Performing well on the ACT can be quite an ally when it comes time for applying to universities.
While the SAT claims to be an aptitude test, that is, a test of future performance, the ACT is strictly an achievement test, that is, a test of how much a student has already learned.
Although admissions personnel more often use the SAT to determine student acceptance, a student who scores better on the ACT and its alternative design may find himself or herself much more likely to attend his or her university of choice.
I help students increase their scores in every ACT section: Math, English, Reading, and Science.
Comprehending first-year Algebra is absolutely essential for any student wishing to graduate high school, let alone a university.
A solid foundation in Algebra I will be demanded during any future pure math course, such as Algebra II, geometry, precalculus, and calculus, as well as any math-related course, such as chemistry, physics, and engineering.
Therefore, every student with a goal of academic success must be certain to learn all topics in Algebra I extremely well.
I went through the most difficult college application process in the U.S. and received an appointment (acceptance) to the U.S. Air Force Academy. I attended Florida State, so I know the general process for state schools. I know a great deal about most major colleges. For example, acceptance to UNC-Chapel Hill and UVA is highly challenging for out-of-state students. The Ivy League schools, along with schools such as MIT, CIT, Duke, Stanford, and the major military academies are all "reach" schools. By "reach," I mean that it is extremely competitive to gain acceptance.
With some exceptions, it is a good idea to develop a list of at least three potential colleges. One should be a "reach," one should be challenging but with more probable acceptance, and one should pose probable acceptance for the student, still requiring some measure of effort.
High school or college transfer students can certainly benefit from the wealth of information I have developed through my great interest in colleges and universities since I was young. Through conversation, I can help students decide for which schools they should apply.
I am qualified to assist students in every step of the application process, including intensive help with their college essays.
Therefore, I believe myself fully qualified for tutoring in the area of college counseling.
Before tutoring a third grade student, all of my work had been with college students, high school students, and one junior high student.
I did not know what to expect during the first lesson with the eight-year-old third grader. I had not even met him before I went to his grandmother's house to teach him.
I was amazed at his good manners, good attitude, and his excitement of suddenly having his own personal assistant.
We worked through his homework assignments, and even though the level of material was trivial to me, I had an all new challenge of helping him understand concepts new to him.
He has become a regular student, and I always look forward to the day of the week I get to be his guide. Each time, he actually teaches me some things!
I know now that during my career as a tutor, I will enjoy teaching each youngster whose parents or guardians choose to hire me.
Allowing a student to figure problems through on his or her own while I moderate and keep them in check is a fantastic and proven way to get a student ready for the SAT. It gets their thinking going, and I make sure his or her figuring is correct. That's what they have to do on the SAT - think. Proper SAT prep is not about me solving problems for a student at lightning speed, one after another. Books with problems and explanations can do that. A tutor needs to do more.
I took honors statistics in high school, during which I was first introduced to many foreign terms and new mathematical methods.
Because I was a finance major in college, I was required to take the equivalent of Statistics I and II. I was glad to have taken high school stats before college Stats I, and I was glad to have taken Stats I before Stats II.
Although I had many excellent professors at Florida State, my Stats II professor would become one of my favorites. His knowledge, passion for teaching, and compassionate concern for us students made paying close attention a pleasure. I was both glad and relieved to have received a grade of A in his class, because that course and one of the accounting ones I took had a 70% student failure rate. Some specific subjects are a challenge for most to grasp, but we had to pass or leave the College of Business.
My statistics knowledge and teaching ability includes, but is not limited to, the following topics:
Probability Equations, Binomials, The Normal (z) Distribution, Central Tendency, Student's t Distribution, Confidence Intervals, Hypothesis Testing, Two-sample Tests with the t and F statistics, Two Sample Tests w/ Categorical Data (chi-squared), and Linear Regression w/ Correlation.
Any student in search of assistance in one or more of these topics will benefit from my teaching; just let me know!