgebra is one of my subjects of excellence, probably because Middle School students are the ones I am most accustomed to as of today.
Studying Prealgebra is the point where nothing must be rushed, made complicated, or mystified. On the contrary, everything must be decoded and simplified, made practical. A certain way, it must look, or at least feel easy for the student. Because when Prealgebra does not feel easy, then Algebra will feel hard. The way to make it feel easy, instead of out of reach, is by developing good habits, by following small academic principles, adopting behaviors that will bring much better improvement. For instance, one thing that I fight a lot is unnecessary use of calculator. Prealgebra is the point where the student has to maximize his or her brain activity, which, added to solid and steady practice, will develop great skills, which in turn will lead my student to function much faster and more efficiently. It is the point where the student has to become Math-savvy, in order to be ready for Algebra, and make Algebra itself look easy.
There is no writing without proofreading. It is just that essential. One non-common, yet very effective way that I practice proofreading with my student is by making the student proofread the first time by himself and herself, and develop the habit of proofreading, or having a proofreading attitude, as he or she is writing. The best way to improve is by finding and recognized one's own mistakes. It is something that student very often fail to do, and that I assist them well in doing, for when they do it, they get so much better. Thereafter, I proofread alongside them, always alongside them, using my own writing skills and experience, and making sure that my student understands well every correction that is made, and incorporate it as an element of palpable improvement.
With me, reading is much more than simple encoding, decoding and linking of symbols, it is what it is, critical thinking. I always encourage my students to let their brain do the work, at least try, because this is really the key. Many times, the student thinks that Reading is just like Mathematics or Science, where the "right" is already set and must get gotten using formulas, which is not. The student will never overcome critical thinking if he or she doesn't actually let the brain think critically before attempting to answer, if he or she doesn't try. With me, Reading is about trying, making sense, and getting better by oneself, progressively, efficiently, and through regular and valuable practice.
For younger kids, nevertheless, I also know the emphasis is more on the symbols, the letter, reading words as such. And I have many tactics in my arsenal to help the child do that better, tactics that are also designed to stimulate the child's abilities and interesting for the reading.
I realized, and experienced the often stressful nature of ACT and SAT. Nevertheless, after taking these, I realized that it's all a matter of preparation. Many times, students are just not well enough prepared, academically and mentally, to take those tests, which are so important in their education. In order to deal with that, I want to pass on those good academic habits that I received over my scholastic career to fellow young people in Miami and the surroundings who are trying to make the leap and get those scores. These are habits that make you much more efficient, that make you work and be faster, which is critical for those tests. I know how hard it can be, I experienced it and thrived through it, and I strongly believe I can help others do the same. I have done it before, I have helped many get over those tests and be able to get accepted in college. I want to continue to do the same because it is something I enjoy doing, and something that has always been the subject of satisfaction and appreciation for those for whom I do it.
My students also appreciate the fact that I am a young, passionate, yet experienced tutor. This, I have noticed, allows them to relate to and connect with me better, and encourages more them to make effort, because they never feel that I am just another teacher. Instead they see me as the helper, the friend who will take them past the burden of college admission tests like ACT and SAT.
The SAT Reading test is very often approached the wrong way.
Students often think it's about whether or not they have "it", instead of realizing that this specific test is actually very contextual. The SAT Reading is more about evaluating someone's level of understanding rather than the level of knowledge.
Context, again, is the keyword. In dealing with SAT Reading, it is more important to be able to make sense of a word within the specific context of the given sentence or text than to have that word's definition memorized.
These are the basic things that I lead my student to understand. The first goal is to create a different mentality regarding the test.
Then comes the work itself, which is nothing but systematic and progressive practice. That is how the student gets better. By practicing in a systematic way, the student will be able to follow a program, which will allow a better evaluation of strengths and weaknesses, and also the student will continuously learn new words, expressions, and forms.
I have studied Spanish for five years, during which my instructors have always put much emphasis on the very complex, yet stylish, syntax of the language, as well as its reading and writing. It is such unwavering basis that allowed me to get a score of 730/800 in SAT Subject Test - Spanish, which surprised many people, especially my many Hispanic friends in Miami for such score, even among natural speakers of the language - including those who even immigrated to the US from a Hispanic country - is not common. This proves how important a good education and preparation on the grammar of Spanish is, especially for a student taking a Spanish class. I believe, then, that I am more than suitable to assist someone taking Spanish classes in school.
I have experience in working on word spelling with kids. And thanks to my experience and my familiarity with elementary and middle school students, I have developed my own tactics, which, as of today, have only made my students better, and led them to make progress much faster.
Proper vocabulary is an inevitable factor to good writing and respectable speaking. With me as an assistant, the student will be able to practice this, until it becomes second nature. The student will be able to establish similarity, familiarity, opposition and differences between words and phrases, and know what to use when. My tutoring experience, familiarity with difficulties students often encounter in Vocabulary assignments, and over solid academic performance, will ease my student to success.
Competent writing is one of those tasks that a well prepared student has to be able to do and whose lack can cause a lot of trouble, regardless of that student's subjects of emphasis. Writing is a process and sample, a simple sample. And it is with the regular practice of following that sample that a student gets a better, progressively, but also with paying attention to little details. It starts from a word to a sentence to a paragraph to a text. This is how top quality writing is obtained, and it is at the reach of everybody. I will be more than happy to make them realize that.