After tutoring in various mathematics subjects, I was requested to tutor a student for the ACT. I first did a practice test online and did very well. Next, I got the ACT study guide made by the makers of this test. Not only does it give the breakdown of the types of questions asked, but it shows various strategies for sample questions, as well as overall strategies for taking the test.
Because I now know some tips and tricks for the test, as well as being an expert in the math needed to bump up scores on the ACT, I expect to give this first student and any students afterwards several different ways to bring up their ACT scores and be successful.
The ACT Science test is based on interpreting data, information regarding the design of experiments and analyzing results, and understanding conflicting theories about how and why a scientific system operates. I have had experience with conducting research studies, analyzing journal research studies to determine whether to use a medication or procedure in my practice, and communicating these ideas in layman's terms for my patients and students to understand. Therefore, I know what to look for in each of these passages in order to answer these questions. I can also teach this process to students so they can focus in on the most important details and answer the questions quickly.
I took Algebra 1 in Junior High and received an A. I enjoyed solving for variables because I enjoyed mysteries, and I felt I was solving some on my own.
Algebra helps me determine how to correctly mix prescriptions that are not ready made. As a pharmacist, I use it often.
Part of the way I teach includes finding and showing the student ways of double checking their work so they are confident they have the right answer.
I took Algebra 2 and Trigonometry together a year ahead of my class in high school. While I struggled with some concepts, I got help and understood everything better by the end of the semester. I was able to show my friends how to do certain problems the next year.
Some equations have use in pharmacy when looking at where a patient's blood level falls on a curve and how a pharmacist would adjust the dose.
Students appreciate my thorough explanations step by step through each type of problem, and they can then see how to apply those steps themselves.
As a pharmacist, I need to know all the parts of the body and how they function. This information allows me to know how drugs will interact with the body, both as intended and in terms of adverse effects. I also understand what happens when the normal body responses are changed by disease, and what changes to expect that might be a challenge for medication therapy.
Because I know all this information, I can help anatomy students learn the basics and put structures and functions of organs and tissues into perspectives they can grasp in smaller units. There are several mnemonic tricks that can be used to remember the important structures and names in areas of the body.
I had to take Biochemistry as a pharmacy student. The Krebs Cycle, the Citric Acid Cycle, DNA and RNA replication, the role of cyclic GMP, and how proteins interact with cell membranes to cause cellular transport or to become drug receptors were all topics I studied and I can help students with. In the 22 years I have been a pharmacist, this information has been helpful to discern how drugs work, what they will do in the body, and what adverse effects a patient might have.
My greatest strength as a tutor is to take these types of complex ideas and break them down into smaller pieces that my students can understand.
I took an Honors Biology course in 9th grade and received an A.
Biology was a big component of my college coursework as a pharmacist, and I graduated magna cum laude in May of 1991.
I have to know biology to know how the body works and how medication acts when someone takes it, as I have been a pharmacist now for 22 years. I use it often.
I also enjoy life learning with biology. I went to the Galapagos Islands as a vacation one year, and learned a great deal about Darwin, evolution, and the different species who live there. It was a fascinating trip and I would love to go back again someday!
When I was in high school, I took AP Calculus. I received an A in the course and a 4 on the AP Exam. When I went to college, I placed out of the first term of calculus, and the Calculus 2 I took was much like the second part of the AP course I took in high school. I found it very easy. Later in pharmacy school, I took an elective in Differential Equations because I thought I might want to go into research. It was an easy A for me.
While it has been a while since I actively took this higher math, calculus has come back to me readily as I reviewed it to take WyzAnt's test and to prepare to tutor students in this subject. I am still able to visualize certain situations and I know what I am looking for. The derivatives and integrals to back that up are easy for me.
I am the winner of Frank Gibbs Ryan Award for outstanding performance in chemical and pharmaceutical laboratory coursers at Philadelphia College of Pharmacy and Science in 1991.
I graduated magna cum laude with a B.S. degree in Pharmacy in May of 1991.
In high school, I took chemistry as a sophomore with a class full of juniors and was at the top of the class. It helped that I found it fun!
I have used elements of chemistry in my job as a pharmacist for 22 years so far.
I always took Gifted and Talented classes in mathematics throughout elementary school, Honors classes in mathematics in junior high and high school, and placed out of Calculus through the AP exam in high school.
Mathematics has always been a part of my job as a pharmacist for 22 years.
I use and teach logical ways to check one's work to make sure the answer makes sense.
I have a talent for breaking down math into pieces that others can easily understand.
I enjoy working with children to help them understand and explore science. They find experiments to be magical. I have supervised a dissection of the frog with elementary to middle school students, who found the organs fascinating and wanted to know what they do. I also have some show and tell items, from photos of special plants and animals, to a collection of rocks from every layer of the Grand Canyon. Anything interactive like this usually brings out the curiosity of the student, as they learn scientific principles.
If they have a specific assignment they need help with, I am great at breaking the concepts down into simpler language that the students can understand. They can usually figure out what to do on their own once they understand the language.
When I was a child, I had great difficulties with grammar and writing. My father spent countless hours with me teaching the finer points. I don't know how many compositions I wrote and showed to my father, who helped me correct my mistakes and revise my writing until it was right and it flowed naturally. Over time, I learned the rules of grammar and established my own writing style. I learned to correct the mistakes myself. I would like to give back and teach students how to do well in English and how to write better essays.
The GED test is based on knowledge one would learn through high school. When I attended high school, I graduated as the Salutatorian (2nd) in my High School Class.
My strongest subjects are math and science, and I currently tutor middle school, high school, and college students in these areas. I am also qualified to tutor English subjects, such as grammar and writing.
I also had no trouble passing WyzAnt's GED test for approval in this subject.
When I was a young child, I had great difficulties with grammar. My father spent countless hours with me teaching the finer points. I don't know how many compositions I wrote and showed to my father, who helped me correct my mistakes and revise my writing until it was right. Over time, I learned the rules of grammar and I was able to correct the mistakes myself. I would like to give back and teach students how to find and correct grammar mistakes.
As part of pharmacy school, I took Microbiology and completed both classwork and labs. The information from this class helped to explain why antibiotics work on certain bacteria and increased my understanding of infections. I received an A in this class. In a recent job for a home infusion company, Microbiology was applied to the procedures and specifications of our clean room. We practiced to keep our IV preparations sterile and pyrogen free.
I was taught to read music at a young age because I chose to play the piano. Then in 4th grade, I discovered the violin in Exploratory Music. I played both instruments for 2 years, and then I chose to drop the piano and focus on the violin.
During the next 7 years, I learned about many different ways to play a set of notes. There are notes or symbols in written music to tell someone to play louder, softer, smooth, rough, or bouncy. Timing, syncopated rhythms, and extensions of notes are also indicated by symbols, and they can significantly change the way a passage is played. Scales and chords taught me how certain sounds are achieved. I used to play these regularly.
Although my regular violin playing was shelved in my second year of college, I still know how to read and play music. I would like to share that with others.
As part of my pharmacy college education, I took advanced organic chemistry. It was a very difficult class, but I never gave up. I received a B in the class, which would be equivalent to an A in regular organic chemistry. This course served as a strong basis for biochemistry and pharmacology, both of which I use routinely as a pharmacist.
I have been a pharmacist for 22 years. As part of pharmacy school, I had 2 years of pharmacology. I need to apply principles from pharmacology routinely in my pharmacy practice to solve adverse event issues, choose the most optimal drug for a patient, or know why a drug-drug interaction might occur. Anyone in a healthcare field who has pharmacology questions would get the best answer coming to a pharmacist, like myself.
Physical Science combines basic physics concepts, basic chemistry concepts, and basic geological concepts. I received A's when I took a similar course in 8th grade Honors Science. I also received an A when I took chemistry as a sophomore.
I enjoy teaching these concepts, and I have items for show and tell with students, as well as projects that can be done to enhance their understanding if needed.
I took two Pathophysiology courses in pharmacy school. Pathophysiology I covered the nervous system, both sympathetic/parasympathetic and peripheral/autonomic. Pathophysiology II covered the remaining major organ systems of the human body, each presented by a different guest lecturer. I received an A in Pathophysiology I and a B in Pathophysiology II.
Today I explain (to both patients and students) what goes wrong in an organ system, and how the body reacts to drugs that attempt to treat a patient's condition.
I took Gifted and Talented math (known to others as Prealgebra) in Junior High School and received an A.
There are many fundamental concepts learned in this class, and I still use many of them today in pharmaceutical calculations. Proportions are especially important in pharmacy.
I always teach students to double check their work, which increases their confidence when they are sure they have the right answer. The methods I show for double checking also help the students figure out where they went wrong if the answers do not match.
The Algebra 2 and Trigonometry Class I took as a Sophomore in High School was very advanced and meant to be a preparation of Calculus in my Junior year. It was difficult, and while I started with D grades, I got help and pushed myself up to a B overall for the year. Not only did this class prepare me for AP Calculus as a Junior, it also helped me with Physics class the same year. I learned these concepts so well back then, that I did not have to review much now in order to pass the WyzAnt Precalculus test. I am even teaching some of these concepts to students who are currently taking an advanced level of Algebra 2. They will tell you that I can break down these concepts just as well as typical Algebra topics, into smaller pieces that students can learn and apply.
I have been an avid reader since I was a young child. In addition to vocabulary, I have learned the structure of writing and what enhances a passage. It helps students to have good examples of how statements are most effectively made and what to look for in a passage to best comprehend it. I will choose selections for my students and point these qualities out.
I was taught proper study skills as a young child, and I was successful with school and studying for tests. As a college student, I kept those skills and disciplined myself to make sure I had the proper time and environment to devote to my studies. Because I organized my life with a strong focus on studying, mixed with other pursuits, I was successful enough to graduate magna cum laude and be a leader in an intercollegiate group that was both fun and important to me. I would like to share my success with others.
Trigonometry was one of the hardest math topics for me in high school. I studied it as part of my Honors Algebra 2 course. I took it as a sophomore, in a class full of juniors. I had the privilege of learning from these juniors how to reason out the solutions to trigonometric identities. With practice, I got much better with these problems, and I ended up with a B in the class.
This experience gave me an appreciation for all students who struggle with trigonometry. I recently reviewed these trigonometric identities for a student whom I was tutoring in precalculus. It brought back memories of high school and I was able to connect with this student better and help her understand the logic involved in these problems. I would like to share this knowledge with other students and take them from where I was to the best that they can be.
It was also incredibly rewarding to take WyzAnt's test today and receive 100% correct responses of 12 questions. I found the test quite easy, which validates that I understand the basic principles of trigonometry much better now than I did in high school.
I have always been an avid reader, with a curiosity for unknown words. My parents and teachers strongly encouraged me to look up words I did not know in the dictionary, which helped me retain them better. In college, I developed quite a lexicon of medical terminology, and as a pharmacist, I have had to break down a lot of information and big words into layman's terms so patients and their families can understand them. Therefore, I can interpret the dictionary definitions of words so students can understand them.
In addition to my father's help with grammar, I have developed my own writing style. Nonfictional writing is my preferred vehicle, as I have had to write for many different purposes.
In high school, I was nominated for the National Council of Teachers of English Essay Contest. Two of my essays about literature I had previously written in 1985 were submitted.
I wrote my college entrance essay about an experience in teaching others I had during a summer program at Choate Rosemary Hall. The descriptions of myself and others during the process, as well as the conclusions I drew at the end caught the imagination of whoever read this essay.
In college, I conducted some pharmaceutical research and wrote an article entitled "A Comparison of Wet vs. Dry Bead Compaction for Controlled Release". This article was published, and I presented the results at The First Annual Undergraduate Research Symposium , Sponsored by the Philadelphia College of Pharmacy and Science Club of the Sigma Xi.
Also while in college, I wrote an application for grant money and presented the appeal to the Jewish Campus Activities Board in Philadelphia. I was one of several college students who wanted to form a group called Hillels in Philadelphia (HIP). The group was for students at smaller colleges in Philadelphia who did not have enough Jewish students attending their schools to run their own programs. Both the written application and the oral presentation were well received. We received the grant and started this group.
I have had to write many small reports for my various pharmacy practices, detailing interventions in drug therapies I made for my patients and what the positive outcomes of these interventions have been. Some were official Patient Care Plans, while others were simply reports to colleagues or supervisors. Anyone who needed to refer to those documents always clearly understood what I had accomplished, as well as how to apply the information to their patients.