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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.
**** 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
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.
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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