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James D.

Dedicated Instructor

Dedicated Instructor

$40/hour

  • 2 hours tutoring

  • Mobile, AL 36695

About James


Bio

I have a Masters from the University of West Florida and a degree in Math and Statistics from University of South Alabama. With a strong educational background in Mathematics, as well as practical experience both inside and outside of the academic environment, I am confident that I am a great match for your educational needs. At your convenience, I would welcome the opportunity to meet with you about how best to secure a position working for you.

I have won Teacher of the Year from the...

I have a Masters from the University of West Florida and a degree in Math and Statistics from University of South Alabama. With a strong educational background in Mathematics, as well as practical experience both inside and outside of the academic environment, I am confident that I am a great match for your educational needs. At your convenience, I would welcome the opportunity to meet with you about how best to secure a position working for you.

I have won Teacher of the Year from the Moss Point School District, Moss Point, MS in both Junior High and High School. I have taught GED prep for the Mobile County Health Department's Fatherhood Initiative.

I have a proven track record of improving student content mastery and I look forward to working with you as you pursue excellence.


Education

University of South Alabama
Math and Statistics
University of West Florida
Masters

Policies

  • Hourly rate: $40
  • Tutor’s lessons: In-person and online
  • Travel policy: Within 10 miles of Mobile, AL 36695
  • Lesson cancellation: 2 hours notice required
  • No background check

  • Your first lesson is backed by our Good Fit Guarantee

Schedule

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Subjects

Homeschool

Algebra 1,

Algebra 1

AL Dept of Education certified as Highly Qualified in Mathematics
Prealgebra

Prealgebra

My teaching philosophy can be summarized by the belief that students will perform either up or down to your expectations. That being said, I’ve always held those that I was given stewardship over to high standards. While these standards were mandated by school policies, the goal was student mastery and application of content in real world settings. I learned long ago, as a math teacher, to listen to my students about the best way to help them achieve content mastery and application. For example, they had long grown tired of teacher-led lectures and taking notes. They wanted to “do” math and find out when they would need it in life. Above all else, they wanted to be able to solve the problems like I did. Their wants were reminiscent of the Flipped Classroom model. I went from the traditional model of conveying information and assigning work to facilitating the lesson and empowering the students to teach me how to solve the problems. The lessons were always centered on my question of “What do I do next?” as opposed to “How do you solve this?” This paradigm shift is not the easiest to make if you are not a disciplined teacher in control of the learning environment. Teaching in this way requires you to go against your natural instinct to instruct. That is not to say that you don’t convey information in the traditional sense. However, it is to say that you have to let the students master the material with reduced input once it has been introduced. For example, every lesson that I taught would begin with me leading the lesson (working examples, giving notes, taking questions, assigning homework, etc.) on the first and second day. By the third day, my role as an instructor became a facilitator with the student doing more teaching. By the fourth day, the student would be required to teach me how to do the problems. This approach earned me 3 Teacher of the Year awards.

Math

Algebra 1,

Algebra 1

AL Dept of Education certified as Highly Qualified in Mathematics
Prealgebra

Prealgebra

My teaching philosophy can be summarized by the belief that students will perform either up or down to your expectations. That being said, I’ve always held those that I was given stewardship over to high standards. While these standards were mandated by school policies, the goal was student mastery and application of content in real world settings. I learned long ago, as a math teacher, to listen to my students about the best way to help them achieve content mastery and application. For example, they had long grown tired of teacher-led lectures and taking notes. They wanted to “do” math and find out when they would need it in life. Above all else, they wanted to be able to solve the problems like I did. Their wants were reminiscent of the Flipped Classroom model. I went from the traditional model of conveying information and assigning work to facilitating the lesson and empowering the students to teach me how to solve the problems. The lessons were always centered on my question of “What do I do next?” as opposed to “How do you solve this?” This paradigm shift is not the easiest to make if you are not a disciplined teacher in control of the learning environment. Teaching in this way requires you to go against your natural instinct to instruct. That is not to say that you don’t convey information in the traditional sense. However, it is to say that you have to let the students master the material with reduced input once it has been introduced. For example, every lesson that I taught would begin with me leading the lesson (working examples, giving notes, taking questions, assigning homework, etc.) on the first and second day. By the third day, my role as an instructor became a facilitator with the student doing more teaching. By the fourth day, the student would be required to teach me how to do the problems. This approach earned me 3 Teacher of the Year awards.

Most Popular

Algebra 1,

Algebra 1

AL Dept of Education certified as Highly Qualified in Mathematics
Prealgebra

Prealgebra

My teaching philosophy can be summarized by the belief that students will perform either up or down to your expectations. That being said, I’ve always held those that I was given stewardship over to high standards. While these standards were mandated by school policies, the goal was student mastery and application of content in real world settings. I learned long ago, as a math teacher, to listen to my students about the best way to help them achieve content mastery and application. For example, they had long grown tired of teacher-led lectures and taking notes. They wanted to “do” math and find out when they would need it in life. Above all else, they wanted to be able to solve the problems like I did. Their wants were reminiscent of the Flipped Classroom model. I went from the traditional model of conveying information and assigning work to facilitating the lesson and empowering the students to teach me how to solve the problems. The lessons were always centered on my question of “What do I do next?” as opposed to “How do you solve this?” This paradigm shift is not the easiest to make if you are not a disciplined teacher in control of the learning environment. Teaching in this way requires you to go against your natural instinct to instruct. That is not to say that you don’t convey information in the traditional sense. However, it is to say that you have to let the students master the material with reduced input once it has been introduced. For example, every lesson that I taught would begin with me leading the lesson (working examples, giving notes, taking questions, assigning homework, etc.) on the first and second day. By the third day, my role as an instructor became a facilitator with the student doing more teaching. By the fourth day, the student would be required to teach me how to do the problems. This approach earned me 3 Teacher of the Year awards.

Summer

Algebra 1

Algebra 1

AL Dept of Education certified as Highly Qualified in Mathematics

Ratings and Reviews


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$40/hour

James D.

$40/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact James