I'm Bernard! I graduated with a 3.67 out of 4.0 GPA in graduate school while I was studying for my Masters of Science in Business. I became certified to teach math by taking a concentration of courses at the University of Delaware and later at Marshall University. During my graduate and undergraduate course time, I found out that, like me, a lot of my classmates were intimidated by mathematics. This was the case because although the instructors knew what they were talking about, they...
I'm Bernard! I graduated with a 3.67 out of 4.0 GPA in graduate school while I was studying for my Masters of Science in Business. I became certified to teach math by taking a concentration of courses at the University of Delaware and later at Marshall University. During my graduate and undergraduate course time, I found out that, like me, a lot of my classmates were intimidated by mathematics. This was the case because although the instructors knew what they were talking about, they often went too fast and didn't bring their knowledge of the material down to a level where we could understand its content and then process it successfully. As a result, I became frustrated and ended up spending much more time searching for a methodology to understand the course material than I originally intended. Therefore, the instructors of certain classes that I took, had a lot to do with my attitude and motivation, as well as how I performed. I also found that if the instructor would go the extra mile and be available for the extra help I needed to succeed, I would put more effort into the quality of work that I would produce in the class. I later found this to be the case as I worked with middle and high school students throughout my teaching career.
In my tutoring approach, I try to bring this ideal alive through making the sessions fun, personal and thorough. I talk with my students about what areas they need more practice in, then design an academic plan around their feedback. I often use the materials that the student brings to the session or use the materials that the student is using, at that time, in their class; then supplement it with extra practice and review. Between sessions, if needed, I'll provide students with additional assignments to complete independently for practice and review during the next session.
I have over five years tutoring experience in a multi-grade, multi-level math classroom. I have worked individually with any student who needed assistance, but also have had small direct-instruction groups of 2-6 students in all of my classes. Additionally, I held tutoring sessions four days a week, after school, where students could receive help with homework in Pre-Algebra, Algebra, Geometry and Algebra 2.
I desire to benefit the students I work with as much as possible and welcome any additional resources or comments my students or parents can provide. I am easy to contact and will always provide an efficient response time (usually within 6 hours). Feel free to contact me with any additional questions or to schedule a free half-hour lesson to see if we are a good fit!