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Travel radius

20 miles
Hourly fee

$40.00
Email Jozef S.

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unless you find a good fit!

Jozef S. passed a background check on 7/21/14. The check was ordered by Jozef through First Advantage. For more information, please review the background check information page.

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Good morning,

I would be delighted to discuss in more detail how my background and experience could be of help.

I have the following qualifications and experience:

* Masters degree from MIT in EE

* 40 years in high tech engineering

* 7 years of teaching at the college level -- math

* 9 years of tutoring students 8-12 – math & physics

I will provide appropriate references and a "no-charge" for the first lesson if you are not completely satisfied.

To proceed, please register with Wyzant and let’s connect.

Looking forward to taking the next step.

Jozef

**** SUMMARY *****

TEACHING and TUTORING BACKGROUND

• Since 2007, Adjunct Professor of Mathematics in all levels of mathematics at MassBay Community College,

Framingham State University and Wentworth Institute of Technology.

• Developed 4 special Math Tutoring programs for AutoTech, BioTech, Physics and Athletes that was the foundation of a live, Internet-based summer program in Developmental Math.

• Recipient of two Title III grants—to develop on-line tutoring - Virtual Tutoring; and to incorporate SOCTRATIVE.com for the classroom and tutoring

• Nominated for Excellence in Teaching in 2013.

• Implemented on-line tutoring for in-incoming freshman to prepare them to take the Accuplacer test.

• An early adopter of Pearson’s MyMathLab and McGraw-Hill’s ALEKS computer-based programs and Mathematica and Wolfram/Alpha programs.

• Developed and implemented a revision of MassBay's Calculus 1, 2 & 3 and Differential Equations courses under the auspices of the "best practices" of Calculus Reform.

• Provided tutoring for high school & college students in math and physics under the auspices of: Lexington Learning Center (with 21 hours) and Wyzant Tutoring Services (with 185 hours as 7/2014).

• Provided pro bono tutoring to METCO students at Lincoln-Sudbury High School.

• Tutored a high school student For a year in math, a subject twice

failed and a requirement for graduation. He went on to college and became a highly respected, remedial math teacher - he knew how tough it was to learn math.

• Have now fully grasped the difference between teaching and tutoring. I am confident

that my references (professional, colleagues and students) will validate that I am a considered a good teacher coupled with being an excellent mentor/tutor.

MY TEACHING PHILOSOPHY BASED ON A BLEND OF TWO EXPERIENCES

The first, a proud career as an engineer, executive, and consultant in high tech where fluency in the language of mathematics is fundamental to success; and subsequently in academia where I now teach and tutor mathematics at both a 2 year and 4 year college level.

Both experiences have contributed to my understanding that, although math has been a painful barrier to many students, these students can become math-competent given a commitment to try coupled with a supportive environment.

When I started at MassBay, I was a bit confused as to why my students had so much trouble with the basics: fractions, percentages, decimals, minus signs, even their times table. Something was amiss? I was taken aback by the lack of these basic mathematics skills evidenced, just not in developmental courses and also in the upper-level courses.

I began to realize that, for a variety of reasons,

a large number of post-high school level or returning adult students were not prepared for college level math courses. As a result I began to seek answers to:

• Why the students did not demonstrate a number sense?

• Why were they addicted to the use of a calculator?

• How dd they get this far without a these basics?

Volumes have been published on the reasons, “Why Johnny can’t add.” I have, however, concluded that, although these reasons play a significant part in a student’s underperformance, those students who show a desire to go forward have the essential element needed to succeed.

I can point with pride that some of my best performing students came from the, least-performing backgrounds.

Thus, as educators, we are given raw talent with the charge to mold this nascent talent into a competent user of mathematics thereby enabling them to move forward to achieve their longer-term educational and societal goals.

To that end, I will continue to seek and deploy answers to the following:

• How to motivate the students to THINK?

• What to do when they get "schtuck"?

• For the students to realize that I cannot teach

them math - they must learn Math!

• I will focus on teaching them how to learn how to learn Math.

• How best to incorporate complementary computer-based learning

system integrated with selected Internet sites such

as Pearson’s MyMathLab, McGraw-Hill’s ALEKS,

Wolfram’s Wolfram/Alpha, Excel, Purplemath

and Google.

WHAT STUDENTS CAN EXPECT OF ME

• Approach mathematics from an application perspective;

• To be challenged to think in every class;

• A Socratic style of interaction;

• Line via the Internet, email, phone- 7 days a week;

• High expectations of them to perform;

• Incorporate humor as a part of the overall learning process.

Test Preparation:

ACT Math, SAT Math

Homeschool:

Algebra 1, Algebra 2, Calculus, Geometry, Physics, Prealgebra, Precalculus, SAT Math

Science:

Physics

Math:

ACT Math, Algebra 1, Algebra 2, Calculus, Discrete Math, Geometry, Prealgebra, Precalculus, SAT Math, Trigonometry

Knows His Stuff — This man knows his stuff and knows how to teach. We will be back. He had great study and test tips. ...

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