****PLEASE NOTE****At present, I am unavailable to do house calls or long commutes - I will ONLY meet students who can meet at one of the following locations:
-Barnes & Noble at Menlo Mall
-Barnes & Noble at Rutgers University (New Brunswick/Piscataway)
-Any and all libraries and student centers on the Rutgers campuses (New Brunswick/Piscataway)
-North Edison Public Library
-Metuchen Public Library
-7+ years worth of experience in test prep for the SAT, SAT Subject Tests and AP exams.
-Extensive experience in privately tutoring students of varying levels of ability and all grade levels for placement exams, standardized tests, homework and essay help, etc.
-Developer of content-based techniques and writer of high yield materials for SAT prep.
-Graduate of the Rutgers Engineering Honors Program with a concentration in Biomedical Engineering.
-Rutgers University Dean's List, National Honors Society, National Latin Honors Society, recipient of JP Stevens "Best Math Student" "Best Calculus Student" and "Study of Classical Languages" awards.
HOW STUDENTS DO (ON AVERAGE) WITH MY TUTORING
SAT (Math, CR, Writing): Average improvement to overall score by the end of a course: 350+ points. Recent students have improved by as much as 480 - 600 points.
AP Calculus: 100% of students receive a perfect 5.
For ALL High school subjects - students improve test grades by a minimum of 1-2 full letter grades.
WHAT YOU CAN EXPECT FROM ME
- (For SAT prep/AP students) High yield strategies, techniques and lessons to boost scores quickly and build speed.
- (For High school subjects) Uniquely tailored lesson plans to help you overcome problem areas in school.
- All necessary curriculum/materials for each lesson brought to the lesson - FREE of charge! (inquire for details)
- Diagnostics/Assessments - FREE of charge! (inquire for details)
- Detailed reviews of each lesson, after each lesson, highlighting areas for improvement and tracking your progress.
TUTORING STYLE AND METHODS
1.) CREATING A FRAMEWORK - Pretend that you are about to learn Spanish. Would you memorize all the forms of the verb "tener = to have" such as "tengo = I have" or "tiene = he/she/it has" or "tenido = had", etc and then do the same for every verb? Of course not - you would learn the basic rules of grammar/conjugation and then apply them to different verbs so that you can generate the forms yourself rather than memorizing them! In other words, you would use basic principles and themes to create a system or framework into which you can enter all new knowledge.
In the same way, I prefer to transform the learning a new subject into an act of applying basic principles to new situations instead of an act of rote memorization. When teaching a subject, (whether it is calculus, biology or SAT prep) I always work on creating a knowledge framework from basic principles and root concepts in that subject.
2.) TRAINING STUDENTS TO SEE WHAT THE GENIUSES SEE - Students often ask questions such as "How do I know when to use equation A or Formula B" and are baffled when their "smarter" classmates grasp new subject matter and application so easily and intuitively. What they do not realize is that strong students often pick up on clues/indicators that other students miss and know how to use that information.
As an analogy, tennis champions do not watch the ball when an opponent prepares to serve - they watch the body mechanics of their opponent and learn to use this information to predict the path of the ball. Since most people tend to watch the ball, they assume that the tennis players have amazing reflexes that the rest of us could never have!
In a similar fashion, I teach my students how to spot the clues or indicators that high achieving students intuitively look for and find so readily. I show students how to use this information to know what to do when solving math/science problems and develop smarter, more efficient problem solving strategies to put them ahead of their peers.
3.) TARGETING & ELIMINATING WEAKNESSES - By targeting their specific weaknesses and focusing on improving specific aspects of their performance, high achieving students achieve far better results than students who do not do this.
Few students are able to identify their weaknesses in a way that helps improve their performance. For example, if a student reviews his/her practice SAT and notices that they tend to get % questions wrong, they have only skimmed the surface of the problem - they have not asked themselves WHY they get those questions wrong or how they can avoid that error so as not to repeat it. They have not identified the specific aspect of their performance that needs improvement - i.e. setting up an equation incorrectly, evaluating the numbers accurately, knowing what to do with the information in a problem, etc.
When working with students one-on-one, I focus rigorously on targeting and eliminating the specific weaknesses in a students performance in order to achieve the best results in the least amount of time.
Please peruse my feedback/testimonials page and subject descriptions for more information. If you still have any lingering questions, do not hesitate to inquire. I am here to help you achieve your educational needs and I appreciate your business!
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