I tutor all math from elementary school through precalculus. This prepared me to help students taking ACT Math.
I achieved 100% on the WyzAnt Algebra I Certification Test. I am a patient and dedicated tutor who gives the maximum effort to help my students learn and produce top results.
My skills include simplifying complex fractions, graphing various algebraic equations for straight lines and curves, and solving complicated word problems algebraically.
I have taught grades 4-8 in a general education setting, in a variety of subjects. I also have tutored for 22 years to students in grades 1-6 in Science, Social Studies, Reading, Math, and English. I have obtained "A's" at Baruch College in Educational Psychology and Developmental Psychology. I will be able to tutor K-6 students in the Common Core New York State Curriculum. I believe in incorporating both a whole word and phonics approach to Reading. I specialize in Math, which would provide a solid foundation for more difficult future Math courses.
For years I've tutored the operations (addition, etc.), word problems, percents, fractions, and graphs. Even in grammar school, I averaged in the 90's in Math.
My strengths in English focus on grammar and sentence structure. I incorporate this through paragraphs within compositions, essays, and book reports to create proper written presentations.
ESL should focus on reading, writing and speaking English. I believe in a pleasant, relaxed approach to make it enjoyable for the learner. If possible, having homework for practice makes the learning more complete.
My geometry skills include, but are not limited to, word problems, solving for area, solving equations related to triangles, rectangles, squares, rhombuses, parallelograms, and trapezoids. I also tutor for two column proofs in logic and geometric proofs.
I have scored in the top third percentile range on practice units on the GMAT for both Math and English. This includes answering 85% correct on the Math portion of the test. Additionally, I excel in English, and this allowed me to score well on sentence structure and reading comprehension questions.
I scored highly on the GRE practice units, particularly on the Math portion, where I obtained 90% correct. I also found that strategies I employed for the verbal questions helped considerably, for both antonyms and analogies. Finally, I excel in Writing, as I incorporate correct sentence structure with proper grammar, and create well-developed essays.
I have taught the COOP Exam to 8th graders. I have done very well on the SHSAT practice exams. I know that the ISEE is a similar type of test, and so I have no concerns about knowing the material. I think I would do an excellent job tutoring the exam.
I took a college class in Logic and obtained an "A" in it. Also, I've tutored what was known as Sequential I and II (now Integrated Algebra and Algebra II), which required knowledge of logic terminology (including its p's, q's, conjunctions, disjunctions, tautologies, conditional "If ...then's", as well as 2 column proofs involving reasons such as "modus tollens" and "modus ponens" for proving if a statement was valid based upon its premises.
My Prealgebra skills include solving algebraic word problems, understanding measures of central tendency (mean, median and mode),and solving for both x and y by various methods(eg., substitution). It also includes using algebra to solve geometry problems, such as finding the missing angle in a triangle.
I was twice elected club President of oastmaster's, a public speaking organization. I gave speeches on persuading and informing. I also performed in a debate. As a classroom teacher, I prepared my students to debate in a two team match up. I also served as specific and general evaluator at Toastmaster meetings, and frequently opened and closed meetings as President of the club.
I believe in mixing a phonics and whole word learning approach. Pronunciation and enunciation are important, but many English words do not follow the rules. Updating a personal vocabulary list is essential to better comprehension. Reading as though you are picturing the scenario on T.V. is helpful, especially since children are visual. Lastly, choosing to read some material that is less interesting can be a good thing, because children are often called upon to read such material, and practice is needed to try and understand less interesting material because it will often appear on special exams.
I specialize in Algebra and Geometry, which constitutes the SAT Math portion. I also know shortcuts and tricks that can save time on the test. I also scored a 710 on the SAT Math section.
I scored a 640 on the SAT Reading section. I can show students how to read more carefully so that they can retain the information needed to answer questions correctly. I will explain how they should sacrifice a little bit of speed to answer questions more accurately.
I scored the equivalent of a 760 on the SAT Writing section of the test. This was mainly due to a strong foundation of grammar and sentence structure, which I can easily teach to my students. I answered about 96% of the multiple choice questions correctly.
I've always been strong in Spelling, averaging 95-100 in grammar school. When I was in the 11th grade, I took a test that placed me at the 4th year of College level (16th grade, 2nd month). I've continued to improve my skill over the years as new words crossed my path.
I believe I have an excellent approach to study skills. It is important to realize that, for both memorization and understanding, information not learned well is easily forgotten. With this in mind, review of material as close as possible to test time is essential. However, early initial preparation is very important too, especially with more difficult subjects. For example, a student might begin study for a test in a difficult subject three days in advance, whereas two days might be sufficient for a test in an easier subject. The review must continue in bits and pieces the closer the test arrives. The ultimate goal is having the material as fresh in the student's mind as possible until test time. Also it is important to remind the student that this approach will eliminate anxiety, because the student is not walking into the test "cold", but truly ready. This will maximize the test results. The key thinking in this approach is that it is very easy for the mind to forget detail, and that a disciplined approach to obtaining results can make all the difference.
Before I began teaching in the public schools, I was required to write a critical analysis of an essay. I was asked to do so again when I took The National Teachers Exam. I exceeded the requirements on both occasions. I referred to the main idea at hand, made certain observations, used specific examples to support my observations, and summarized my position in the final paragraph. This approach was more than sufficient to satisfy my critical analysis writing.