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I want you to be successful! I want you to have a thorough understanding of your subject; knowing that you're prepared to use the concepts and techniques presented, in more advanced coursework, business and other job related technical applications, and everyday life.

I've been

In-person lessons

Math:

ACT Math,
Science:

Physics
Elementary Education:

Elementary Math
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 is a multiple choice test. I have extensive experience with the mathematical knowledge required to successfully complete this portion. I have access to practice tests and other materials that allow me to gauge the present development of the student's mathematical knowledge and reasoning ability. I can then develop a program to enrich and reinforce that development.

Test taking is about practice. I go over strategies for taking multiple choice tests including assessing cost for wrong answers, divide and conquer strategies, and elimination techniques. Finally, I make sure that the student has sufficient time management awareness to get the best score they can without panic or "freeze up".

I had a 129. GT when I took the ASVAB. I served in the U.S. Army for eight years, four of them as an NCO in a Special Forces signal detachment. I finished my military career as an army recruiter. During this time, I specialized in getting recruits ready for the ASVAB as well as coaching them for the AFOQT.

Algebra 1 is where student's are introduced to mathematical reasoning. At this stage of development the rote memorization and drill associated with learning the mechanics of arithmetic operations give way to the development of inductive and deductive reasoning skills and methods of proof.

I can make the concepts required for mastery of this subject matter come alive. I CAN show the student what this stuff is used for! I can show them how the commutative, associative and distributive laws are not just rules to be memorized, but tools to facilitate arithmetic operations as well as conceptual understanding of deeper underlying principles. I can show them the relevance of the fundamental theorem of arithmetic. Knowing the prime factorization of a number makes multiplication and division a breeze!

I turn average students into legendary analytical powerhouses.

Algebra 2. Its not just graphs of linear functions and furtive forays into solving quadratic equations any more! I will get you over that hump, make it possible for you to appreciate conic sections instead of dreading them. Algebra 2 is where you really start to see mathematical reasoning being built on an axiomatic foundation. Once you overcome the computational hurdles you can start to appreciate the underlying structure, and use it to guide you in further developing your understanding of the subject.

I had a 129. GT when I took the asvab. I served in the U.S. Army for 8 years, 4 of them as an NCO in a Special Forces signal detachment. I finished my military career as an army recruiter. During this time, I specialized in getting recruits ready for the asvab as well as coaching them for the afoqt. I have personally taken this test over 100 times.

Calculus is where arithmetic and geometric reasoning meet the world. It's been said that all modern physical science has been a process of applying differential analysis to real world observations. I'm not so sure, but the utility of these concepts cannot be overestimated. Derivatives take concepts like slope and intercept to production level. Similarly, integrals make the geometric properties of area and volume available to deeper levels of abstraction. The key to developing the understanding of these concepts is mastery of the techniques for executing their mechanical details. I can lead you through the exercises that I have picked up over a lifetime of working with this subject and put you in a position to succeed in the more advanced coursework that follows.

I get the young ones right off the blocks by showing them that math is about more than just mechanics. I give them a basic understanding of axiomatic development right away by reviewing the commutative, associative, and distributive laws. I show them how to use these to solve problems. I lead them into the fundamental theorem of arithmetic and the well ordering principle. I use this to give them a rudimentary understanding of mathematical induction and then set them to dissecting the multiplication table. I pride myself on achieving shocking results and challenge my students to give the teacher a heart attack!

Preparation for the GED is necessarily two tiered. There is the subject matter mastery part. Then there is the test taking skills part. Subject matter mastery will require study skills which I will present to the student and then monitor and reinforce. I teach study technique, memory skills, and critical review. I work with the student to try to cover any gaps in their understanding of the subject, and to develop their resources for finding information on their own.

Test taking is about practice. I go over strategies for taking multiple choice tests including assessing cost for wrong answers, divide and conquer strategies, and elimination techniques. Finally, I make sure that the student has sufficient time management awareness to get the best score they can without panic or "freezeup".

I have extensive real world experience in addition to my associate's degree in computer science. I was a telecommunications operator and later a telecommunications center supervisor in a Special Forces unit. I have experience as a computer technician, computer operator, and as a computer programmer. I am to say the least, highly computer literate. I am familiar with all of the popular office software.

I have a passion to explain things to the newcomer. I make every effort with the students I help, to impart understanding of the subject matter as efficiently as possible. My goal is to increase the utility of computer infrastructure to the user.

Geometry presents the opportunity to develop the understanding of proof. Here the students are asked to utilize methods of proof in problem solving and to defend their reasoning. This is a departure from the procedures they have become accustomed to where methods for solving particular types of problems are presented with finality. I can walk the student through the terminology and the techniques they will need for this course. I've got Euclid on a thumb drive and I will ferret out any and all explication available to pique curiosity, develop sophistication in problem solving, and encourage mastery of this subject.

I have production experience using Java. I've written applications for the security industry including remote control programs for controlled entry points, graphical user interfaces, and database control software. I also have completed coursework typical of the following description; range of topics includes fundamentals of Java, creation of Java programs, the development and testing environments, Java application programming, and applet programming with web applications, data types, control structures, arrays (single and multidimensional), and an introduction to objects, classes and methods. Emphasis will be on object- oriented design and programming skills. Topics will be reinforced through exercises in writing programs for varied applications.

Linear algebra represents an opportunity to work with sets beyond those that students have previously encountered. I have completed coursework covering linear equations, matrices, Euclidean N-space and its subspaces, bases, dimension, coordinate systems, orthogonality, linear transformations, eigenvalues and eigenvectors. I can gauge a student's proficiency in vector arithmetic, vector algebra and matrix operations. I can then offer pointers, coaching, and practice with enrichment materials to fill in any gaps in the student's development and understanding. Emergent characteristics encountered here lay the groundwork for more advanced coursework to follow.

I have been a Linux user since 1999. My A.S. in computer science has an emphasis in C/C++. This, the great grandfather of the object oriented languages was developed on the Unix platform of which Linux is a descendant, and in which I am also proficient. I have worked with redhat and its clones, particularly centos. I have also worked with debian and its clones, particularly ubuntu, which I used throughout my coursework at UMass. I also have experience with SuSE, slackware, mandrake, and freeBSD. I am thoroughly familiar with the bash shell and able to explain command line functions and parameters. I also know many of the open source versioning utilities and software repository navigation techniques. I have built several custom kernels and I am prepared to explain how to set up, maintain, and run applications on a computer running Linux to users at all levels.

I have completed coursework typical of the following description; vectors, accelerated motion, Newton's laws of motion, work and energy, momentum, and rotational kinematics and dynamics; simple harmonic motion, gravitation, fluid mechanics, waves, the kinetic theory of gases, and the first and second laws of thermodynamics; electrical currents, resistance, DC circuits, magnetism, electromagnetic radiation, light, mirrors, and lenses.

Learning physics is a matter of learning to do physics problems. I walk the student through the process of doing the problems. Then I seek to motivate the student to start "thinking physics." Physics means nature in Greek. I tell the student that everything studied in physics is something that happened, could happen, or can at least be imagined to have happened.

I firmly believe that there is no substitute for proficiency. It is critical in prealgebra to give the student a firm foundation in order for them to grasp the concepts that will be presented in subsequent coursework. I know arithmetic. I know algebra. I know how to bridge the gap from one to the other. I strive to impart as much of my enthusiasm for the subject as possible. I do proficiency drills with my students and I'm tenacious about cultivating motivation for excellence, and providing the means to achieve it.

I have thorough knowledge and understanding of the heuristics required to develop the rigor and sophistication necessary to succeed in calculus. I can make sure that my students have the background to master the subject matter presented in calculus given the skills I will present to them.

They will gain an appreciation of axiomatic development and learn to apply concepts to problem solving. They will have exposure to the mechanics of the relevant functions. Finally, I will convey as much of the enthusiasm and verve that I remember from when I first learned these subjects as I am able.

Preparation for the SAT is necessarily two tiered. There is the subject matter mastery part. Then there is the test taking skills part. Subject matter mastery will require study skills which I will present to the student and then monitor and reinforce. I teach study technique, memory skills, and critical review. I work with the student to try to cover any gaps in their understanding of the subject, and to develop their resources for finding information on their own.

Test taking is about practice. I go over strategies for taking multiple choice tests including assessing cost for wrong answers, divide and conquer strategies, and elimination techniques. Finally, I make sure that the student has sufficient time management awareness to get the best score they can without panic or "freeze up."

Trigonometry introduces the student to a new type of function. Periodic functions by their nature have properties that make new approaches to problem solving possible, but may be confusing to a novice. I start with the trigonometric identities. Progress to the addition formulas. Next come the half angle formulas.

I seek to assess what the student may be stuck on at each point. I make sure the student is confident of their grasp of fundamentals by offering supplementary problem sets.

Next, I take the student through the discussion of more advanced concepts such as de Moivre's theorem and Euler's formula.

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Mathematical skills guru