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“**Approachable and shows interest and passion for subject matter**”

Hi,

I am a long-time tutor with experience in several contexts, including Sylvan Learning Center. I have a bachelor's degree with a double major in Astronomy and Physics and actually began tutoring undergraduates in the 1980's at the University of Arizona while still a student there. In Austin, Texas, I worked for a private school

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Gregg is approved to conduct lessons through Wyzant Online. Wyzant Online allows students and tutors to work remotely via video, audio, and collaborative whiteboard tools. For more information about how online tutoring works, check out Wyzant Online.

If you’re interested in online lessons, message Gregg to get started.

We have known Gregg for about a year. Since then, he has helped my son in numerous times and I have observed he has good rapport and teaching style. My son says that Gregg goes the extra mile to teach him new approaches to solve problems and the reasoning behind them. Too often given the time constraints , teachers do not have the time to nurture critical thinking skills.

Gregg helps you to understand the situation. He has a few methods of teaching, and he uses them all if needed for you to understand. He has helped me.

English:

ACT English
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.

I did ACT prep for four years at Sylvan Learning Center. Success on the ACT English test comes partly from practice, so I encourage outside reading and also explain how to take notes on reading passages so it is easier to go back and find answers while looking at the questions. For the grammar sections, I go over common language errors that most students make ("me" for "I", for example) which the test emphasizes.

I have tutored ACT math for several years, using a wide range of math skills from college and from teacher certification (8-12 grade mathematics). ACT math questions usually rely on a few basic principles, such as solving proportions, so I teach these, emphasizing their importance to the test. "Math tricks" for the ACT often involve ways of getting around brute force methods, such as factoring equations, and I teach students to categorize problems so they can understand which ones they can shortcut and how this is done.

I did ACT prep for four years at a tutoring center. The ACT Science Test is essentially a reading test, the majority of the information required being within the reading sections of the questions, so I help students learn to critically read these passages and identify important information in the same way I would for the reading part of the test. This includes marking the passage to identify key terms and descriptions. I can also teach the principles of the scientific method and how they can be used to understand what to look for in a passage. The test also uses certain tricks (such as not using the same scale on different graphs in the same problem) to trick students, and I can point these out.

Mathematics forms the core of my BS degree in college and algebra the core of my teacher certification training in grade 8-12 math and general science. I have created curricula for Algebra 1 for a private school have both taught the subject as a class. I have tutored high school students in Algebra for many years both independently and at Sylvan Learning Center and have tutored college students in algebra review. I have a good understanding of the logical and historical foundations of the subject and use this to explain to students why things are done the way they are (e. g. why variables, and the importance of reasoning in equations) as well as reviewing basic math that tends to crash algebra learning if students cannot process it quickly (e. g. rules for fractions).

I have created curricula for Algebra 2 for a private school, taught the subject as a class, and tutored high school students in Algebra 2 for many years at Sylvan Learning Center. Difficulty with Algebra 2 usually derives from having problems working with equations from Algebra 1, graphing, or "math in general," so a lot of my tutoring in that subject is review of more basic math. The specific material for Algebra 2 can be simplified, and I usually do this by explaining reasons for processes and making connections to other subjects, particularly geometry. I can demonstrate principles, like properties of imaginary numbers, through both paper graphing and movement, so I access multiple learning styles.

I have a bachelor's degree with a double major in astronomy and physics and have maintained interest in and reading in astronomy since I received the degree. I created a curriculum for an astronomy course at a private school where I was teaching and taught the course. I also tutored the subject extensively at the University of Texas for Women's Athletics, where the students chose it as an elective, not expecting to need to know math and science as a prerequisite. Astronomy courses are usually connection courses; a wide-range of disciplines (chemistry, physics, etc.) are applied to the subject, so for most people, tutoring astronomy means teaching elements of these other disciplines. Also, elementary school teaching now usually fails to include things like exposure to prisms, lenses, etc. that is taken for granted by astronomy texts so I do demonstrations or describe them and find online resources to help.

My success in tutoring this subject comes from having a wide range of interests and tutoring experience. My degree is in Astronomy and Physics but I have since certified in 8-12 grade general science, and have tutored SAT and ACT English and writing for years so there is now a broad base and I can cover most subjects at a general level, which is what is needed for ASVAB.

This is actually, innately, my best subject. I certified to teach all 8-12 grade sciences at the UTeach certification program at the University of Texas and was able to get A grades in all of my biology classes after decades out of the subject, and this is largely due to study methods that I can teach students. In high school, the main thing is that Biology class is a language lesson. If one knows the terms the processes will usually be easy to follow, so I emphasize vocabulary learning primarily. Cell biology processes are often more difficult because the structure and function is more deeply learned, even in a high school course, but this is where my physics background helps me, because I can explain why things happen the way they do in a way that can be related to everyday life.

Calculus was my most common tutoring subject at a tutoring agency called House of Tutors in Austin, which catered to university students, and also in private tutoring, which is often with university students. Calculus is a powerful tool and I like it a lot, but I remember well how bogged down things could get in algebra. In tutoring I will often go into background of a problem, why the functions are important in the first place - it helps to have meaning - and review the algebra, which is often the actual problem. I will also teach you how to use resources to look up information, and how to use stepwise processes to get at more complex information, since memorizing a bunch of integrals is usually beyond what anyone wants to do (even the folks who do this for a living). I also try to organize problems into their steps, because calculus problems usually have several parts and this kind of multi-step math problem is hard at first, and we can talk out ways to handle this so the subject is not so overwhelming.

This was my best subject in high school and is still one of my best tutoring subjects. I am a visual thinker, and have learned to translate this into the kind of logic used in geometry problems. Many kinds of problems (like area, volume, and proofs) can be done by a "divide and conquer" approach. I will teach how formulae and proofs are constructed so that students do not need to memorize as much information, and how to "travel" around diagrams from given information to desired information to keep track of these procedures.

I have a BS in Astronomy and Physics and have remained interested in the subject since that time. I have tutored introductory physics (with and without calculus) at the high school and college level for many years. I am not good at memorizing formulae, so I, like you, will be looking things up. There is a science to that, too, though, which I can explain, and physicists do the same thing, so not to worry. Moat of the work in any physics job (or career) is learning how to understand what problem you need to solve and how to get information to solve it.

I have created curricula for precalculus for a private school and have taught the subject as a class. I have also tutored both high school and college students in the class for many years at Sylvan Learning Center. My methods involve re-teaching basics, and explaining the rational for functions like the trigonometric and exponential functions, and how to simplify thinking about them (for example, how to use operating on both sides of an equation with an inverse can be used to get around a lot of roundabout thinking methods used in finding values of logarithms.)

My major in college required extensive use of mathematics in practical applications. I have since certified to teach 8-12 grade mathematics and have tutored math extensively. This includes four years at Sylvan Learning Center where SAT prep was one of my tutoring subjects. SAT math questions usually rely on a few basic principles, such as solving proportions, so I teach those, as well as methods to simplify thinking about problems. "Math tricks" for the SAT often involve ways of getting around brute force methods, such as factoring equations, and I point those out.

PS, Q2 in the quiz has an error. There is enough information to write the formula and it is c = $49.99 + $0.07(m-500), which does not appear.

I can demonstrate the principles about similar triangles that result in trigonometry and explain why the definitions of the trig functions are used. I can demonstrate most proofs using the definitions and the fact that (sinx)^2 + (cosx)^2 = 1 is the Pythagorean Theorem. I am a visual thinker and can use triangles to solve problems like sin(arctan(0.8)) = x. I am bad at memorization myself so I show how to derive multiple formulae from basic ones, etc.

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Math and sciences tutor (and sometimes counselor)