Hi! My name is Richard. I graduated from the University of Chicago with degrees in Mathematics and Computer Science, and a Minor in Physics. I'm interested in tutoring because I want to be able to give other kids the chance to have the same opportunities I've been lucky to have. I love calculus, and would love to tutor that, but I also have experience tutoring precalculus and trigonometry.
I have tutoring experience dating back to high school, when I took a class in which I worked with...
Hi! My name is Richard. I graduated from the University of Chicago with degrees in Mathematics and Computer Science, and a Minor in Physics. I'm interested in tutoring because I want to be able to give other kids the chance to have the same opportunities I've been lucky to have. I love calculus, and would love to tutor that, but I also have experience tutoring precalculus and trigonometry.
I have tutoring experience dating back to high school, when I took a class in which I worked with special education students in high school and middle school. More recently, I helped teach a summer program at my university for local high school students interested in either computer science or the health sciences, giving lectures and supporting students on assignments and projects in a classroom setting. Additionally, in the last year, I tutored high school students in math one evening a week, usually one-on-one but sometimes in small groups. Currently, I work full-time in the classroom tutoring math for middle school students.
My tutoring approach is one that aims to emphasize the student's own understanding of the material. Students learn best when they're making the big breakthroughs themselves. My role as tutor is to act as a guide, pointing students in the right direction with questions and tips, but never simply spoon-feeding them the solutions. To this end, I will work with students in planning lessons and choosing materials so they can get the most out of their time with me. I'll always help with practice problems, but if students would prefer a lecture-style overview of the content before jumping into the problems, that can be arranged as well. The goal, as mentioned, is for students to walk away with a better understanding of the material, understanding that is most efficiently gained when they think through problems themselves while receiving support along the way when needed.