$50/hour

4.9
average from
173
ratings

“**Great tutor, highly recommended**”

SERVICES AND POLICIES

I am a Computer Engineering major at FIU. I specialize in teaching Mathematics. I also help with: essay writing, French, Haitian Creole, and academic Spanish. I have been tutoring since 2010.

Areas where I can provide the best help are: Pre-Algebra, Algebra 1, Algebra 2, Geometry, College Algebra,

*Rate for a group (2 students or more) for the same client is $75/hour*

Background Check:
Passed

Reimsky 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 Reimsky to get started.

Reimsky is hands down one of the best tutors ive had, I highly recommend him for any of your learning endeavors.

He goes above and beyond by keeping line of communication open with the parent so I know exactly how my daughter is doing. My daughter is finally understanding Geometry because of Reimsky. He is absolutely the best.

Teaching Algebra 1 and Geometry lessons to my children. Very pleased with the level of knowledge and skills provided to them. They have gained their confidence to do math. Kids love him.

He did a great job with my son. My son said he made it clear and concise for him. He was able to learn the concept very quickly. He taught him things that were not explained by his teacher.

Reimsky has been tutoring my daughter for several weeks and is always punctual. My daughter is very comfortable with the tutoring. I'm addition to the sessions he provides her with additional homework to review to prepare her for the SAT and ACT.

Reimsky taught me about interior and exterior angles as well as isosceles and equilateral triangles. I liked how he explained the logic behind the theorems and rules rather than just saying what they are. He was very explanatory and explained everything well. I was able to get an A in my Geometry class thanks to Reimsky. Reimsky is a very intelligent tutor and took the time to make sure that I understood everything. I would recommend this tutor to anyone, he answered all of my questions and explained everything perfectly.

PERT test, transformations, angles, triangle congruence polygons, Rotations, vertical angles, circle, diameter and radius. He did a very good job and I would like to have him come back again.

Reimsky helped my son with his Algebra 1 assignment. He was very patient and very knowledge regarding the subject area. I will be using him again in the future.

Reimsky helped my son with Math and Spanish homework. He was able to help my son understand Spanish better. He also helped correct any mistake my son might have made for Math homework. Reimsky explained the information clearly in a way my son understood the work. He is a very good and professional tutor and i will happily continue to use his services.

Reimsky was able to set up a plan for my son so they could work on his French. We are off to a good start.

Reimsky was very knowledgable and proactive in his teaching method. He teaches the material from a algebraic persoective but also puts it into context for real world business application.

With only three sessions with Reimsky and my son says he feels more confident with his math school work. Reimsky is patient and knows how to explain in a way they understand. We will definitely be continuing with Reimsky.

Reimsky is a very nice and patient person. He is an outstanding teacher with exceptional abilities to communicate with the student effectively. He is easily accessible and always available to reach.

This tutor is unbelievably amazing because the combination of his skills, knowledge, and professionalism makes him great. He efficiently uses his time, and he goes above and beyond to make his pupils understand the materials of any particular chapter. I will highly recommend him.

Very easy to reach, and very flexible. My sister said he's very patient and tries different approaches with her.

Reimsky is a very good knowledgeable and reasonable tutor. I would recommend him to the world. He has patience, know how and a great personality for tutoring.

Finding Reimsky on WyzAnt has been the best thing we could have done to improve our daughter’s performance in geometry! The results were as quick as her first test; going from a D average to a B, and they continue to improve with time. Reimsky has the patience she was looking for in a tutor. With much ease, he works with her until he is confident she understands the material. He also makes himself available throughout the week if she has questions. Reimsky is an A+ in our home!

Reimsky is a great tutor. He is patient and well versed in math. He is a great choice for us.

Reimsky is very welcoming and polite. He is encouraging. His math skills are great, and his methods are easy to follow. I would certainly recommend him.

Reimsky is an upstanding young man who truly believes in not only encouraging young scholars to reach their full potential, but to set and surpass new academic goals everyday. He's patient, attentive, nurturing, creative and down to earth. He has helped my little brother advance tremendously in his English as well as academics. Despite my brother's language barrier setting him outside his comfort zone, he still accepted the challenge and I must say his help has exceeded our expectations. Reimsky will go above and beyond to ensure a child gets all the help they need and then some!

I was worried that I would have difficulty finding a tutor suitable for my 7th grader. I'm happy that I came across Reimsky. My son really enjoys his energy. Reimsky is respectful, patient and does a great job explaining certain concepts that are difficult for my son to grasp. Don't hesitate with Reimsky-- he's a great choice.

Reimsky has been my son's tutor for over a year now and we are very pleased. He is patient, knowledgeable, and relates very well with my teenage son. He gets to know the students and aspects of school requirements to better relate. I would recommend him to any other parents and plan to continue using his services.

Reimsky is very detailed oriented and patient. Overall experience was great. I was able to grasp the outline concept he taught etc. Will hire again.

Provided professional services, gave material required to improve knowledge required. We are very satisfied and are happy to have found him.

Reimsky is super patient and easy to understand when he is giving the lesson. He has good writing skills and knows how to rewrite a context. I am surprised to see how a young man of his age can help you more than any old experienced tutor. He is patient, assertive and always committed to help. He not only help you with the assignment but he also teach you to develop skills that eventually could help you to get your work done. I had two tutors in the past before having Reimsky; none as good as him.

Reimsky is a wonderful tutor. I'm a college student, had him for a couple months now. He's very patient and has a lot to offer, he works from your level and puts all his effort for you to succeed. I would recommend him to anyone who needs math help.

I am very pleased with Reimsky as a tutor. He is very reliable. He has come up with a strategic way to tailor our tutoring sessions to my specific needs and learning style. I would definitely recommend him as a language tutor.

Reimsky was able to recognize where my son's weaknesses were in geometry. He was able to teach him in way that made sense to him. He was very patient which made my son very comfortable and created a great learning environment.

Computer:

Microsoft Windows
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 big deal. It's academically challenging, it's understandably stressful, and it's particularly unforgiving. But instead of being a way to test how “smart” you are (as students often think), it's a way to test how prepared you are for college. The test seeks to put you in a challenging and pressuring situation, just like the college environment. And if you get this or that score it means you can handle this or that college, or this or that program. And if not for college, the ACT can save students by serving as substitute graduation requirements for several topics.

It's all about preparation then. A bit of mental preparation certainly goes into it, but that certainly depends on the academic preparation. There is no magic. If you feel ready, you will feel good. Preparation for ACT should be extensive and thorough. When students ask me “How do I score high in the Math section?”, I tell them, “Be good at math. And if you are not, work to get better”. The same students that score high on ACT Math are the same that score high on SAT Math, EOC, PERT, etc. A student should not “try” the ACT a first time to see where they are in terms of level, they should already know, by their math classes and by their preparation for the test. A student planning to take it in the 11th grade should start preparing at the end of 10th grade, if Algebra 1 and Geometry have already been taken. It's not too early, especially considering the fact that by the time students get in the 12th grade, top universities are already finalizing their admission process.

For those reasons, my method of preparation for the ACT is two-fold. I will follow a determined prep guide or program that is more-or-less ACT-specific, so that the student stays on touch with the test’s format; but I will also set up a list of mathematical notions and key skills that I will coach the student to gain mastery of. I always prepare my students to get a high score, I want them to go to test with no fear. And the only certain way to get a good score is to be good at math. That is, nevertheless,an ideal situation where I have extensive time to prepare the student. If time is limited, I know to adjust for more precipitated reviews, and the student/parent should have reasonable expectations.

As notions are better understood, assimilated, and applied, I also seek to develop better math habits in my students. It is critical to work efficiently because the test is tightly timed and mistakes are costly. To work faster, students must do the dirty work: they must study (memorizing several formulas and theorems, operation tables), and practice. I regularly assign ACT-related work to my student. If the student is deficient in math, a lot or practice is also needed to get better! I create my own exercises based on those from prep guides. I hold the student accountable for doing complementary work. I also teach my students to efficiently use the calculator. After being certain of current calculator policies of the test, we use it accordingly and smartly. I definitely seek to stimulate and enhance mental calculation skills in my students. I propose to them a systematic way of thinking. I give notes, too! And these should be reviewed regularly. Over the years I have come up with my own interpretation of notions, formulas, and principles that are easy to understand, remember and apply.

It's a big deal, it can be scary and traumatizing. But I have done it before, I helped several friends get past these roadblocks -- that ACT/SAT seem to be sometimes -- and be able to get accepted in colleges, or finally receive a standard High School diploma. I then continued to do so professionally. My students appreciate that I am a young, passionate, yet experienced tutor. This allows them to connect with me better, and inspires them to show effort. They don't see me as just another teacher. Instead, they see me as a helper and a friend who will take them past the burden of college admission tests like ACT and SAT.

I have tutored students in Algebra 1, Honors Algebra, or intensive Algebra. I also tutor for tests: SAT-Math and ACT-Math (see separate descriptions), EOC-Algebra 1, PERT, etc. I also tutor college students in subjects based in part on Algebra 1: Intermediate Algebra (MAC/MAT 1033), College Algebra (MAT/MAC 1105), and Math classes for liberal arts students. Algebra 1 is my subject of highest expertise and largest experience, as I have been tutoring it for 5 years. Furthermore, I provide help for internet-based assignments and programs as well: FLVS, ALEKS, MyLabsPlus, IXL, MathXL, etc.

I have three main goals for my Algebra student: understand notions, be fundamentally sound, and enrich knowledge and become math-savvy.

My first task is to explain notions. The main reason why parents and students contract tutors is that notions are not well explained in class. I task to cover that. Thanks to advanced understanding, personal research, and lengthy experience, I have developed methods of explaining that are easy to understand for any student. As I practice with the student, I may give notes, which I have polished over the years to make them more student-friendly. I simplify concepts, break down notions, and classify knowledge. Also, I can be reached anytime for help once I connect with the student. And if contact outside of tutoring time does not require me a lot of time, it is free.

Secondly, it is critical for the student be fundamentally sound in Algebra to perform well. If that is not the case, it should be addressed. I make sure some are well known and understood, such as: operation tables (memorized); the concept of equation; linear patterns; functions and their practical use; classification of numbers; the concept of exponents; proportions and ratios, etc. I also make sure that the student has the skills to operate things such as: fraction operations; sign operations; conversion between decimals, fractions, and percentages; exponent properties; order of operations; distributive property; etc.

Depending on the situation, I may progressively review these (e.g. Algebra 1-related class) or start the tutoring program with these notions (e.g. preparation for an Algebra 1-related test). By the time a student is done with Algebra 1, the above notions should be mastered, but also: linear functions (slope, standard form, slope-int. form, graphing linear functions, application of linear functions); systems of linear equations (solving algebraically using different methods, and solving by graphing); linear inequality (solving algebraically or by graphing) and systems of linear inequalities (solving algebraically or by graphing); function terminology and principles (continuous vs. discrete, properties of a function, function notation); radicals and radical operations; simplifying expressions (combining like terms, eliminating common factors); absolute value; etc.

Part of being fundamentally sound is also the consistent application of the step-by-step process to solve problems accurately. With me, students will see that a correct answer often must be figured out progressively. I also show them how committing to solving things step by step helps identifying and fixing mistakes, or avoiding them. They will also see that working with a system helps to stay focused and interested.

Lastly, I want to make the student math-savvy. That, of course, depends on the student’s interest level, the workload, and how fast the student assimilates notions. I like to provide my students with multiple ways to reach a result, alternative methods. This deepens math understanding and it makes them stronger in the subject because as they are better equipped to face different challenges. Also, this limits mistakes because the student can check the work by looking at it from a different perspective. Knowing alternative methods is also helpful when the teacher’s method in school is confusing or imperfect. I like to go deep into notions and formulas. For instance, I explore explaining some principles with the student or proving them, to better understand the rationale behind them. A usual complaint of students who do not like math is that it is mysterious, that it is a system made of pre-determined principles that everyone just has to accept and apply. With me, students have a chance to explore how and why these principles were set, if the student is interested or if time allows. This brain stimulation can arouse the student’s interest in Math.

I want my students to feel knowledgeable and able, to feel “smart”, by understanding what is being done, and by easing the development of skills through practice and studying.

I have tutored students in Algebra 2 for regular Algebra 2, Honors level, or intensive Algebra 2. I also tutor for tests that include Algebra 2 concepts: SAT-Math (see separate description), ACT-Math (see description), EOC-Algebra 2, etc. I provide help for internet-based assignments and programs: FLVS, ALEKS, MyLabsPlus, IXL, MathXL, etc. I also tutor college students in College Algebra (MAT/MAC 1105).

For Algebra 2, I want to serve as a guide. My first goal is to explain notions. Algebra 2 is much more complex than Algebra 1, and it is critical to understand notions to apply them correctly. Often times this explanation time is not provided in the classroom adequately enough, leaving the student to go through Algebra 2 with perpetuating flaws. I take a different approach than that of the classroom. I spend a good deal of time looking at theories and theorems, I go to the root of things. Understanding notions and principles is also key because when the student might be coming short in calculation, reasoning will come in handy.

In the same idea of making things practical, I seek to apply mathematical notions to reality, and to engage the student doing so. I want to lead the student to understand that Algebra is useful. For instance, we may talk about how exponential patterns are used in business, or how different types of functions and graphs are used in aviation, architecture, sports, etc.

Besides being more complex, Algebra 2 often brings more homework than Algebra 1! Unless requested and arranged for, a parent or student should not expect me to provide help for every homework exercise. As I only see the student for a couple of hours weekly (usually) it is more important to explain notions. I will always look at a few homework exercises to apply my teaching, but the student is responsible for the rest of the work. Also, if necessary, I can be reached anytime outside of the tutoring time. If the help does not require too much time from me, it is free.

Since it is a complex class, a student needs skills to perform in it, pre-existing skills and skills that must be acquired as the class goes along. It is very important that a student comes to Algebra 2 with advanced understanding of many concepts and notions seen before, including: operation tables (memorized); sign operations; linear functions and linear patterns; going from decimals, fractions, and percentages; fraction operations; exponent properties; order of operation; system of linear equations, system of linear inequalities; evaluating or simplifying expressions; using a scientific calculator efficiently; factoring (finding the GCF, eliminating common factors, difference of two squares, square of a sum, square of a difference); etc.

If those skills are not at a satisfactory level I must dedicate some time to review them with the student, as soon as possible. In order to perform at a high level, the student needs good fundamentals: understand concepts, know several formulas, theorems and terminologies.

By the end of Algebra 2, the student should understand and be able to deal with: exponential functions, quadratic equations and functions, 3-variable system of equations, parent function and shift, polynomial functions and equations, rational equations and functions, absolute-value inequalities, sequences and series, radical expressions and functions, inverse functions, irrational and complex numbers. Some programs will also add: conic sections, advanced probability, logic, logarithms and logarithmic functions, etc.

I have extensive experience with elementary math. I have individually tutored kids 6 years old and up. And at two different times I worked with and monitored elementary students in groups at tutoring offices where I used to work.

My complementary or supplementary teaching for kids in Elementary School aim to prepare them for algebra.

I enforce the learning of operation tables: addition, subtraction, multiplication, division.

I make them understand and enforce the importance of homework.

I make them understand the importance of studying formulas, i.e. areas of shapes.

I help them gain mastery of fractions: concept, representation, and operations.

Yet, elementary students should also work extensively on sensibly representing facts and concepts using mathematical phrases. This is key because later the same will be translated into algebra: equations, functions, etc.

I help students gain mastery of sign operations (interactions of + and -)

As soon as they can grasp it, I make them understand that there are also the realm of negative numbers, the dynamics of the number line, and even the idea of mathematical infinity.

Mastery of order of operations is critical for upper grades.

For all grades, especially lower grades, I polish their math writing: make numbers and symbols clear and distinct, work in a consistently structure ways, learn to abide by the rules etc.

I teach them to decorticate arithmetic and word problems.

I invite them to create their own problems for deepened understanding.

I am the product of ESOL education. When I was forced to move to the U.S. from Haiti due to the earthquake of 2010, with only 4 months to fulfill High School graduation requirements, I was logically placed in ESOL. This gave me vantage point over how the ESOL system works and how ESOL students and instructors think.

Unfortunately, ESOL students have low expectations of themselves, and that certainly has to do with the fact that their instructors, for the most part, also have low expectations of them. Sometimes, the instructors do not even seem to have mastery of the English language. I realized that early. But as I continued to put in effort, and started making the right connections, great opportunities were presented to me. I am eager to help ESOL students use their environment to their advantage. I teach students to come up with their own system, routine, their own plan for success. ESOL students can indeed become masterfully proficient in English, and accomplish the same things that native-English-speaking mates are able to accomplish.

One way to become proficient in English is not to totally let go of other languages known at an academic level. I teach my students to use the language they are already proficient in to their advantage by taking advantage of quick-access resources such as online dictionaries, online translators, etc. I also show them how to efficiently access and use these resources on their mobile devices. These are habits I developed and furthered, and they allowed me to always be one of the top students in every writing class or any class that involved writing that I have taken in college. I wish to pass those skills on to students. Knowing a second language is a gift, and I know how to use that gift. The ESOL student can use the dynamics of the “other” language to enrich English speech and writing, and also learn English by comparative knowledge.

I have worked with ESOL students from all ages and backgrounds. I believe that my own ESOL experience, my teaching experience, and my achievements will already put my student in a state of mind of success, which is key to overcome ESOL education.

My advanced academic knowledge of three other languages – French, Haitian Creole, and Spanish – gives me the possibility of working with students of diverse ethnic groups and backgrounds. I am a native Haitian Creole speaker, I lived in Haiti for the first 17 years of my life, and I am academically educated in Haitian Creole. French is the official language of education in Haiti and I learned it year in and year out at the best schools. I studied Spanish from 8th grade to 12th grade.

I am a natural French speaker. I am from Haiti where French is one of the two official languages, and where every school subject is taught in French. I have learned French at an academic level since Kindergarten. I learned to speak French at school, at home, and other social circumstances. I was fortunate to attend some of the best schools in Haiti. When I moved to the U.S in the middle of the 12th grade, I took SAT Subject Test-French and AP French and scored perfectly in both tests.

I have tutored French at the Middle School level, High School level, and university level. Being academically sound in French enables me to provide excellent to anyone taking any French class. I have also tutored French for leisure or personal initiative. I have material and I can use the student’s material as well. Furthermore, I have worked with students who speak French at home or at school (e.g. school subjects taught in French or in multiple languages), as parents want them to keep practicing or to be able to understand different school subjects in French also.

For students taking French classes, I care to follow their programs but progressively I seek to make my students academically sound in the language. There are some notions in French that are critical and that should be learned as early as possible, including: possessive adjectives; definite and indefinite articles; formation of feminine form; formation of plural form; subject pronouns (for conjugation); object pronouns; possessive pronouns; auxiliary verbs: “être”, “avoir”, and some other key irregular verbs; types of verbs, and some vocabulary: “er” verbs, etc.

I also seek to enrich my students (the interest level of the student and time available to work being factors), I give them extra vocabulary that can be useful, and is appropriate to the current chapter being studied.

For people who want to learn French as leisure or useful conversation (for a certain discipline), I have some material but I always welcome the students to purchase material. I will assist them in doing so if needed.

HAITIAN CREOLE

I also teach Haitian Creole. I am native speaker (I lived in Haiti until I was 17, and I continue to speak Creole daily), and I am academically educated in the language, having learned it in school in Haiti for years. I have plenty material.

Geometry is one of my common teaching subjects. I work with students who are in Geometry Honors, standard, or intensive Geometry. I also prep student for EOC-Geometry and other tests. I have been tutoring Geometry for different purposes for five years within and outside of WyzAnt.

I care to explain notions, especially if they were not clarified during Pre-algebra or elementary Geometry. I go deeper into notions. To solidify knowledge and for general enrichment (the interest level and academic level of the student being factors of course), I may explore these with the student, such as: the concepts of point, line, segment, circle, etc.; the concept of length, area, volume, 2D plane, 3D space; classification and special properties of quadrilaterals; dynamics of angles within and around different shapes; analysis of different formulas, and relationships between formulas; breakdown of different types of transformations, and the rules and formulas resulting from them; application of geometrical concepts, rules, and formulas to everyday life.

I also seek to make my students fundamentally-sound. I often face the situation where the student’s performance in Geometry is limited because the learning in Algebra 1 was mediocre or defective. Sometimes it's not the fault of the student but that of previous instructors. Nevertheless, that's a problem that needs to be addressed. If this case, I will periodically review some Algebra concepts and notions with the student. Thanks to my similar expertise and experience in Algebra 1, I am able to progressively bring the Geometry student who is lacking in Algebra skills to a satisfactory level in a short time.

As the Algebra level gets better (if deficient), I also seek to make the student fundamentally-sound in Geometry. That includes knowing several theorems and formulas very well: areas of: square, rectangle, rhombus, parallelogram, trapezoid, kite, triangle, circle, regular polygon, etc.; volume of: prisms, cylinder, pyramid, sphere, etc.; surface area of shapes; distance formula and midpoint formula; sum of internal angles in polygons, exterior angles, etc. Students must also know terminology and understand concepts: types of angles, angles formed by parallel lines and transversal, name of 2D and 3D shapes, different types of and properties of polygons, name of parts of 2D and 3D shapes (e.g. height, slant height, radius, etc.), and further terminology. Students must know different types of transformations, how to use a coordinate plane, and more.

In my teaching, I make sure that the student understands what is being done and why it is being done. I also like to offer alternative ways of finding answers and solving problems. As the student truly understands, that can be a safety box if formulas are forgotten on a test. I try to make the learning of Geometry solid, useful, and practical.

I have worked with young students aged 6 and up on English Grammar, individually or in groups. I have worked with kids from both the Miami-Dade County Public Schools (MDCPS) and the Broward County Public Schools system.

Besides English classes, I make sure that good grammar is applied across all school subjects, whether it is in re-writing science notes, or writing projects and presentations.

I make sure that the young student properly conjugates verbs, respects the sequence of tenses, avoids slang and understands how that differs from proper language, makes complete and sensible sentences, studies grammatical concepts when assigned, and more.

I also work with ESOL students of all ages, whether it is for a class or in a situation where a person needs to improve in English, including Grammar. Being myself a graduate of the ESOL system gives me more perspective on how to teach English to someone who is also learning it as a second language.

I am a computer engineering major. I am able to help with Windows 7, Windows 8, and Windows 10.

I can teach how to save files properly, how to easily find them later and avoid duplicates, and how to create and organize folders. I have knowledge on how to monitor and control what is on the computer (programs). I can instruct someone on how to keep a Windows computer safe and fast without having to spend extra money.

I can teach how to browse the internet efficiently and safely, and how to deal with apparent internet hacks if mishaps happen. I can give tips on letting someone else use your computer, and how to monitor different accounts on one computer. I can show how to personalize the computer and customize Windows (W8 and W10 tiles for instance, background wallpaper, etc.).

I also have knowledge and experience on how to successfully connect the computer to other devices such as wired or wireless printers, mobile devices for files transfer, or even your TV.

Prealgebra is one of my subjects of predilection. I have not only mastery of its notions, but also lengthy experience and polished skill in teaching it. I seek to make my student excellent.

Prealgebra is a critical period in math for any student because if notions are not explained, Algebra 1 and every math class that will follow will seem more mysterious. I task myself to decode, simplify, and even prove notions, to make them practical. The interest level and work ethic of the student will be factors, but supplementary knowledge that a student may get from me includes these:

Explaining and exemplifying the practical use of equation

Breaking down the principles of equation

Exploring the concepts of length, area, volume

Explaining the concept and use of linear patterns, and other patterns

Exploring the usefulness of the concept of function

Analyzing the realm of numbers, and clarifying the duality of positive and negative numbers

Besides understanding notions and their uses, it is also a critical time to develop good skills and habits. By the end of Prealgebra, students should be fundamentally sound. They should:

Have operation tables memorized

Gain mastery of fraction operations

Know how to go from decimals, fractions, and percentages

Understand the concept of exponents

Understand proportions and ratios

Know basic statistics: mean, median, mode, range

Be able to set up basic statistical graphs: box plot, bar graph and histogram, two-way table, box-and-whisker plot

Be able to apply order of operations in any situation, and properties such as distributive property

Know several formulas must by heart, for instance how to find the perimeter, area, and volume of different shapes

Know some terminology: name of geometrical shapes, parts of shapes, algebraic terms

Thirdly, this is the time when the student should maximize mental calculation. Many Prealgebra programs and instructors prohibit or limit the use of the calculator, and I certainly don't encourage unnecessary use of it. This is a golden period of one's math career where mental calculation tricks can be learned and repeatedly applied until they become useful routine. Depending on the interest level and how fast the student can assimilate knowledge, I will teach everything I know.

All these, added to solid and steady practice will develop great skills and great habits that will enable the student to do math faster and more effectively. These skills and habits gained at the end of Prealgebra, or lack thereof, can impact a student for the rest of his/her math career.

I have done writing and proofreading jobs for students of all levels over the last five years: elementary school, middle school, high school, college underclassmen and upperclassmen, and even students working on masters’ degrees. I have helped them get satisfactory or excellent grades. Writing is a learnable skill that can apply to any level, and to that skill I continue to add teaching experience.

Proofreading is essential in writing. Great writers proofread their work just like less great writers. That is also why teachers and professors offer students the opportunity of turning in multiple drafts of their writing projects. Also, proofreading is probably the best way to become a great writer because the writer becomes more aware of his/her own writing.

That is why I highly recommend the student to proofread himself/herself before I do. This creates a greater self-awareness, and awareness of the text: Is it relevant to the topic? Is it using key ideas from the material? Is the material measurably used? Is it grammatically correct? Is the style appropriate? Etc. I ask the student to look out for all of these aspects, then I do the same later when I proofread the text myself.

It is even better if the student works with me from the beginning of the project. Thanks to my detailed-outline method (described in my “Writing” subject description), the student will be able to write more consciously when turning the outline into essay.

When I proofread the text, I mark mistakes, changes, and suggestions clearly. This way, I help the student improve as a writer. If it is a student whom I have worked with before, I accentuate the mistakes that denote a pattern of bad habits, as I am more accustomed to this student’s writing.

After my annotated edit is sent to the student, I ask the student to make the changes himself/herself, and then send me the edited text.

For the last stage, my preference is that the final edit be made in presence of the student, all in the purpose of getting better. But if that is not possible I can always proofread again and edit the text. Since I sincerely desire students to improve after working with me, I will send two copies: a copy with marked mistakes and suggestions, and a copy of the final text.

The student should expect me to check on these: grammar and syntax (making sure that sentences are well built and are sensible), proper and relevant (to the topic) vocabulary, spelling, consistency of style, balance between paragraphs, organization of paragraphs (in consideration of the topic, especially if it is complex), and also proper citation if I have to. I may charge more if I have to make a work-cited page for the student and/or if I have to monitor the use of the material for the paper (for instance if I have to read material).

If you are not a good writer, I suggest you to contact me since the beginning of the project, and I will assist you every step of the way: assessment and sorting of material, outline, writing the text, citation, and proofreading. I give good deals for an entire writing project and I assure you will become a better writer after we are done.

For any student envisioning to go to college, the SAT is a major step. Without the proper preparation, it can also be a major obstacle.

It’s all about preparation, academic preparation. Many students (and teachers) believe that mental preparation is a big factor, and that students must use certain tactics to get questions right. I believe that it’s really about whether you are good at math or not. And by good I don’t mean “smart”. I mean those who are the most prepared, who have learned the most, have learned the best, and have practiced the most. If you are good, you will feel good on the test. If you are not and you go to the test unprepared you will not feel good. Students who score the highest are usually the same who have consistently done well in their math classes, and are the same who score high on other tests such as ACT, not those who make use of theoretical tricks.

I seek, then, to make the student better at math for the SAT level. I do two things: I practice with the student on exercises from whichever study guide we use, but I also set up a list of key skills and notions that are always present on the test in some form. I seek to make the student better at those skills and elevate the understanding level of these notions.

I have access to several guides for SAT prep (the Official SAT Study Guide (2016 Edition) from College Board, the old study guide, and the Kaplan New SAT Review). I have analyzed them and simplified the learning to better pass it on. The student only has to read the textbook parts of whichever guide when I assign pages to read, or if the student so desires, but I give notes that are easy to understand, remember, and apply. I have concocted and polished those notes also through my lengthy experience in teaching math at this level.

Otherwise, I focus on the practice problems from these books. The best way to learn is by practicing. I also have very good material found on the internet and other books, and I create my own exercises based on those I worked with my student on.

That means I give homework! As mentioned before, the surest way to obtain a great score in the SAT-Math is being good math, or improve if that is not the case. Personal practice is a critical facet of that improvement. Just working with and practicing in the presence of the tutor is really not enough to have a good score. I regularly assign homework to my SAT-Math student.

All the while I seek to develop better habits. The test is shortly timed, which means that the student must be good enough to get answers correct quick. To reach that level, the fundamentals must be on point: study operation tables, study some theorems and formulas, and master some basic notions such as sign operations and fractions.

A lot of hard work is to be invested by the student in order to get a high score in SAT-Math. I prefer that the preparation process be as long and as consistent as possible. I can better monitor the progress of the student if we have enough time to get to a satisfactory level (depending on the initial level of the student), and if we are regular and consistent.

A student planning to take the SAT in the 11th grade should start preparing at the end of 10th grade, if Algebra 1 and Geometry have already been taken. It's not too early, especially considering the fact that by the time students get in the 12th grade, top universities are already finalizing their admission process.

I studied Spanish every year from 8th grade to 12th grade. During those years I gained excellence in reading and properly writing Spanish. I am also a decent speaker but I am more an expert of the academic aspect of the language, which is an intricate one. In 12th grade, I scored 730 out 800 in SAT Subject Test-Spanish. As I moved to Miami in 2010, my familiarity with the language expanded due to interaction with Spanish speakers, and watching, listening, and reading Spanish media content.

I can provide excellent help to someone taking a Spanish class of any level, with assignments, test preparation, presentation preparation and the like. I do not teach Spanish from scratch (as in creating my own program) and I do not take requests for conversational Spanish.

I have helped elementary school students just like college students.

I have experience working with kids aged 6 and up, individually and in groups.

I have come to develop my own tactics and methods, as a supplement to what is taught in schools. I teach kids to make matches and connections between words that are alike (words of the same family, or homonyms), I teach them how to use context to their advantage and to use visual memory, and I hold students accountable for regularly studying and memorizing. Thinking systematically has led my students to make progress much faster. Even at a young age I make my students express themselves as properly as possible, and that, too, improves, spelling because in speaking correctly, the young mind is spelling words unconsciously. Spelling and vocabulary go hand in hand.

I have coached students for SSAT Math, for the Middle Level (students in grades 5-7 applying for grades 6-8) and the Upper Level (for students in grades 8-11 who are applying for grades 9-12). These levels encompass my areas of expertise: pre-algebra, Geometry, Algebra 1, and Algebra 2.

I have tutored for different schools: Monsignor Edward Pace High School, Miami Country Day School, Archbishop Curley-Notre Dame High School, etc.

For each of these topics, feel free to check out individual subject descriptions on my profile.

Private school is usually more challenging and demanding than public school. Because of that I demand more of students preparing for the SSAT and make them pay more attention to detail. The SSAT is not only a test but a competition. And I want my students to score as high as possible and be ready for anything.

For this reason I challenge them: I create practice problems similar to those that are likely to be on the test, but my problems are more complex and require deeper thinking and attention to detail.

I also ask my students to be fundamentally-sound: before test time all operation tables must be known (memorized), several formulas must be memorized and understood (knowing when to use a formula and being able to set it apart from other formulas). For the Middle Level, I help my student gain mastery of notions such as: equations, positive and negative numbers, sign operations, order of operations, Inequalities, fractions vs. decimals vs. percentages, proportions, ratios, basic satistics: mean, median, mode, range, different types of graphs; then linear equations and functions, exponent properties, factoring, slope, rate of change; and also areas of different 2-D shapes, properties of polygons and circles, surface area for different 3-D shapes, volume of different shapes, geometrical terminology, etc.

For Upper Level students, all of the above must be known plus more advanced notions such as quadratic equations and functions, polynomial equations and functions, exponential functions; plus complex numbers and logarithms if necessary.

Lastly and importantly, I make sure that the student understands all notions. If a formula is forgotten a student could still be rescued by understanding, but that understanding must have been previously acquired.

I prepare the student for both the test and the likely-challenging learning to follow after admission.

I have worked on vocabulary with student aged 6 and up for the last few years. I can also help with ESL/ESOL students.

I always seek to enrich my student’s vocabulary regardless of the subject. By enriching I do not only mean expanding the list of words they know, but also making their vocabulary more efficient. I seek to have my student use the most proper word in a given situation, in consideration of the context, the discipline of study, the level, and the teacher’s expectations. Sometimes the most simple words are the best for a given situation, and some other times it is necessary to look for an advanced word to accurately express what needs to be expressed.

When my students have lists of vocabulary words to study, I invite them to make matches between words in different ways: words that look alike in spelling, words that rhyme, words of the same family, words that have synonymous or antonymous connotations. This helps memory. I also like to put words into context. Often, a list of words to study will be accompanied by a text or chapter from which they are from. If that is not the case, I can have my students create sentences with the words to better understand and remember them.

I also seek to make learning vocabulary interactive and fun. I invite students to use words they deal with on a daily basis, such as words they hear often in their family, words they hear on TV shows they like, that they see in books they read, or internet articles and topics that interest them. That encourages them to spot words better.

I have helped students of different levels with writing: elementary school, middle school, high school, college underclassmen and upperclassmen. I have also helped people preparing for tests and exams such as TOFEL, SAT, Pre-SAT, etc. Furthermore, I have helped people with college/university application essays, and essays for other higher-learning programs. Also, if you are applying for an international program or as an international prospect, I can help you if your essay is in: French, Haitian Creole, Spanish. I can translate your text and make it satisfactory and competitive.

Writing is a learnable skill that can apply to any level. To that skill I continue to add teaching experience. And through that experience I have developed my own system for writing. My student has a chance to have my guidance for the following steps, depending on when we start collaborating.

> Assessment of material:

I help the student in finding material using online resources and libraries, filtering material: determining which material is more relevant to the given topic but also relevant to the class learning and the teacher’s emphasis, identifying key parts within a book, article, chapter or page that are most relevant and useful.

> The Outline:

This is the most prominent part of my system. If the student works with me before the text is written, we will create a bulleted outline that will be as detailed as necessary. That outline serves as both brainstorm and structure for the essay. Everything will be detailed: introduction, body parts, conclusion. Also, transitions between parts will be planned and previewed at this outline stage.

> Filling out The Outline:

Elements from annotated material will be added as supporting details and quotes to ideas and sub-ideas of the outline.

> Turning The Outline into essay:

This is the easiest part! A student could satisfactorily do this alone. Because the outline is so detailed and organized, to turn it into essay, we just have to connect sentences, polish them, take care of the transitions, and separate paragraphs.

Sometimes a student will already have a first draft but is really not confident about it. I can still do the detailed outline with the student and use parts of the initial draft as supporting detail, in the process of creating a new essay.

> Proofreading:

In this stage we will be: making sure supporting details are properly mentioned, seeing that the text flows well and stays relevant to the topic, double-checking grammar and spelling. A good deal of correction is done during the outline stage, for instance: using vocabulary that is most relevant to the topic and area of study, avoiding over-repeating terms and expressions, making sensible sentences.

A student can also contract me only for proofreading (see “Proofreading” subject description).

> Proper formatting and styling:

There we take care of special formatting and styling for those concerned: MLA, APA, Chicago... work-cited page, title page, etc.: Since these things are taught much in class, I prefer that the student do that alone and I can just check on them during the final proofreading. But I can assist the student in actually doing it if necessary (may incur additional service charge).

> Final proofreading:

I often work with people online on writing projects, but I prefer that the final proofreading be done in presence of the study, in my desire to help the student improve for the future.

I intend to and tend to make people I work with on writing better writers.

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Math: Alg, Geom, essay help; speak 4 languages. Online help available.