Over 500 tutoring hours

Reimsky T.

Miami, FL


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

Background check passed as of 7/21/14
4.9 average from 125 ratings
Great tutor, highly recommended
— Agustin, North Miami Beach, FL on 6/10/16


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(FIU) Florida International University Miami, FL
Computer Engineering


(FIU) Florida International University Miami, FL (Computer Engineering)

About Reimsky


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, SAT-Math, ACT-Math, PERT prep math, EOC prep Algebra and Geometry, French (all levels), Spanish class at any level.

I am very efficient at explaining notion sand singling out problems that prevent a student from improving or moving forward. I explain things in a way that the student will understand and remember. I am committed to helping students understand notions for themselves. I tutor people of all ages, backgrounds, levels, schools, or programs. All a student needs with me is willingness to work hard, learn, get better, and cooperate.

I provide additional help and training. For SAT and ACT for instance, I have extra materials and I give out exercises based on what is in the guides and mock exams. I have study guides for both tests.

Online help is available. I can teach over the internet. And I can also help with online classes and assignments such as ALEKS, MyLabsPlus, FLVS Algebra 1, FLVS English, FLVS Algebra 2, FLVS Geometry, IXL, and others of the like. I have helped several students get very good grades in the past with online work.

I can coach a student throughout an entire semester, school year or any duration the student or parent wishes for. I also know how to do a crash review or create intensive preparation for a test, homework packet, or exam. Do not hesitate to contact me. Also I can make up my own program for specified review and improvement for a student.

I am very committed as a tutor. I want to show the student that the fight is also my fight and that I will do whatever that is in my power to help. Since the student or parent is investing in his/her education, I feel honored and accountable to be chosen and I take my role to heart. I want the student and parent to be working with me with freedom of mind, therefore if a client wants to discuss any details with me such as location, ease, habits and money, feel free to bring that up anytime. I am very reachable.

Nevertheless the parent or student does not have to be or feel committed to me. It does not always work out the way we want to, therefore if someone wants to stop anytime, definitely or indefinitely, that is alright. Before starting to work with a new student I will hold conversations with the student or parent to know what to expect from each other

My schedule is flexible. I prefer to have a set schedule; but if a student or parent prefers to have lessons on-demand, those should be requested and confirmed the day before. As for cancellations, they must happen at least three hours before the scheduled start time. I am very reachable. Once we are connected after following WyzAnt due process, you can call, text or WhatsApp any time.

Students I work with appreciate my enthusiasm, patience, professionalism, sense of commitment, and my encouragement and trust of them. Good connection and efficient cooperation lead my students to be more motivated to show effort, and be more eager to learn.


When I moved to the United States following the earthquake in Haiti in January 2010, I was already in the 12th grade. I had only 4 months to fulfill all my requirements and earn my High School diploma, which I did.

After graduating from North Miami Senior High, I attended St. Thomas University, where I was doing a Communication Arts program until I stopped. Following a hiatus, I am now in the Computer Engineering program at Florida International University.

When I was in my native country Haiti, I was fortunate to attend some of the best schools, including Institution Saint-Louis de Gonzague, where the rigorous teaching of Mathematics and languages was a big factor in making me what I am today.

When I was in 10th grade particularly, I had an incredible teacher who taught me to seek to learn beyond the formula. I learned to put an emphasis on the understanding and application of notions, to not only instruct but educate. Since very few teachers take that conscious time to actually explain and break down formulas and concepts, I task myself to do it. This creates an atmosphere where the student stays engaged, and my tutoring does not feel as annoying as the classroom.

Not only did I learn in school, I have also learned a whole lot from my students over the years. Therefore I encourage them to ask questions or share anything. With my experience I have come to know several methods and different types of exercises. As an educator, this has made me flexible and efficient.

This said, there must certainly be hard work involved on behalf of the student. For instance in math, formulas and operation tables must be studied, and for languages, vocabulary and conjugation rules must be known. In many cases, just the tutoring session is not enough for drastic improvement. For instance if a Middle-School or High School student really wants to take the next level, the notes I will give during the tutoring session must be reviewed at some indicated point, and the student has to practice math on a consistent basis, especially if the lessons are not frequent.

I keep the parent or the student informed of the progress. I am also open to communicate with teachers. My goal is to make the student understand the concept for himself/herself. I always invite the student to aim for excellence. The higher you aim, the higher you get.

I am a Computer Engineering major at FIU. I specialize in teaching Mathematics. I also help with: essay
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3 hours notice required

Rate for a group (2 students or more) for the same client is $60/hour

Travel Radius
Travels within 15 miles of Miami, FL 33161
Background Check: Passed

"Great tutor, highly recommended"

- Agustin, North Miami Beach, FL on 6/10/16

"very knowledageable and patient"

- NATHAN, Opa Locka, FL on 1/7/17

"Knowledgable and Patient Tutor"

- Datrice, Manassas, VA on 1/6/17

"Very knowledgeable and patient!"

- Daniell, Hollywood, FL on 11/12/16

"Very diligent approach to establish a tutoring plan."

- Candace, Miami Beach, FL on 3/14/16

"Excellent for adult learning"

- Janet, Miami, FL on 1/31/16

"Knowledgeable Math Tutor"

- Lissette, Miami Beach, FL on 11/10/15

"Very Understandable."

- Mohammad, Miami, FL on 5/22/15

"Awesome Tutor"

- Sheika, Miami, FL on 3/26/15

"Great tutor"

- Medjine, Miami, FL on 2/9/15

"Get More Bang For Your Buck With Reimsky"

- Tyler, Miami, FL on 1/19/15

"Reimsky is an A+ tutor"

- Ingrid, Miami, FL on 1/13/15

"Super patient tutor"

- Nina, Miami, FL on 1/11/15

"Really nice and patient"

- Natacha, Miami, FL on 1/10/15

"Greatest Tutor You Could Ever Ask For!"

- Bryana, Miami, FL on 1/10/15

"Great Tutor"

- Rhonda, Miami, FL on 1/5/15

"Would Highly Recommend Reimsky"

- Marlo, Miami, FL on 8/28/14

"Great tutoring"

- Katherine, Miami, FL on 7/29/14

"Great Tutor"

- Saida, Hialeah, FL on 7/18/14

"Great Tutor!"

- Juan, Miami, FL on 7/6/14

"Very Patient"

- Susan, Hallandale, FL on 5/15/14

"Very reliable and excellent tutor"

- Guensie, Miami Beach, FL on 5/13/14

"Flexible, knowledgeable, and patient"

- Lynda, Miami, FL on 5/12/14
Test Preparation:
ACT Math,
SAT Math,
Microsoft Windows
Elementary Education:
Elementary Math,

Approved subjects are in bold.

Approved subjects

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.

ACT Math

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.

Algebra 1

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.

Algebra 2

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.

Elementary Math

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.


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.

Microsoft Windows

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.

SAT Math

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.

(FIU) Florida International University Miami, FL
Computer Engineering


(FIU) Florida International University Miami, FL (Computer Engineering)

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

— Agustin, North Miami Beach, FL on 6/10/16

Hourly rate

Standard Hourly Rate: $40.00

Cancellation: 3 hours notice required

Rate for a group (2 students or more) for the same client is $60/hour

Travel policy

Reimsky will travel within 15 miles of Miami, FL 33161.