ESL/ESOL

I have been teaching ESL/ESFL/ESOL to beginning, intermediate, and advanced students for the last 12 years. I teach pronunciation, grammar, vocabulary, listening and conversation skills, reading, and writing. With respect to pronunciation, I rely heavily on the well-known work of Celce-Murcia et al., in particular on their book, "Teaching Pronunciation." I utilize both (A) "intuitive/imitative" and (B) "analytic/linguistic" approaches. (A) depends on the student's ability to listen to and imitate me, the model of English pronunciation. (B) uses information and tools such as a phonetic alphabet (e.g., the International Phonetic Alphabet or IPA), articulatory descriptions, charts of the vocal apparatus, etc.--all of which serves to focus attention on the sounds and rhythms of English as well as to supplement (A).

Elementary Math

For the last 20+ years I have taught the following math skills to elementary school children: Kindergarteners: shapes, numbers, counting, one-to-one correspondence with objects, solving simple word problems involving joining and taking away, and comparing objects in relation to size or measurement amount. 1st and 2nd graders: counting strategies, recognizing number patterns, numbers in relation to tens and ones, writing and solving one-digit addition and subtraction problems, units of measure, place value to 100, adding and subtracting three-digit numbers, estimating solutions, odd vs. even numbers, multistep word problems, telling time to the hour and half-hour, and currency of change to $1 and bills to $100. 3rd and 4th graders: multiplication and division, fractions, numbers to the 100,000s and millions, telling time to the minute, calculating elapsed time, charts and graphs, problem solving, multiplying multidigit numbers and decimals, calculating area using base and height, and comparing and ordering decimals and fractions. 5th and 6th graders: calculating quotients mentally, dividing multidigit numbers with remainders, adding and subtracting decimals and fractions, prime factorization, order of operations, surface area, line and double bar graphs, dividing fractions and decimals in standard form, word problems, comparing ratio and rates, solving one- and two-step linear equations and inequalities, solving problems given formulas, pi, mean, median, and mode.

Reading

I have been successfully tutoring elementary school through high school reading for more than 15 years.

Study Skills

I have an extensive background in the use and promotion of effective study skills, including those pertaining to note taking, reading texts, the mechanics and organization of writing essays, test preparation, and time management. For the last 22 years I have taught these skills to elementary, middle, high school, and college students according to the methods I have learned through my own experience and those advocated by books such as "How to Study" and "What Smart Students Know." Such methods include SQ3R (Survey, Question, Read, Recite, Review) and Mind Mapping.

ACT English

I employ a number of techniques to help my students improve their ACT English scores in the most efficient ways possible. These techniques include the use of two highly-rated test prep books and the assigning of my own material, which extensively teaches and then, by way of exercises, reinforces knowledge of the following: punctuation, grammar, usage, sentence structure, strategy, organization, and style. I teach my students to quickly determine when the language of the English section's answers are the most Consistent with the surrounding language of the passages—consistent in tense and in agreement between subject and verb—which answers are the most Clear, the most Complete, and the most Concise (the "4 C's"). These answers are usually the correct ones. I also teach them the "5-Step Approach:" 1) Identify the Topic, 2) Use POE (process of elimination), 3) Use Context, 4) Trust Your Ear but Verify, and 5) Don't Fix What Isn't Broken. I also have them take numerous practice tests (on their own time) under conditions that are as similar to official testing conditions as possible. Finally (time-permitting), we review past material to reinforce that material.

English

I have been tutoring elementary-level English to college-level English for more than 20 years. My students range from beginning readers to Ph.D. students. I help these students with mechanics (capitalization, punctuation, and spelling) and grammar (the structure of words, phrases, clauses, and sentences). I help prepare students for the ACT, SAT, and GRE. I assist them in their review of exam material, provide feedback on and discuss questions about the literature they are assigned, and help them improve their vocabulary. I proofread, edit, and help them write papers, essays, theses, and dissertations. Most importantly, I help motivate students to perform to the best of their abilities.

ESL/ESOL

I have been teaching ESL/ESFL/ESOL to beginning, intermediate, and advanced students for the last 12 years. I teach pronunciation, grammar, vocabulary, listening and conversation skills, reading, and writing. With respect to pronunciation, I rely heavily on the well-known work of Celce-Murcia et al., in particular on their book, "Teaching Pronunciation." I utilize both (A) "intuitive/imitative" and (B) "analytic/linguistic" approaches. (A) depends on the student's ability to listen to and imitate me, the model of English pronunciation. (B) uses information and tools such as a phonetic alphabet (e.g., the International Phonetic Alphabet or IPA), articulatory descriptions, charts of the vocal apparatus, etc.--all of which serves to focus attention on the sounds and rhythms of English as well as to supplement (A).

Reading

I have been successfully tutoring elementary school through high school reading for more than 15 years.

Writing

Throughout my college and graduate college career, I have written literally hundreds of papers, and I have done so with the utmost professionalism. Likewise, I have assisted many students and professionals greatly improve their writing skills and/or grades over the years. In addition to providing proofreading, when appropriate, and grammar, mechanics, style, structure, and organization instruction, I generally abide by the following lesson plan: 1. Writing objectives are chosen 2. Writing exercises that help focus on the specific objectives are used 3. The subject matter is linked to the student's needs 4. Feedback by way of correction to the student's mistakes is provided 5. The student is asked to revise his or her own work (with help from me only to the extent that it is necessary).

Algebra 1

I have been very good at math since I was in elementary school, always placing two years ahead of most of the other students. In 12th grade, I took Calculus and received straight A's. I am particularly skilled at algebra, which I have been tutoring for the last 21 years with much success. I started out teaching my younger siblings, who soon got their friends to tutor with me. I use both innovative and time-tested techniques to help students learn the material the most effectively.

Algebra 2

I have been very good at math since I was in elementary school, always placing two years ahead of most of the other students. In 12th grade, I took Calculus and received straight A's. I am particularly skilled at algebra, which I have been tutoring for the last 21 years with much success. I started out teaching my younger siblings, who soon got their friends to tutor with me. Then in college, I tutored in my spare time. I use both innovative and time-tested techniques to help students learn the material the most efficiently and effectively. These techniques include (but are not limited to) using both assigned and unassigned texts/material and my own system, which I've developed over the years.

English

I have been tutoring elementary-level English to college-level English for more than 20 years. My students range from beginning readers to Ph.D. students. I help these students with mechanics (capitalization, punctuation, and spelling) and grammar (the structure of words, phrases, clauses, and sentences). I help prepare students for the ACT, SAT, and GRE. I assist them in their review of exam material, provide feedback on and discuss questions about the literature they are assigned, and help them improve their vocabulary. I proofread, edit, and help them write papers, essays, theses, and dissertations. Most importantly, I help motivate students to perform to the best of their abilities.

ESL/ESOL

I have been teaching ESL/ESFL/ESOL to beginning, intermediate, and advanced students for the last 12 years. I teach pronunciation, grammar, vocabulary, listening and conversation skills, reading, and writing. With respect to pronunciation, I rely heavily on the well-known work of Celce-Murcia et al., in particular on their book, "Teaching Pronunciation." I utilize both (A) "intuitive/imitative" and (B) "analytic/linguistic" approaches. (A) depends on the student's ability to listen to and imitate me, the model of English pronunciation. (B) uses information and tools such as a phonetic alphabet (e.g., the International Phonetic Alphabet or IPA), articulatory descriptions, charts of the vocal apparatus, etc.--all of which serves to focus attention on the sounds and rhythms of English as well as to supplement (A).

Geometry

I have had the pleasure of teaching geometry, in addition to other subjects, for a long time. I get my students to understand geometry's underlying concepts as well as teach them time saving shortcuts to its vast array of problems — both are vital to an understanding that increases test scores and grades. Specifically, I encourage memorization of concepts, theorems, and formulas. Familiarity with its "tools" is one key to its successful mastery. I also quiz students regularly to ensure solid foundations are built, and I incorporate flash cards (that I’ve made or can be made by them—it depends on a student’s learning style) to facilitate memorization. I clearly explain each concept and discuss each new area in depth before having them attempt to solve problems. I use worksheets and handouts to visually explain ideas. I build upon previous lessons, and I demonstrate geometry’s practical applications to everyday life (e.g., geometry is used to sink complex shots in billiards/pool).

Prealgebra

I have helped many students over the last twenty-plus years improve their Prealgebra grades. I have done this by supplementing classroom instruction with several effective techniques, which come from their assigned textbooks and study materials and from non-class-assigned material specifically designed for Pre-algebra; they also come from a long list of resources I have designed myself over the years. Having fun is a part of my teaching style! I have had a lot of success with incorporating games and technology into the instruction. That said, structure is key. Students achieve poor results without adequate structure, whereas they thrive when they are adequately prepared for tutoring sessions and complete their assignments on time. (Of course, a reasonable amount of flexibility is maintained.) I emphasize making lists of important theorems, properties, and formulas; studying outside of class regularly; working on homework every day; studying for one-and-a-half to two hours for each classroom hour; reading the textbook effectively; taking good notes in class; making summary sheets; and reviewing material frequently. It’s important for students to experience productive struggle. When they struggle, I refrain from automatically solving problems for them. Instead, I provide feedback; I ask probing questions that guide them to the answers, often by suggesting where and how they can find them (e.g., their notes or on a certain textbook page). Students typically struggle the most with abstract thinking, for which they expect to solve problems with rote memory or algorithms. Instead, I teach them to think through the problems one step at a time, beginning with what they already know. If it’s discovered that they don’t know rudimentary and prerequisite concepts, those concepts are probed further until adequate-to-complete understanding is achieved. It’s also important for students to embrace mistakes. When my students make mistakes, I typically thank them because making mistakes is fundamental to learning; it’s an exc

Precalculus

I have been teaching pre-calculus (in addition to a number of other subjects) for quite awhile now. I use a variety of proven techniques to help my student understand the underlying concepts. After meticulously showing students how problems are solved, I give them handouts that reinforce the concepts. I do not move on to other topics until they thoroughly understand the current ideas, and I have them review past concepts to further reinforce them. Not only do I teach them what to learn, I teach them how to learn in the most effective and efficient ways possible. It is always a joy to see the reactions I get from my students when they, after having struggled with difficult concepts for a long time, finally get it.

Reading

I have been successfully tutoring elementary school through high school reading for more than 15 years.

SAT Math

I have helped many college hopefuls over the last twenty-plus years successfully prepare for SAT Math. I have done so by teaching them several effective techniques, which come from books and study materials specifically designed for SAT Math; they also come from resources I have produced myself. "Plugging in" and using the process of elimination are just two of these techniques. These methods supplant the need to master the various types of SAT Math (including Plane Geometry and Trigonometry, though I certainly teach these as well). I also teach highly effective study skills, including making lists of important theorems, properties, and formulas; studying outside of class regularly; working on homework every day; studying for at least two hours for each classroom hour; reading the textbook effectively; taking good notes in class; making summary sheets; and reviewing material frequently.

Study Skills

I have an extensive background in the use and promotion of effective study skills, including those pertaining to note taking, reading texts, the mechanics and organization of writing essays, test preparation, and time management. For the last 22 years I have taught these skills to elementary, middle, high school, and college students according to the methods I have learned through my own experience and those advocated by books such as "How to Study" and "What Smart Students Know." Such methods include SQ3R (Survey, Question, Read, Recite, Review) and Mind Mapping.

Writing

Throughout my college and graduate college career, I have written literally hundreds of papers, and I have done so with the utmost professionalism. Likewise, I have assisted many students and professionals greatly improve their writing skills and/or grades over the years. In addition to providing proofreading, when appropriate, and grammar, mechanics, style, structure, and organization instruction, I generally abide by the following lesson plan: 1. Writing objectives are chosen 2. Writing exercises that help focus on the specific objectives are used 3. The subject matter is linked to the student's needs 4. Feedback by way of correction to the student's mistakes is provided 5. The student is asked to revise his or her own work (with help from me only to the extent that it is necessary).

ESL/ESOL

I have been teaching ESL/ESFL/ESOL to beginning, intermediate, and advanced students for the last 12 years. I teach pronunciation, grammar, vocabulary, listening and conversation skills, reading, and writing. With respect to pronunciation, I rely heavily on the well-known work of Celce-Murcia et al., in particular on their book, "Teaching Pronunciation." I utilize both (A) "intuitive/imitative" and (B) "analytic/linguistic" approaches. (A) depends on the student's ability to listen to and imitate me, the model of English pronunciation. (B) uses information and tools such as a phonetic alphabet (e.g., the International Phonetic Alphabet or IPA), articulatory descriptions, charts of the vocal apparatus, etc.--all of which serves to focus attention on the sounds and rhythms of English as well as to supplement (A).

ACT Math

I have helped many college hopefuls over the last twenty-plus years successfully prepare for the ACT (and SAT) Math section. I have done so by providing these students with a number of very effective techniques. Such techniques come from books and study materials specifically designed for ACT math. Examples of these strategies are 'plugging in' and the 'process of elimination,' which supplant the need for having mastered all of the various types of ACT math, e.g., Plane Geometry and Trigonometry--though I certainly teach these as well. I also instill in students good math studying techniques in general, including working on math homework every day, for a certain number of hours a day, depending upon the particular student's needs; reading textbook(s) properly; proper note taking; making summary sheets; making lists of important theorems, properties, and formulas; and reviewing material frequently.

Algebra 1

I have been very good at math since I was in elementary school, always placing two years ahead of most of the other students. In 12th grade, I took Calculus and received straight A's. I am particularly skilled at algebra, which I have been tutoring for the last 21 years with much success. I started out teaching my younger siblings, who soon got their friends to tutor with me. I use both innovative and time-tested techniques to help students learn the material the most effectively.

Algebra 2

I have been very good at math since I was in elementary school, always placing two years ahead of most of the other students. In 12th grade, I took Calculus and received straight A's. I am particularly skilled at algebra, which I have been tutoring for the last 21 years with much success. I started out teaching my younger siblings, who soon got their friends to tutor with me. Then in college, I tutored in my spare time. I use both innovative and time-tested techniques to help students learn the material the most efficiently and effectively. These techniques include (but are not limited to) using both assigned and unassigned texts/material and my own system, which I've developed over the years.

Geometry

I have had the pleasure of teaching geometry, in addition to other subjects, for a long time. I get my students to understand geometry's underlying concepts as well as teach them time saving shortcuts to its vast array of problems — both are vital to an understanding that increases test scores and grades. Specifically, I encourage memorization of concepts, theorems, and formulas. Familiarity with its "tools" is one key to its successful mastery. I also quiz students regularly to ensure solid foundations are built, and I incorporate flash cards (that I’ve made or can be made by them—it depends on a student’s learning style) to facilitate memorization. I clearly explain each concept and discuss each new area in depth before having them attempt to solve problems. I use worksheets and handouts to visually explain ideas. I build upon previous lessons, and I demonstrate geometry’s practical applications to everyday life (e.g., geometry is used to sink complex shots in billiards/pool).

Prealgebra

I have helped many students over the last twenty-plus years improve their Prealgebra grades. I have done this by supplementing classroom instruction with several effective techniques, which come from their assigned textbooks and study materials and from non-class-assigned material specifically designed for Pre-algebra; they also come from a long list of resources I have designed myself over the years. Having fun is a part of my teaching style! I have had a lot of success with incorporating games and technology into the instruction. That said, structure is key. Students achieve poor results without adequate structure, whereas they thrive when they are adequately prepared for tutoring sessions and complete their assignments on time. (Of course, a reasonable amount of flexibility is maintained.) I emphasize making lists of important theorems, properties, and formulas; studying outside of class regularly; working on homework every day; studying for one-and-a-half to two hours for each classroom hour; reading the textbook effectively; taking good notes in class; making summary sheets; and reviewing material frequently. It’s important for students to experience productive struggle. When they struggle, I refrain from automatically solving problems for them. Instead, I provide feedback; I ask probing questions that guide them to the answers, often by suggesting where and how they can find them (e.g., their notes or on a certain textbook page). Students typically struggle the most with abstract thinking, for which they expect to solve problems with rote memory or algorithms. Instead, I teach them to think through the problems one step at a time, beginning with what they already know. If it’s discovered that they don’t know rudimentary and prerequisite concepts, those concepts are probed further until adequate-to-complete understanding is achieved. It’s also important for students to embrace mistakes. When my students make mistakes, I typically thank them because making mistakes is fundamental to learning; it’s an exc

Precalculus

I have been teaching pre-calculus (in addition to a number of other subjects) for quite awhile now. I use a variety of proven techniques to help my student understand the underlying concepts. After meticulously showing students how problems are solved, I give them handouts that reinforce the concepts. I do not move on to other topics until they thoroughly understand the current ideas, and I have them review past concepts to further reinforce them. Not only do I teach them what to learn, I teach them how to learn in the most effective and efficient ways possible. It is always a joy to see the reactions I get from my students when they, after having struggled with difficult concepts for a long time, finally get it.

SAT Math

I have helped many college hopefuls over the last twenty-plus years successfully prepare for SAT Math. I have done so by teaching them several effective techniques, which come from books and study materials specifically designed for SAT Math; they also come from resources I have produced myself. "Plugging in" and using the process of elimination are just two of these techniques. These methods supplant the need to master the various types of SAT Math (including Plane Geometry and Trigonometry, though I certainly teach these as well). I also teach highly effective study skills, including making lists of important theorems, properties, and formulas; studying outside of class regularly; working on homework every day; studying for at least two hours for each classroom hour; reading the textbook effectively; taking good notes in class; making summary sheets; and reviewing material frequently.

Algebra 1

I have been very good at math since I was in elementary school, always placing two years ahead of most of the other students. In 12th grade, I took Calculus and received straight A's. I am particularly skilled at algebra, which I have been tutoring for the last 21 years with much success. I started out teaching my younger siblings, who soon got their friends to tutor with me. I use both innovative and time-tested techniques to help students learn the material the most effectively.

Algebra 2

I have been very good at math since I was in elementary school, always placing two years ahead of most of the other students. In 12th grade, I took Calculus and received straight A's. I am particularly skilled at algebra, which I have been tutoring for the last 21 years with much success. I started out teaching my younger siblings, who soon got their friends to tutor with me. Then in college, I tutored in my spare time. I use both innovative and time-tested techniques to help students learn the material the most efficiently and effectively. These techniques include (but are not limited to) using both assigned and unassigned texts/material and my own system, which I've developed over the years.

English

I have been tutoring elementary-level English to college-level English for more than 20 years. My students range from beginning readers to Ph.D. students. I help these students with mechanics (capitalization, punctuation, and spelling) and grammar (the structure of words, phrases, clauses, and sentences). I help prepare students for the ACT, SAT, and GRE. I assist them in their review of exam material, provide feedback on and discuss questions about the literature they are assigned, and help them improve their vocabulary. I proofread, edit, and help them write papers, essays, theses, and dissertations. Most importantly, I help motivate students to perform to the best of their abilities.

ESL/ESOL

I have been teaching ESL/ESFL/ESOL to beginning, intermediate, and advanced students for the last 12 years. I teach pronunciation, grammar, vocabulary, listening and conversation skills, reading, and writing. With respect to pronunciation, I rely heavily on the well-known work of Celce-Murcia et al., in particular on their book, "Teaching Pronunciation." I utilize both (A) "intuitive/imitative" and (B) "analytic/linguistic" approaches. (A) depends on the student's ability to listen to and imitate me, the model of English pronunciation. (B) uses information and tools such as a phonetic alphabet (e.g., the International Phonetic Alphabet or IPA), articulatory descriptions, charts of the vocal apparatus, etc.--all of which serves to focus attention on the sounds and rhythms of English as well as to supplement (A).

Geometry

I have had the pleasure of teaching geometry, in addition to other subjects, for a long time. I get my students to understand geometry's underlying concepts as well as teach them time saving shortcuts to its vast array of problems — both are vital to an understanding that increases test scores and grades. Specifically, I encourage memorization of concepts, theorems, and formulas. Familiarity with its "tools" is one key to its successful mastery. I also quiz students regularly to ensure solid foundations are built, and I incorporate flash cards (that I’ve made or can be made by them—it depends on a student’s learning style) to facilitate memorization. I clearly explain each concept and discuss each new area in depth before having them attempt to solve problems. I use worksheets and handouts to visually explain ideas. I build upon previous lessons, and I demonstrate geometry’s practical applications to everyday life (e.g., geometry is used to sink complex shots in billiards/pool).

Prealgebra

I have helped many students over the last twenty-plus years improve their Prealgebra grades. I have done this by supplementing classroom instruction with several effective techniques, which come from their assigned textbooks and study materials and from non-class-assigned material specifically designed for Pre-algebra; they also come from a long list of resources I have designed myself over the years. Having fun is a part of my teaching style! I have had a lot of success with incorporating games and technology into the instruction. That said, structure is key. Students achieve poor results without adequate structure, whereas they thrive when they are adequately prepared for tutoring sessions and complete their assignments on time. (Of course, a reasonable amount of flexibility is maintained.) I emphasize making lists of important theorems, properties, and formulas; studying outside of class regularly; working on homework every day; studying for one-and-a-half to two hours for each classroom hour; reading the textbook effectively; taking good notes in class; making summary sheets; and reviewing material frequently. It’s important for students to experience productive struggle. When they struggle, I refrain from automatically solving problems for them. Instead, I provide feedback; I ask probing questions that guide them to the answers, often by suggesting where and how they can find them (e.g., their notes or on a certain textbook page). Students typically struggle the most with abstract thinking, for which they expect to solve problems with rote memory or algorithms. Instead, I teach them to think through the problems one step at a time, beginning with what they already know. If it’s discovered that they don’t know rudimentary and prerequisite concepts, those concepts are probed further until adequate-to-complete understanding is achieved. It’s also important for students to embrace mistakes. When my students make mistakes, I typically thank them because making mistakes is fundamental to learning; it’s an exc

Precalculus

I have been teaching pre-calculus (in addition to a number of other subjects) for quite awhile now. I use a variety of proven techniques to help my student understand the underlying concepts. After meticulously showing students how problems are solved, I give them handouts that reinforce the concepts. I do not move on to other topics until they thoroughly understand the current ideas, and I have them review past concepts to further reinforce them. Not only do I teach them what to learn, I teach them how to learn in the most effective and efficient ways possible. It is always a joy to see the reactions I get from my students when they, after having struggled with difficult concepts for a long time, finally get it.

Reading

I have been successfully tutoring elementary school through high school reading for more than 15 years.

Study Skills

I have an extensive background in the use and promotion of effective study skills, including those pertaining to note taking, reading texts, the mechanics and organization of writing essays, test preparation, and time management. For the last 22 years I have taught these skills to elementary, middle, high school, and college students according to the methods I have learned through my own experience and those advocated by books such as "How to Study" and "What Smart Students Know." Such methods include SQ3R (Survey, Question, Read, Recite, Review) and Mind Mapping.

Writing

Throughout my college and graduate college career, I have written literally hundreds of papers, and I have done so with the utmost professionalism. Likewise, I have assisted many students and professionals greatly improve their writing skills and/or grades over the years. In addition to providing proofreading, when appropriate, and grammar, mechanics, style, structure, and organization instruction, I generally abide by the following lesson plan: 1. Writing objectives are chosen 2. Writing exercises that help focus on the specific objectives are used 3. The subject matter is linked to the student's needs 4. Feedback by way of correction to the student's mistakes is provided 5. The student is asked to revise his or her own work (with help from me only to the extent that it is necessary).

Guitar

I have been playing guitar for about 32 years. I graduated with honors from Musician's Institute in Hollywood, CA in 1988. I play and teach many styles, including rock, blues, country, classical and jazz. I have been teaching guitar for over 20 years and have had a lot of success. It's the greatest instrument in the world!

ESL/ESOL

I have been teaching ESL/ESFL/ESOL to beginning, intermediate, and advanced students for the last 12 years. I teach pronunciation, grammar, vocabulary, listening and conversation skills, reading, and writing. With respect to pronunciation, I rely heavily on the well-known work of Celce-Murcia et al., in particular on their book, "Teaching Pronunciation." I utilize both (A) "intuitive/imitative" and (B) "analytic/linguistic" approaches. (A) depends on the student's ability to listen to and imitate me, the model of English pronunciation. (B) uses information and tools such as a phonetic alphabet (e.g., the International Phonetic Alphabet or IPA), articulatory descriptions, charts of the vocal apparatus, etc.--all of which serves to focus attention on the sounds and rhythms of English as well as to supplement (A).

Study Skills

I have an extensive background in the use and promotion of effective study skills, including those pertaining to note taking, reading texts, the mechanics and organization of writing essays, test preparation, and time management. For the last 22 years I have taught these skills to elementary, middle, high school, and college students according to the methods I have learned through my own experience and those advocated by books such as "How to Study" and "What Smart Students Know." Such methods include SQ3R (Survey, Question, Read, Recite, Review) and Mind Mapping.

Study Skills

I have an extensive background in the use and promotion of effective study skills, including those pertaining to note taking, reading texts, the mechanics and organization of writing essays, test preparation, and time management. For the last 22 years I have taught these skills to elementary, middle, high school, and college students according to the methods I have learned through my own experience and those advocated by books such as "How to Study" and "What Smart Students Know." Such methods include SQ3R (Survey, Question, Read, Recite, Review) and Mind Mapping.

Algebra 1

I have been very good at math since I was in elementary school, always placing two years ahead of most of the other students. In 12th grade, I took Calculus and received straight A's. I am particularly skilled at algebra, which I have been tutoring for the last 21 years with much success. I started out teaching my younger siblings, who soon got their friends to tutor with me. I use both innovative and time-tested techniques to help students learn the material the most effectively.

Algebra 2

I have been very good at math since I was in elementary school, always placing two years ahead of most of the other students. In 12th grade, I took Calculus and received straight A's. I am particularly skilled at algebra, which I have been tutoring for the last 21 years with much success. I started out teaching my younger siblings, who soon got their friends to tutor with me. Then in college, I tutored in my spare time. I use both innovative and time-tested techniques to help students learn the material the most efficiently and effectively. These techniques include (but are not limited to) using both assigned and unassigned texts/material and my own system, which I've developed over the years.

ESL/ESOL

I have been teaching ESL/ESFL/ESOL to beginning, intermediate, and advanced students for the last 12 years. I teach pronunciation, grammar, vocabulary, listening and conversation skills, reading, and writing. With respect to pronunciation, I rely heavily on the well-known work of Celce-Murcia et al., in particular on their book, "Teaching Pronunciation." I utilize both (A) "intuitive/imitative" and (B) "analytic/linguistic" approaches. (A) depends on the student's ability to listen to and imitate me, the model of English pronunciation. (B) uses information and tools such as a phonetic alphabet (e.g., the International Phonetic Alphabet or IPA), articulatory descriptions, charts of the vocal apparatus, etc.--all of which serves to focus attention on the sounds and rhythms of English as well as to supplement (A).

GED

I have been helping students prepare for and pass the math, English, writing, science, and social studies portions of the GED test for more than 10 years (although the format of the GED has changed somewhat over the years). I do this primarily by supplementing GED test preparation books with my own techniques that I've used to help students prepare for and pass school-based tests and courses in each of the above-listed areas for over 20 years.

Geometry

I have had the pleasure of teaching geometry, in addition to other subjects, for a long time. I get my students to understand geometry's underlying concepts as well as teach them time saving shortcuts to its vast array of problems — both are vital to an understanding that increases test scores and grades. Specifically, I encourage memorization of concepts, theorems, and formulas. Familiarity with its "tools" is one key to its successful mastery. I also quiz students regularly to ensure solid foundations are built, and I incorporate flash cards (that I’ve made or can be made by them—it depends on a student’s learning style) to facilitate memorization. I clearly explain each concept and discuss each new area in depth before having them attempt to solve problems. I use worksheets and handouts to visually explain ideas. I build upon previous lessons, and I demonstrate geometry’s practical applications to everyday life (e.g., geometry is used to sink complex shots in billiards/pool).

Reading

I have been successfully tutoring elementary school through high school reading for more than 15 years.

SAT Math

I have helped many college hopefuls over the last twenty-plus years successfully prepare for SAT Math. I have done so by teaching them several effective techniques, which come from books and study materials specifically designed for SAT Math; they also come from resources I have produced myself. "Plugging in" and using the process of elimination are just two of these techniques. These methods supplant the need to master the various types of SAT Math (including Plane Geometry and Trigonometry, though I certainly teach these as well). I also teach highly effective study skills, including making lists of important theorems, properties, and formulas; studying outside of class regularly; working on homework every day; studying for at least two hours for each classroom hour; reading the textbook effectively; taking good notes in class; making summary sheets; and reviewing material frequently.

Study Skills

I have an extensive background in the use and promotion of effective study skills, including those pertaining to note taking, reading texts, the mechanics and organization of writing essays, test preparation, and time management. For the last 22 years I have taught these skills to elementary, middle, high school, and college students according to the methods I have learned through my own experience and those advocated by books such as "How to Study" and "What Smart Students Know." Such methods include SQ3R (Survey, Question, Read, Recite, Review) and Mind Mapping.

Writing

Throughout my college and graduate college career, I have written literally hundreds of papers, and I have done so with the utmost professionalism. Likewise, I have assisted many students and professionals greatly improve their writing skills and/or grades over the years. In addition to providing proofreading, when appropriate, and grammar, mechanics, style, structure, and organization instruction, I generally abide by the following lesson plan: 1. Writing objectives are chosen 2. Writing exercises that help focus on the specific objectives are used 3. The subject matter is linked to the student's needs 4. Feedback by way of correction to the student's mistakes is provided 5. The student is asked to revise his or her own work (with help from me only to the extent that it is necessary).

ACT English

I employ a number of techniques to help my students improve their ACT English scores in the most efficient ways possible. These techniques include the use of two highly-rated test prep books and the assigning of my own material, which extensively teaches and then, by way of exercises, reinforces knowledge of the following: punctuation, grammar, usage, sentence structure, strategy, organization, and style. I teach my students to quickly determine when the language of the English section's answers are the most Consistent with the surrounding language of the passages—consistent in tense and in agreement between subject and verb—which answers are the most Clear, the most Complete, and the most Concise (the "4 C's"). These answers are usually the correct ones. I also teach them the "5-Step Approach:" 1) Identify the Topic, 2) Use POE (process of elimination), 3) Use Context, 4) Trust Your Ear but Verify, and 5) Don't Fix What Isn't Broken. I also have them take numerous practice tests (on their own time) under conditions that are as similar to official testing conditions as possible. Finally (time-permitting), we review past material to reinforce that material.

ACT Math

I have helped many college hopefuls over the last twenty-plus years successfully prepare for the ACT (and SAT) Math section. I have done so by providing these students with a number of very effective techniques. Such techniques come from books and study materials specifically designed for ACT math. Examples of these strategies are 'plugging in' and the 'process of elimination,' which supplant the need for having mastered all of the various types of ACT math, e.g., Plane Geometry and Trigonometry--though I certainly teach these as well. I also instill in students good math studying techniques in general, including working on math homework every day, for a certain number of hours a day, depending upon the particular student's needs; reading textbook(s) properly; proper note taking; making summary sheets; making lists of important theorems, properties, and formulas; and reviewing material frequently.

ASVAB

I have helped numerous students over the years significantly improve their ASVAB (and ACT, SAT, and GMAT) scores. I use a variety of proven and time-tested techniques, both my own and those from books specifically designed to prepare students for this important test.

GED

I have been helping students prepare for and pass the math, English, writing, science, and social studies portions of the GED test for more than 10 years (although the format of the GED has changed somewhat over the years). I do this primarily by supplementing GED test preparation books with my own techniques that I've used to help students prepare for and pass school-based tests and courses in each of the above-listed areas for over 20 years.

SAT Math

I have helped many college hopefuls over the last twenty-plus years successfully prepare for SAT Math. I have done so by teaching them several effective techniques, which come from books and study materials specifically designed for SAT Math; they also come from resources I have produced myself. "Plugging in" and using the process of elimination are just two of these techniques. These methods supplant the need to master the various types of SAT Math (including Plane Geometry and Trigonometry, though I certainly teach these as well). I also teach highly effective study skills, including making lists of important theorems, properties, and formulas; studying outside of class regularly; working on homework every day; studying for at least two hours for each classroom hour; reading the textbook effectively; taking good notes in class; making summary sheets; and reviewing material frequently.