Algebra 1

I started teaching algebra and prealgebra about 10 years ago. Prior to that time, I was a consultant in the information technology field for a number of years. I have taught algebra and prealgebra online and at the local community college. In the last few years, I have been teaching at the local business colleges. This is where I see the most need to help students develop their mathematics skills.

Algebra 2

As a high school student, I was introduced to a wide range of mathematics topics and was hooked for life. I majored in mathematics in college and used the skills I learned in college in the aerospace field. I left the aerospace field and become a consultant in the information technology field, working on computer performance and training. It was during this stage of my live I became interested in teaching and it lead to my teaching basic mathematics and algebra at the local community college. I have enjoyed teaching and working with students to improve their mathematics skills and to see them advance in their careers. Over the years, one of the most important things I stress is working problems. The more problems you work, the better understanding you have to the subject material.

Prealgebra

When I accepted an appointment as an adjunct mathematics instructor at the local community college, I did not know that my classes would be Saturday classes. The classes lasted from four to six hours, starting early on Saturday morning. Trying to keep the attention of students for long periods on Saturday morning was short of being a lost cause. Then one Saturday, the local donut shop had a special on the cost of a dozen donuts. I showed up at class carrying several dozen donuts and the clouds when away and the sun began to shine. As the semester moved on I continued to bring donuts to class and the classes started earlier and earlier each Saturday morning. During these pre-class coffee and donut sessions, students asked a lot of questions, students with homework problems were getting help from other students who had completed the homework assignment. Students who were shy during the normal class period, were not shy with coffee and donuts in their hands. I continued looking for ways to get more student interaction, especially in the basic mathematics or prealgebra classes. Because of my success with the students in the Saturday morning classes, I was asked to work with students during the normal weekly school schedule. I was told to teach to the "average" student. Do not try to teach to the top students in the class because you will lose the struggling students. Do not try to teach to the struggling students because you will lose the top students in the class. Teaching to the "average" student was not the answer either. It was up to me to find ways to ensure all students in the class understood the material and were able to apply the concepts presented in the class.

Algebra 1

I started teaching algebra and prealgebra about 10 years ago. Prior to that time, I was a consultant in the information technology field for a number of years. I have taught algebra and prealgebra online and at the local community college. In the last few years, I have been teaching at the local business colleges. This is where I see the most need to help students develop their mathematics skills.

Algebra 2

As a high school student, I was introduced to a wide range of mathematics topics and was hooked for life. I majored in mathematics in college and used the skills I learned in college in the aerospace field. I left the aerospace field and become a consultant in the information technology field, working on computer performance and training. It was during this stage of my live I became interested in teaching and it lead to my teaching basic mathematics and algebra at the local community college. I have enjoyed teaching and working with students to improve their mathematics skills and to see them advance in their careers. Over the years, one of the most important things I stress is working problems. The more problems you work, the better understanding you have to the subject material.

Prealgebra

When I accepted an appointment as an adjunct mathematics instructor at the local community college, I did not know that my classes would be Saturday classes. The classes lasted from four to six hours, starting early on Saturday morning. Trying to keep the attention of students for long periods on Saturday morning was short of being a lost cause. Then one Saturday, the local donut shop had a special on the cost of a dozen donuts. I showed up at class carrying several dozen donuts and the clouds when away and the sun began to shine. As the semester moved on I continued to bring donuts to class and the classes started earlier and earlier each Saturday morning. During these pre-class coffee and donut sessions, students asked a lot of questions, students with homework problems were getting help from other students who had completed the homework assignment. Students who were shy during the normal class period, were not shy with coffee and donuts in their hands. I continued looking for ways to get more student interaction, especially in the basic mathematics or prealgebra classes. Because of my success with the students in the Saturday morning classes, I was asked to work with students during the normal weekly school schedule. I was told to teach to the "average" student. Do not try to teach to the top students in the class because you will lose the struggling students. Do not try to teach to the struggling students because you will lose the top students in the class. Teaching to the "average" student was not the answer either. It was up to me to find ways to ensure all students in the class understood the material and were able to apply the concepts presented in the class.

Algebra 1

I started teaching algebra and prealgebra about 10 years ago. Prior to that time, I was a consultant in the information technology field for a number of years. I have taught algebra and prealgebra online and at the local community college. In the last few years, I have been teaching at the local business colleges. This is where I see the most need to help students develop their mathematics skills.

Algebra 2

As a high school student, I was introduced to a wide range of mathematics topics and was hooked for life. I majored in mathematics in college and used the skills I learned in college in the aerospace field. I left the aerospace field and become a consultant in the information technology field, working on computer performance and training. It was during this stage of my live I became interested in teaching and it lead to my teaching basic mathematics and algebra at the local community college. I have enjoyed teaching and working with students to improve their mathematics skills and to see them advance in their careers. Over the years, one of the most important things I stress is working problems. The more problems you work, the better understanding you have to the subject material.

Prealgebra

When I accepted an appointment as an adjunct mathematics instructor at the local community college, I did not know that my classes would be Saturday classes. The classes lasted from four to six hours, starting early on Saturday morning. Trying to keep the attention of students for long periods on Saturday morning was short of being a lost cause. Then one Saturday, the local donut shop had a special on the cost of a dozen donuts. I showed up at class carrying several dozen donuts and the clouds when away and the sun began to shine. As the semester moved on I continued to bring donuts to class and the classes started earlier and earlier each Saturday morning. During these pre-class coffee and donut sessions, students asked a lot of questions, students with homework problems were getting help from other students who had completed the homework assignment. Students who were shy during the normal class period, were not shy with coffee and donuts in their hands. I continued looking for ways to get more student interaction, especially in the basic mathematics or prealgebra classes. Because of my success with the students in the Saturday morning classes, I was asked to work with students during the normal weekly school schedule. I was told to teach to the "average" student. Do not try to teach to the top students in the class because you will lose the struggling students. Do not try to teach to the struggling students because you will lose the top students in the class. Teaching to the "average" student was not the answer either. It was up to me to find ways to ensure all students in the class understood the material and were able to apply the concepts presented in the class.

Algebra 1

I started teaching algebra and prealgebra about 10 years ago. Prior to that time, I was a consultant in the information technology field for a number of years. I have taught algebra and prealgebra online and at the local community college. In the last few years, I have been teaching at the local business colleges. This is where I see the most need to help students develop their mathematics skills.

Algebra 2

As a high school student, I was introduced to a wide range of mathematics topics and was hooked for life. I majored in mathematics in college and used the skills I learned in college in the aerospace field. I left the aerospace field and become a consultant in the information technology field, working on computer performance and training. It was during this stage of my live I became interested in teaching and it lead to my teaching basic mathematics and algebra at the local community college. I have enjoyed teaching and working with students to improve their mathematics skills and to see them advance in their careers. Over the years, one of the most important things I stress is working problems. The more problems you work, the better understanding you have to the subject material.