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I have a degree in Biology (Molecular), graduating with Departmental Honors (1988-1993) from Johns Hopkins University, Baltimore.
I grew up in Kalispell, Montana, but lived in the Baltimore-Washington corridor from 1988-1998 (with a one-year hiatus in Alaska) and in Norfolk, Virginia, from 1998 until I moved to St. Louis in 2007 to work on a graduate degree.
While I am new to WyzAnt, I am not new to tutoring or teaching. I first began tutoring in college through the chaplain’s office in a program for underprivileged children. I married my college sweetheart and for a sabbatical we decided to spend our first year of marriage exploring Alaska where I taught and tutored at a small school in Wasilla, Alaska, where my wife was also the 7th grade English teacher.
After our year of living adventurously in Alaska we moved back to Maryland where I took two jobs at two separate schools in northern Metro Washington, D.C., as primary school teacher for half of the day and a high school chemistry teacher and PE coach.
After one year of splitting between two schools I took a full-time position at one of the schools and taught 6th and 7th grade, all subjects except art, PE, and music.
In 1998 I began a career as a teacher, trainer, and problem solver for a software company. When I left that career to attend grad school in St. Louis, I was the director of training for an academic software group that specialized tools for research in the fields of Ancient Near Eastern and Biblical Studies. Used in universities and seminaries worldwide such as Princeton, Harvard, Yale, Duke, Oxford, Cambridge. Their software is widely acclaimed in international journals to be the premier software for research and exegesis of the ancient Greek and Hebrew scriptures.
In addition to my career I have had numerous other interesting education experiences:
I was the Christian Education director for my church in Norfolk for nearly seven years. A congregation of ~300, I taught both adult and children. I developed a recruitment and training program for all children’s teachers. I trained and oversaw the paid Christian Ed staff. I led a weekly discussion group of 10-14 adults. And I was elected by the congregation to sit on the governing board.
I was a guest instructor at La Escuela Presbiteriana de Teología, in Trujillo, Peru, where I designed and taught a month-long course in computer-assisted exegesis (in Spanish). I taught a similar one-day course at a seminary in Lima, Peru and in Santiago, Chile and at a conference near Jerusalem, Israel.
For two months at the San Agustín Language Institute in Trujillo, Peru, taught an adult advanced English conversation course.
I studied Hebrew for two months at an Ulpan (immersion language school) on a kibbutz in Israel, through the The Biblical Language Center.
In my my early 20's (i.e. the early 1990's) I started “Ironman Expeditions,” in Western Montana. For seven summers during and after college I recruited, planned, and lead week-long backpacking expedition of 4-6 college-age men across the largest wilderness complex outside of Alaska.
For almost three years in college I was a Research Laboratory Technician in a Human Genetics lab at Johns Hopkins Medical School, Baltimore, where we worked on understanding cancer cell metastasis.
I took a one-year leave of absence from college between my freshman and sophomore years (1989-90) where I was a ski instructor at The Big Mountain Ski Shop in Whitefish, Montana. This was my first teaching job!
While in college I spent two months living in Turkey, studying Islam and Turkish language and culture.
In high school I lived for a month in Mexico City where I studied Spanish and lived with a Mexican family.
And last but certainly not least, I am the father of five children (three of whom are teenagers!) and they all still love me.
I specialize in helping students prepare for standardized tests. The key to being prepared for ACT English is starting as far in advance as possible. This is true for any subject area but especially for English and Reading. If you are able to give it the time needed to follow my plan I can guarantee an improved ACT verbal score. I have been an educator for over 20 years and have extensive experience the teaching language and reading skills necessary to master the ACT English exam.
I specialize in helping students prepare for standardized tests. The key to being prepared for ACT Math is taking practice tests and going over the problems you got wrong. This is true for any subject area but especially for Math. If you are able to give it the time needed to follow my plan I can guarantee an improved ACT Math score. I have been an educator for over 20 years and have extensive experience the teaching the Math skills necessary to master the ACT Math exam.
I specialize in helping students prepare for standardized tests. The key to being prepared for ACT Reading is developing a love for reading by finding lots of good books and reading them. If you do not love reading I can help you begin to develop your reading skills enough to see a significant improvement in your ACT Reading scores, but to really excel on the ACT Reading Exam you must be willing to become a reader. Good reading skills will also help you with your ACT Science since the ACT Science Exam is actually just a reading comprehension test that includes tables and graphs (see my blog post on ACT Science). If you are able to give it the time needed to follow my plan I can guarantee an improved ACT verbal score. I have been an educator for over 20 years and have extensive experience in teaching the language and reading skills necessary to master the ACT Reading Exam.
I specialize in helping students prepare for standardized tests. The key to being prepared for ACT Science Exam is developing good reading comprehension skills. This is true for all subject areas but especially for the ACT Science and Reading Exams. If you are able to give it the time needed to follow my plan I can guarantee an improved ACT Science score. I have been an educator for over 20 years and have extensive experience teaching the science and reading skills necessary to master the ACT Science exam.
Understanding Algebra is so important to all subsequent levels of math. Learning how to handle unknown numbers is foundational but is also very intimidating when a student first hears a teacher talking about adding and multiplying letters of the alphabet. Unfortunately many students never have anyone help them through this initial stage of intimidation. They are convinced even before they begin that Algebra will be over their head. Well it isn't. I have had hundreds of students and I have yet to find one who did not have more than enough mental capacity to do Algebra as long as they are given adequate instruction and help with the foundations.
Understanding Algebra is so important to all subsequent levels of math. Learning how to handle unknown numbers is foundational, and built on that foundation of Algebra I. Algebra II takes it to the next level and prepares the student for what he/she will need for the calculus. Many students are convinced even before they begin that Algebra II will be over their head. Well it isn't. I have had hundreds of students and I have yet to find one who did not have more than enough mental capacity to do both Algebra I and II as long as they are given adequate instruction and help with the foundations.
My degree was very heavy on Chemistry and I have taught High School Chemistry. I am particularly fond of this subject and enjoy helping others discover how cool it really is.
In addition to adequate prep for the ACT or SAT, I help my clients with counsel on researching schools that fit their academic goals (engineering, pre-med, liberal arts, etc.) and their academic capacity. I also help with essays, applications, and finding financial aid. Most parents and students get far too worried about the process of choosing a college. Many don't even know where to start. Regardless of where my client is I can help them navigate this process successfully.
I was an elementary classroom teacher for three years in suburban Washington DC. I can provide references, upon request.
I also worked as a tutor for at-risk children in Baltimore through the Johns Hopkins University's chaplain's office.
My wife and I have five children all of whom are doing exceedingly well educationally. My oldest was recently accepted into Washington University here in St. Louis.
The study of applied linguistics (how we learn languages) has been a large part of my life. I have found it to be one of the most fascinating subjects ever since my father introduced me to German which he learned from living in Germany during the US occupation in the 1950's.
It is really not until you learn a second language that you can begin understanding your first language. My second language was Spanish (not counting the little German my father taught me). I studied Spanish for four years in high school with an exchange trip to Mexico city in 1986 where I discovered the huge difference between studying a language in a classroom and actually learning to speak a language.
I studied Spanish further in college where I had a native speaking classroom teacher for the first time. During college I also spent a summer in Turkey to study the Turkish language, my first non-Indo-European language.
After college I studied Latin as a way to better understand grammar in general. I also spent three years as a Latin teacher in a private school just outside Washington D.C.
In 1998 I took a job with an academic research software group that required me to spend regular time each day studying Greek and Hebrew (this "requirement" was one of the main reasons I took the job). I spent 9 years with that organization. I have since taken over 40 graduate level credits of course work in Greek and Hebrew. I have also studied Hebrew at a language school in Israel that uses the most current findings of research in applied linguistics. I took the course primarily to see how they incorporated these findings into their curriculum.
I have traveled not only to Mexico, but also Chile and Peru. In both Chile and Peru I taught (in Spanish) a graduate-student workshop on how to use the research software from the organization I worked for.
I have spent almost 5 months living in Trujillo, Peru where I not only studied Spanish but also taught English as a second language to Peruvian high school students and adults using curriculum from Oxford University. This was at the San Agustin Language Institute (SALI).
I am still actively involved in teaching English as a second language, Spanish and now Greek and Hebrew.
My experience studying and teaching so many different languages has given me genuine insight into language acquisition and has been particularly important for my teaching of English as a second language. Having experienced the frustration and the joy of learning to communicate in a "foreign" tongue, I am uniquely qualified to teach my first tongue to those studying it as their second.
I am glad to give even more examples of my qualifications upon request.
My degree from Johns Hopkins required a lot of genetics related courses and I also took an upper-level graduate course on the genetics of the fruit fly (Drosophila melanogaster) in my senior year. I spent two years working in a lab in the Dept. of Human Genetics of the Johns Hopkins medical school studying the expression of a membrane protein thought to play a role in whether or not a particular instance of cancer would spread through the body.
Of all the standardized tests, the GRE math section is really the most fun. I know that sounds weird, but honestly, the GRE is not a test to fear. The GRE math section actually covers only math lower than a 10th grade level. Nearly all of my GRE students have been adults wanting to get an advanced degree after 5 or more years out of college. They are convinced that they have forgotten most of the math they learned in high school and college. Yet in reality all the math skills they need for the GRE are skills they have been using and developing since they left college. The hardest part of the GRE math is learning to read the question and understand exactly what is being asked. Once I help them with that skill they are surprised at how easy the solution becomes.
I have many years experience in teaching languages (Latin, Spanish, Greek, Hebrew, and English).
I worked for 9 years for an academic organization (BibleWorks dot com) that created software used by universities and seminaries to aid in the exegesis of Greek and Hebrew biblical texts. I wrote the curriculum, trained employees and regional trainers, and I represented the organization at international academic conferences.
I have finished 6 masters level credits in Greek, and 10 credits in New Testament studies requiring the use of Greek in translation and exegesis. These courses were part of the MDiv program at Covenant Theological Seminary in St. Louis.
I have many years experience in teaching languages (Latin, Spanish, Greek, Hebrew, and English).
I have studied Biblical Hebrew for about 10 years now.
I participated in a 6-week intensive "Biblical Hebrew Ulpan" conducted by The Biblical Language Center in Israel.
I have finished 6 masters level credits in Hebrew, and 9 credits in Old Testament studies requiring the use of Hebrew in translation and exegesis. These courses were part of the MDiv program at Covenant Theological Seminary in St. Louis.
I also worked for 9 years for an academic organization (BibleWorks dot com) that created software used by universities and seminaries to aid in the exegesis of Greek and Hebrew biblical texts. I wrote the curriculum, trained employees and regional trainers, and I represented the organization at international academic conferences.
The MCAT expects science proficiency in biology, physics, general chemistry, and organic chemistry. I not only studied all of these subjects at Johns Hopkins University, I have also successfully tutored students in all of these subjects over the past 20 years.
The MCAT verbal reasoning and essay sections also cover subject matter in which I have had extensive experience as a student and a teacher: reading comprehension, logic, and writing.
I have also helped prepare quite a number of students for standardized tests ranging from the SSAT to the GRE.
I've used Outlook on a professional level for over 13 years as the director of technical support and client training for a software company. I used to train employees on optimizing their use of Outlook, Office and other software tools during a 15 min daily training class I taught for the company.
I worked for 9 years as the director of technical support for an academic software group that created the world's leading research software tools for the fields of Near Eastern and Biblical Studies. I have also taken several classes on computer programming so I understand what's under the hood, so to speak. When I was in college (1989) I spent one summer working as a computer hardware technician at Olympic Computers in Seattle, WA.
I took full year of Organic Chemistry in High School and then again in college, each time receiving an A. I worked for 2 years as a lab tech in a research lab in the Dept of Human Genetics of the Johns Hopkins Hospital. I also taught High School General Chemistry for one year.
I have taught reading for nearly 20 years (see my profile) and have thoroughly enjoyed every minute of it. There is nothing, absolutely nothing, more important than reading. It is such a privilege to help both children and adults discover the wonder of reading. Most of the students who come to me for help with science are actually struggling with reading. I can guarantee at least a grade-level jump in reading in just a month of meeting with me weekly and working at least 15 minutes a day. There is no charge for your reading assessment.
I have successfully finished a degree at a top university known for its painfully rigorous academics (3.35 GPA, Johns Hopkins) and 3 years of graduate study (3.75 GPA). I have 3 years experience as a primary school classroom teacher, and one year as a high school teacher. I have worked as a general tutor for underprivileged students in Baltimore through the chaplain's office at JHU. I tutored algebra for 5 months in AK successfully helping a problem student pass. I have helped teach a class on study skills to high school students. I am currently working as a Hebrew tutor for graduate students at Covenant Theological Seminary. I have taught English as a second language in Trujillo, Peru. I have helped my own children with their own study skills and they are all in the 95th percentile or higher on all standardized tests. I have 5 years experience in curriculum development and teacher training. I have had extensive experience in education and technical training as can be seen in more detail in my profile.
I have been writing and helping students with writing for well over 20 years. While my own education and experience should speak for my skills, my own kids do as well. My children have loved reading and writing from an early age. My oldest son began writing his first novel when he was 9 years old. My oldest daughter, now at Washington University, got a perfect score on her ACT verbal and writing sections. Of course I cannot claim credit for their gifts, but my teaching philosophy did play a significant roll in helping them to develop those gifts.
Very helpful. — Charlie has helped many people prepare for standardized tests, this was obvious when I met with him to prepare for one myself. He knew great strategies for maximizing my score and saving time. Charlie fit the right amount of material into our tutorial. It was very helpful to meet with him. ...
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