Because I am employed full-time during the work week, I am only available to tutor on weekends.
In many ways I am uniquely positioned to teach difficult and troubled students, especially those who are bored with school because they are unhappy with themselves, smarter than many of their teachers, or both. First, I was one myself from grade school through my first year of college, so I have personal knowledge of what they are experiencing. Secondly, I have worked with students of all ages, and from a variety of ethnic and cultural backgrounds. Finally, I served four years as an instructor in a special program funded by the U.S. Department of Labor. The only students permitted were those who had been determined by their behavior and achievement to be at risk of dropping out of school. For each year that the program operated, my students measurably increased their math and English scores two school years for each one spent in the program. We also outperformed every other school participating.
My teaching experience includes both children aged four through eighteen, and adults of all ages.
My first task with any student is to convince the student that he or she really can succeed at his or her studies. The greatest barrier anyone faces which prevents academic success is disbelief in his own ability to learn.
I believe that all people can learn just about anything if they are willing to do the difficult and often boring work required in order to master the subject. It must be understood that making mistakes is a necessary part of the learning process. No student should ever be ashamed of his errors; instead, they are the steps of the ladder he must climb in order to reach academic success. Therefore, one of the first things I teach is that every mistake is an opportunity for successful learning. Once that psychological hurdle is passed, learning begins in earnest.
BA - University of Arizona in Philosophy with minors in English and math.
MA - Rice University in Philosophy with specialization in Ethics and logical structure of language. At the time I left my formal education, I was ABD for the Ph.D.
High School Civics, Arizona School for Boys (out of business)
High School Algebra and Geometry, Mt. Carmel High School, Houston, TX
All ages and subjects, Labuan Learning Center, Labuan, East Malaysia
Middle School English, Houston Independent School District (certified in secondary English). Four years' teaching in Project Excel at Deady Middle School, Houston, Texas.
At the Labuan Learning Center we had up to 20 students aged 4-18 from five different countries. Individual learning programs were developed for each student, and I functioned more as a choreographer, dancing from student to student, than I did as a classroom teacher. Many students were behind in their studies because their parents had been moved many times during the past years. Therefore, I placed those students on intensive remedial programs which enabled them to achieve grade level competency by the end of a calendar year.
During my last four years in the public school system, I was employed in a special program funded by the U.S. Department of Labor. All of my students were at least two years behind grade level competency in both English and mathematics It was also required that their families' incomes were below the US poverty standards. Most students enrolled were behind more than four years in English, mathematics, or both. In the course of a school year, using computer-aided instructional material, I consistently improved each student's mastery levels by two years or more in both English and mathematics.
Introduction to Philosophy, Houston Community College, Houston, TX; Introduction to Philosophy, San Jacinto College, Pasadena, Texas;
Business English, Business mathematics, variety of computer programs, Texas School of Business, Houston, TX
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