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My college and post-graduate training included honors level BS/MS/PhD work in engineering, math, physics and chemistry.

I began my tutoring experience during…
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*$50 for lessons of 3 hours or more.*

Engaging Terry was the best thing I've done. I needed to get myself up-to-date on Microsoft Projects 2007 for a huge project I was asked to manage. Terry's indept knowdledge of this software and his industry experience was more than I would have ever imagined. There aren't many people around who have the knowledge to use the program the way it is intended and Terry is one of them.

Terry has helped my eldest daughter by going back through math with her and helping to clear up any concepts she was missing or unclear about, from there it was easier for them to quickly help her understand her Algebra II with which she was struggling. She really enjoys her tutoring sessions because she likes how Terry listens and can really help. Now Terry is helping her get ready for the SAT, by making sure all of her math and science concepts are solid. Terry is a great tutor because he has a great ability to see what concepts the student is missing or doesn't comprehend. He is patient and jovial as well which helps the student learn to love going to tutoring.

My husband (an experienced engineer) and I engaged Terry (a very experienced engineer) in helping our college son with a freshman AC/DC Circuits class. While Terry had not tutored this subject before, he quickly was able to assess our son's challanges/blind spots and get him on the path to mastering the subject. Seeing this happen in just 1 session we then had Terry take a look at another one of our son's classes (hydraulic systems) and Terry again was able to quickly pinpoint his problem areas and make real improvements in subject matter comprehension. In addition to his broad knowledge of various technical subject areas, Terry demonstrates a very kind and patient manner that is extremely conducive to being an effective tutor. Terry is truly "one-stop shopping" and my husband and I strongly recommend his tutoring services without any disqualifications or reservations.

First, I must say that Terry was extremely patient and extremely accommodating. I was purchasing a telescope for my boyfriend, when I initially contacted Terry. Terry was extremely helpful by giving me information on the type of telescope that I should purchase, from whom I should purchase a telescope, and where we could go to set the telescope up and do some stargazing. Terry and his wife met us at the location that I chose...and despite the rain, they arrived and were so helpful and pleasant throughout the entire experience. As an astronomy tutor, Terry TRULY knows the skies! We were impressed with his willingness to go 'above and beyond' in order to assist us in the entire telescope-purchasing process. He is truly an asset to your organization!!

Math:

ACT Math,
English:

ACT English, ACT Reading
Science:

ACT Science,
Homeschool:

Algebra 1,
Corporate Training:

Microsoft Excel
Approved subjects are in **bold**.

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.

The ACT Exam is a bit difficult to teach because it is by design broad and variable. I have a lot of successful experience with structured tests like ACT/SAT and find that a good way to approach the test is to focus on one section at a time and jointly work through a lot of examples, focusing on difficulty areas as they occur.

ACT math/science is particularly challenging in that most answers are right/wrong and therefore require clear specific understanding, focus, attention to detail and neat work habits to score high

Also sometimes I find that difficulties students experience in one area of test questions originate from flaws in earlier understanding of more basic fundamentals. So I believe it is wise to plan to balance study time between working on ACT samples while also drilling down, whenever a difficult area is identified, to remedy possible issues that are rooted in basics.

In my tutoring experience, I have recently tutored several students for ACT prep and am fully up to date with latest test formats and lots of current examples. As a member of a teacher's organization, I have access to ACT/SAT teaching aids and examples not published in the bookstore workbooks.

The ACT Exam is a bit difficult to teach because it is by design broad and variable. I have a lot of successful experience with structured tests like ACT/SAT and find that a good way to approach the test is to focus on one section at a time and jointly work through a lot of examples, focusing on difficulty areas as they occur.

ACT science is particularly challenging in that the student is required to combine a solid aproach to the skills and strategy required by the reading test, with math testing skills. In some respects I find the science section to be most challenging, in that it requires reading and understanding of passages containing a wide variety of technical content and mathematic expressions.

Therefore I find that preparing for the science portion is best done after building strength in both math and reading capabilities. Also I follow a proven approach of balancing study time between working on ACT samples while also focusing on any difficult areas that are identified.

In my tutoring experience, I have recently tutored several students for ACT preparation, and I am fully up to date with latest test formats and lots of current examples. As a member of a teacher's organization, I have access to ACT/SAT teaching aids and examples not published in the bookstore workbooks.

High school math is not easy. It’s very important to help a student develop effective problem-solving techniques, and also ensure a foundation in basic math and pre-algebra. There is a logical upward path through these math disciplines; therefore I assess the student’s math foundations and focus on fixing any weaknesses, while simultaneously working on Algebra 1. With the base solidified, and competence in Algebra 1 established, future study of Trigonometry, Algebra 2, and higher math - as well as the sciences, is much easier and SAT-type scores also benefit.

I began tutoring Algebra while studying Engineering at Tulane Univ. Offering math tutoring to area middle school, high-school and Tulane students, I found that Algebra 1 and/or 2 were often the weak link - so I began to specialize in this topic early-on. Later in grad school, working as a professor's assistant, I taught labs and workshops and saw clearly the effect of math weakness, particularly Algebra, on student’s efforts in the sciences.

I now tutor Algebra (Pre, 1 and 2) both stand-alone and as part of other math and science subjects (Calculus, Physics, Chemistry, etc.).

High school math is not easy. It’s very important to help a student develop effective problem-solving techniques, and also ensure a foundation in basic math and algebra. There is a logical upward path through these math disciplines; therefore I assess the student’s math foundations and focus on fixing any weaknesses, while simultaneously working on Algebra 2. With the base solidified, and competence in Algebra 2 established, future study of higher math, as well as the sciences is much easier and SAT-type scores also benefit.

I began tutoring Algebra 2 while studying Engineering at Tulane Univ. Offering math tutoring to area high-school and Tulane students, I found that Algebra 2 was often the weak link - so I began to specialize in this topic early-on. Later in grad school, working as a professor's assistant, I taught labs and workshops and saw clearly the effect of math weakness, particularly Algebra 2, on student’s efforts in the sciences.

I now tutor Algebra 2, both stand alone and as part of other math and science subjects (Calculus, Physics, Chemistry etc).

I began study of Astronomy at about 9 years of age when my grandfather, a sea captain, taught me celestial navigation. I knew most of the constellations, and the navigation stars they contain, long before I owned a telescope or knew anything of the underlying science. But as a Boy Scout I earned an Astronomy merit badge and soon found myself teaching Astronomy to fellow Scouts, then family, then classmates. I have not stopped teaching it, and learning at the same time, since then.

Today I teach Astronomy to visitors at the George Observatory near Houston, and also to my tutoring students and sometimes to their parents!

Teaching Astronomy requires coverage of a large body of information plus a surprising range of mathematics and sciences - as the underpinnings of one of the most important scientific disciplines in today's world.

I now tutor a wide range of math and science topics; therefore in tutoring Astronomy, I benefit from broad knowledge of the math and science involved and I offer the student a full foundation in these related subjects.

After my undergrad work in Mechanical Engineering (3.8GPA), I switched to Chemical Engineering for my Masters. I am a Registered Engineer in Louisiana (inactive). I have worked continuously for the past 30 years in the Chemical engineering/process plant operations field. I have taught numerous mechanical and chemical engineering labs and seminars. I have had a many as 20 chemical engineers reporting to me.

I began formal study and use of solutions for DE in college as part of honors math (in which I excelled). Working as a professor's assistant I taught Calculus and Differential Equations to undergrads in Engineering and Science. However, I first learned DE as part of several other math and science courses starting in high school and continuing into college. I now tutor high school and college DE both stand alone and as part of other math and science subjects (Algebra, Calculus, Physics etc)

As part of my career in engineering, I worked with DE's as part of analyzing changing systems in a wide number of electrical, mechanical and chemical systems. I taught DE to teammates working in all engineering disciplines. I have continued to work with and teach DE when solutions to this class of equations are being studied or are needed as part of the solution to a math problem.

I have a lot of experience with math tutoring for various exams - including the GED, and this experience has extended from high school age to older students in the workplace seeking to enhance their job selection and income potential.

My experience with the GED, particularly the math portion, is that problems with the test questions are often rooted in weaknesses in underlying math fundamentals, particularly Algebra and Geometry. Therefore I usually suggest to my students that we balance time between working directly on test topics while simultaneously strengthening fundamentals whenever an issue appears.

High school math is not easy. It’s very important to help a student develop effective problem-solving techniques, and also ensure a foundation in basic math and pre-algebra. There is a logical upward path through these math disciplines; therefore I assess the student’s math foundations and focus on fixing any weaknesses, while simultaneously working on Geometry and Trigonometry. With the base solidified, and competence in Algebra 1 also established, future study of Trigonometry, Algebra 2, and higher math - as well as the sciences, is much easier and SAT-type scores also benefit.

I began tutoring Plane and Solid Geometry while studying Engineering at Tulane Univ. Offering math tutoring to area middle school, high-school and Tulane students, I found that algebra and trig were often the weak link - so I began to specialize in this topic early-on. Later in grad school, working as a professor's assistant, I taught labs and workshops and saw clearly the effect of math weakness, particularly Algebra and Geometry, on student’s efforts in the sciences.

I now tutor Geometry both stand-alone and as part of other math and science subjects (Trig, Algebra 1, Physics, Chemistry, etc.).

Logic is part algebra, part a kind of symbology and part basic structured reasoning. I began study of formal logic in college as part of honors math (in which I excelled, As). However, I used it as a tool starting in high school and continuing into college as part of local and national debate teams.

During my career in industry I have used complex logic as part of creating code for control and optimization programs used in operating process units.

During this time I taught logic to other engineers working in process controls and business optimization. I have continued to tutor logic when opportunity has presented itself.

After my undergrad work in Mechanical Engineering (3.8 GPA), and graduate work in Chem Engineering (4.0 GPA), I returned to mechanical engineering to complete my graduate work. I am a Registered Engineer in Louisiana (inactive). I have worked continuously for the past 30 years in the refining/ petrochemical industry design and plant operations field/involving engineering and operating every kind of mechanical equipment. I taught numerous mechanical engineering and chemical engineering labs and seminars. I have had responsibility for the mechanical maintenance dept for a major process industry firm including teaching numerous engineers and operators design, operation and maintenance of the equipment.

After completing my formal education in mechanical and chemical engineering, I worked for 20 years for operations and engineering/construction companies. My time was split between project execution and project development for both the owner and contractor side.

One key aspect of these activities is communication of plans, recommendations and results to teammembers and clients, and one part of my success in these roles is a keen knowledge of presentation softwares including particularly MS Power Point and Word.

I feel that the big step between mechanical knowledge of these programs and real -skilled use is to receive lessons and guidance such as I offer based on my long term experience with them.

After completing my formal education in mechanical and chemical engineering, I worked for 20 years for operations and engineering/construction companies. About two thirds of that time was in project execution for both the owner and contractor side, with the remainder in project development.

During that time, I developed and maintained schedules and resource management plans using all the popular software including MS Project in at least 6 versions including currently using MSP7 and MSP10.

I recently finished teaching MSP 9 & 10 to my son and another 3-4 year experience college grad. I am currently providing project planning & control training to project engineers at a major integrated oil company.

For many students middle and high school science classes are not easy. In these classes, the student is confronted with specific and detailed technical facts, formulas, etc. – which are very different from the more generalized information contained in courses like language or social studies. Learning science curricula requires development of understanding of the processes involved and working with hard data – much more so than broad information and memorization.

This is particularly the case in introductory classes such as Physical Science. Not only is this course one of the very early exposures to science-type classes, but also to applying recent and sometimes current math learning. Sometimes when the student feels challenged by a science class it turns out that part of the problem is caused by weaknesses in his understanding of the underlying math.

I feel that it’s very important for me to help the student develop effective science problem interpretation and solving techniques, and also to ensure a foundation in basic math and pre-algebra. Therefore I focus on basic principles for each technical area in the Physical Science course then follow-up by working examples. I also check for competence in the required math - and react accordingly.

The strongest area of my tutoring experience and skill is centered in math for middle school and high school students.

I began tutoring Algebra while studying Engineering at Tulane University. Offering math and science tutoring to area middle school, high school and Tulane U. students, I found that Algebra was often the weak link - so I began early-on to specialize in this discipline. Later in grad school, working as a professor's assistant, I taught labs and workshops and saw clearly the effect of math weaknesses, particularly Algebra, on a student’s study of the physical sciences.

For many students, Pre-algebra fully exposes them for the first time to math definitions, procedures, formulas, equations, graphs, and even calculator use. Therefore I feel that it’s important to ensure that the student develops the solid foundation in these fundamentals that they will need in Pre-algebra as well as in subsequent math and science coursework. Then with basic competence established in Pre-algebra, future study of Algebra 1&2, Trigonometry, and other high school math and science is a smoother step.

I now tutor Pre-algebra as a special focus. I benefit not only from my experience but also from the advice of my daughter who directs the middle school math/science department for a Houston area school district.

The step from Algebra 2 and Trigonometry into the world of Calculus can be challenging and is in fact a major topic for tutoring and other sources of assistance. Part of this difficulty is created by introduction to whole new math structures and concepts, plus the required use of a new piece of math language, but part can also be traced to weaknesses in understanding of the preceding math topics.

I have successfully tutored many students in this transition beginning with my specialization in teaching Algebra2/ Precalculus while in grad school. I found that a good approach was to combine teaching the entry phase of calculus (including a lot of hands-on problem solving) with a willingness to identify and attack any weaknesses identified in earlier learning.

I look forward to working with you in your Precalculus studies.

The SAT Exam is a bit difficult to teach because it is by design broad and variable. I have a lot of successful experience with structured tests like SAT/ACT and find that a good way to approach the test is to focus on one section at a time and jointly work through a lot of examples, focusing on challenging areas as they occur. SAT math/science is particularly challenging in that most answers are right/wrong and therefore require clear specific understanding, focus, attention to detail and neat work habits to score high. Also, sometimes I find that difficulties students experience in one area of test questions originate from flaws in earlier understanding of more basic fundamentals. So I believe it is wise to plan to balance study time between working on SAT samples while also drilling down, whenever a difficult area is identified, to remedy possible issues that are rooted in basics. In my tutoring experience, I have recently tutored several students for SAT prep and am fully up to date with latest test formats and lots of current examples. As an employee of a school district and a member of teachers' organizations, I have access to various SAT/ACT teaching aids and examples.

TAKS is an abreviation of the "Texas Assessment of Knowledge and Skills" which is the standardized test used in Texas to evaluate students in grades 9-11 for their attainment of reading, writing, math, science, and social studies skills required under Texas education standards.

My daughter manages this program for one Texas County, and I have been tutoring TAKS preparation for several years; supported by extensive experience with ACT & SAT tutoring.

The test is being phased out by the STAAR test and will be fully replaced by 2014. I am currently preparing to offer STAAR preparation (which is not excessively different).

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