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Michael P.

Knowledgeable, Professional, Enthusiastic, Accessible, and Effective

Knowledgeable, Professional, Enthusiastic, Accessible, and Effective

$60/hour

  • 639 hours tutoring

  • Geneva, IL 60134

About Michael


Bio

I can help you understand and use Chemistry, Physics, Physical Chemistry, Math, Statistics, Multimedia Instructional Content, Adobe CC, Microsoft Office, Blackboard Learn, Web Services, and Cloud Storage.

-- Why Do I Want to Help You, Other Students, and Teachers with all this Stuff?

I began tutoring science and math while I was in high school. I have always enjoyed helping others learn and understand. I regularly receive praise from the people with whom I work. I expect that you will find...

I can help you understand and use Chemistry, Physics, Physical Chemistry, Math, Statistics, Multimedia Instructional Content, Adobe CC, Microsoft Office, Blackboard Learn, Web Services, and Cloud Storage.

-- Why Do I Want to Help You, Other Students, and Teachers with all this Stuff?

I began tutoring science and math while I was in high school. I have always enjoyed helping others learn and understand. I regularly receive praise from the people with whom I work. I expect that you will find me as many people do: down to earth, knowledgeable, accessible, and very helpful.

I went to college to become a professor and to teach. I wanted to and did learn how mathematics is used in scientific explanations. While learning about science and math, I purposely also learned about the history and philosophy of science. I became trained and experienced as a theoretician--an applied mathematician who builds scientific explanations. I did become a professor teaching college students about science and mathematics.

I naturally used a lot of information technologies in my teaching and my work. Other college faculty began asking me how to use these technologies. So, I spent most of my career helping faculty--other teachers--at RU, NIU, SXU, and UIC to improve their teaching through the selective use of modern information (communication) technologies in their classrooms and online. I am thoroughly experienced teaching, building multimedia instructional content with productivity tools, and using modern learning management systems, such as Blackboard Learn and others, to distribute content.

To help others learn and teach, I have also purposely become very familiar with learning theories and their application to education. Most professors do not have this experience. That each student learns differently and can be helped differently is one of those things that I recognize and keep in mind.

-- How did I Learn about the Science and Mathematics that I Teach?

I graduated from the University of Chicago (BS) and UCSD (PhD) studying and applying chemistry, physics, and math. My teaching and research expertise falls at intersection of chemistry, physics, and mathematics in an area called "chemical physics." I was required to understand and apply concepts of classical and modern physics, thermodynamics, statistical mechanics, and a whole lot of higher math in my research. The chemistry courses that I have taught, for instance, physical chemistry, all involve providing understandable, mathematical explanations of chemical phenomenon in terms of physics.

I love understanding and using mathematics--and I love helping others do the same. My math background is extensive. I took math courses alongside of science courses each term in college, and I took more applied mathematics courses in grad school. In each science course, I was looking at how mathematics was used in building explanations. Unlike a lot of scientists, as a theoretician, I was required to use advanced mathematics in derivations and numerical analysis on a daily basis while working on my doctorate and afterward.

I taught chemistry extensively as a teaching assistant at UCSD and as an adjunct member of the faculty at San Diego City College while a graduate assistant and as an assistant and then as a tenured associate professor at Roosevelt University. These are the college courses that I have taught (each multiple times):

General Chemistry
Quantitative Chemistry
Physical Chemistry
Thermodynamics
Chemical Kinetics
Analytical Chemistry
Laboratory Automation

-- How Did I Learn about Instructional (Communication) Technologies that I Teach?

I started using information technologies in high school--before most college students had any idea what technology was. I started programming calculations as an unusual freshmen in college. I developed and used large programs and data sets in grad school.

As a young assistant professor, I started using and promoting personal computer information technologies, such as word processors, spreadsheets, illustration programs, web services, and so on, as soon as they became available. For years I have built instructional content with Word, Excel, Power Point, SoftChalk, Respondus, Camtasia Studio, Audacity, Illustrator, Photoshop, InDesign, Dreamweaver, and other products for face-to-face instruction and for web-based instruction technologies such as Blackboard Learn, CourseSites, Google, Box, Dropbox, and other web and cloud storage services.

I am a technologist who effectively helps others use and understand these "tools." I use these tools extensively for my own projects, and I have helped many people with their problems using these tools and the information technologies around them. I am a sophisticated troubleshooter. I regularly teach workshops on all parts of Blackboard Learn, web conferencing, classroom response systems, Excel and Google, PowerPoint, and other content development packages to university faculty, staff, and students.

-- Can I Help You Understand and Use all this Stuff?

Yes, and I look forward to helping you and others learn to use tools of various sorts. Algebra, calculus, chemistry, physics, Excel, Photoshop, iMovie, and Premier Pro are all tools--complicated tools, but without good instructions how to use them and someone knowledgeable to ask about those instructions when they don't make sense, those tools are useless and frustrating. I have a thorough understanding of many traditional academic and modern productivity tools. All this experience along with excellent communications skills and the experience of teaching and tutoring students and friends over the years has made me a highly effective teacher and tutor. I can help you. You will find me, as many others have, knowledgeable, professional, enthusiastic, accessible, and effective.


Education

University of Chicago
Chemistry Physics Math
University of California, San Diego (UCSD)
PhD

Policies

  • Hourly Rate: $60
  • Rate details: Please ask about Online, Semester, Group, and Multiple-session-per-week Discounts.
  • Lesson cancellation: 3 hours notice required
  • Background check passed on 12/26/2015

  • Your first lesson is backed by our Good Fit Guarantee

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Subjects

Art

Adobe Lightroom,

Adobe Lightroom

I am a serious amateur photographer, an experienced teacher, and a technologist. I use Lightroom to "develop" my images. Professionally, I provide training and support for developing multimedia instructional content. I have applied this professional experience to my personal interests and provide structured lessons for Lightroom.
Adobe Photoshop,

Adobe Photoshop

I am a serious amateur photographer, and I have shot and scanned film and have shot digital for some time. I use Lightroom and Photoshop to prepare my images for printing and for the web. I am more than happy to show you my web site once you have your payment information on file. I can teach you how to use Photoshop, Camera Raw, and Bridge, but I believe that Lightroom is generally a more useful tool for photographers. So, I can also teach you how to move to Lightroom while teaching you about Photoshop. Just the same, you will learn about the unique features of Photoshop. Photoshop does have pixel selection tools and color replacement tools not found in Lightroom, and it does have graphics tools that can be used to create pixel (bitmap) graphics from scratch. (I also teach how to use Photoshop and Illustrator together for creating graphics.) If you are "developing" raw images from your DSLR, you are no doubt using Camera Raw in Photoshop. Lightroom has everything that is in Camera Raw, in Bridge, and some, and it has the benefit that your original files are never in danger of being changed (destroyed). Even if you are "developing" JPEG images, you can use Lightroom to develop them in a nondestructive way, too. I look forward to talking with you about capturing and presenting images.
Photography

Photography

I am a serious amateur photographer, and I have shot and scanned film and have shot digital for some time. I am familiar with the work of a wide range of traditional and modern photographers and can talk in depth about camera operation--particularly exposure. I prepare my images for printing and for the web using Lightroom and occasionally Photoshop. Professionally, I provide training and support for developing multimedia instructional content. I have applied this professional experience to my personal interests and provide structured lessons for photography, Lightroom, and Photoshop.

Business

Microsoft Excel,

Microsoft Excel

I am a trained and experienced applied mathematician, an experienced teacher, and a professional technologist. I have programmed extensive calculations, but I use Excel regularly for all kinds of text processing and calculation tasks. I have regularly taught a series of Excel workshops to university faculty, staff, and students. The workshops range from basic operation to an examination of each available function.
Microsoft PowerPoint

Microsoft PowerPoint

An experienced lecturer and workshop presenter, I have for many years promoted and supported using PowerPoint to university faculty, staff, and students. I create and support narrated presentations and other presentation packages such as Google Slides and Forms, Prezi, iSpring Presenter, Techsmith Camtasia Studio/Mac, Adobe Presenter, and Adobe Captivate. I also promote and support the extensive use of graphics in presentations.

Computer

Adobe Lightroom,

Adobe Lightroom

I am a serious amateur photographer, an experienced teacher, and a technologist. I use Lightroom to "develop" my images. Professionally, I provide training and support for developing multimedia instructional content. I have applied this professional experience to my personal interests and provide structured lessons for Lightroom.
Adobe Photoshop,

Adobe Photoshop

I am a serious amateur photographer, and I have shot and scanned film and have shot digital for some time. I use Lightroom and Photoshop to prepare my images for printing and for the web. I am more than happy to show you my web site once you have your payment information on file. I can teach you how to use Photoshop, Camera Raw, and Bridge, but I believe that Lightroom is generally a more useful tool for photographers. So, I can also teach you how to move to Lightroom while teaching you about Photoshop. Just the same, you will learn about the unique features of Photoshop. Photoshop does have pixel selection tools and color replacement tools not found in Lightroom, and it does have graphics tools that can be used to create pixel (bitmap) graphics from scratch. (I also teach how to use Photoshop and Illustrator together for creating graphics.) If you are "developing" raw images from your DSLR, you are no doubt using Camera Raw in Photoshop. Lightroom has everything that is in Camera Raw, in Bridge, and some, and it has the benefit that your original files are never in danger of being changed (destroyed). Even if you are "developing" JPEG images, you can use Lightroom to develop them in a nondestructive way, too. I look forward to talking with you about capturing and presenting images.
Microsoft Excel,

Microsoft Excel

I am a trained and experienced applied mathematician, an experienced teacher, and a professional technologist. I have programmed extensive calculations, but I use Excel regularly for all kinds of text processing and calculation tasks. I have regularly taught a series of Excel workshops to university faculty, staff, and students. The workshops range from basic operation to an examination of each available function.
Microsoft PowerPoint,

Microsoft PowerPoint

An experienced lecturer and workshop presenter, I have for many years promoted and supported using PowerPoint to university faculty, staff, and students. I create and support narrated presentations and other presentation packages such as Google Slides and Forms, Prezi, iSpring Presenter, Techsmith Camtasia Studio/Mac, Adobe Presenter, and Adobe Captivate. I also promote and support the extensive use of graphics in presentations.
Photography

Photography

I am a serious amateur photographer, and I have shot and scanned film and have shot digital for some time. I am familiar with the work of a wide range of traditional and modern photographers and can talk in depth about camera operation--particularly exposure. I prepare my images for printing and for the web using Lightroom and occasionally Photoshop. Professionally, I provide training and support for developing multimedia instructional content. I have applied this professional experience to my personal interests and provide structured lessons for photography, Lightroom, and Photoshop.

Corporate Training

Microsoft Excel,

Microsoft Excel

I am a trained and experienced applied mathematician, an experienced teacher, and a professional technologist. I have programmed extensive calculations, but I use Excel regularly for all kinds of text processing and calculation tasks. I have regularly taught a series of Excel workshops to university faculty, staff, and students. The workshops range from basic operation to an examination of each available function.
Microsoft PowerPoint,

Microsoft PowerPoint

An experienced lecturer and workshop presenter, I have for many years promoted and supported using PowerPoint to university faculty, staff, and students. I create and support narrated presentations and other presentation packages such as Google Slides and Forms, Prezi, iSpring Presenter, Techsmith Camtasia Studio/Mac, Adobe Presenter, and Adobe Captivate. I also promote and support the extensive use of graphics in presentations.
Statistics

Statistics

My extensive math training and skills allows me to understand the mathematics behind statistics. My extensive experience teaching college students about science and the application of mathematics allows me to help students understand the most difficult concepts and solve the most difficult problems.

Homeschool

Algebra 1,

Algebra 1

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 1 attempts to get students to think and talk about real things with a new language. Students must recognize, create, and manipulate expressions that are new to them--algebraic expressions. The challenge of every algebra teacher is to understand how each student is thinking about these real things and how to get them thinking in terms of these new expressions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with this new language.
Algebra 2,

Algebra 2

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 2 attempts to get students to think and talk about things that happen in the real world in a compact way as relationships between two independent measurements--two variables. Students are using the new language that they (hopefully) learned in algebra 1 and are applying it in more complex situations. These relationships between variables are difficult for most students to visualize, but learning to build and use graphs is important for making these relationships concrete for students. Students must eventually recognize the variety of relationships (power, polynomial, rational, exponential, logarithmic, and trigonometric) found in the real world goes beyond simple proportionality. Besides filling in the gaps from algebra 1, the challenge of every algebra 2 teacher is to understand how each student is thinking about changing quantities in the real world and how to get them thinking in terms of these new relationships. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.
Calculus,

Calculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Calculus attempts to get students to think and talk about how two or more quantities change with respect to one another in the real world. While graphing data illustrates that measurements change and how one measurement changes because another measurement changes, calculus provides a set of procedures that give us more information about these changes. Calculus is fundamental to making predictions in any scientific analysis. While it is easy to teach calculus as a set of rules, the challenge of the best calculus teachers is to help students understand what the derivative and the integral "mean" in our everyday life. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical procedures. Unlike teachers that have only taken calculus courses, I have extensive experience as a theoretician using calculus to derive and quantify scientific explanations.
Chemistry,

Chemistry

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD), and have taught all levels of chemistry as a tenured member of the faculty at Roosevelt University. My specialty is chemical physics, thermodynamics, and physical chemistry. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.
Geometry,

Geometry

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Geometry attempts to get students to think and talk about the real world in terms of lines, angles, figures, and planes. Unlike algebra 1, geometry is concrete. Nevertheless, the power of geometry comes from recognizing recurrent similarities in the measure of angles and lines in a geometric figure. Students learn to make statements (predictions) about the measure of an angle or line based on knowledge of the similar measure of another. Students are challenged to use and extend this deductive process to extent their knowledge. Geometry teachers are challenged to understand how students see lines and angles in their world, how to get them thinking and talking in terms of the properties of these shapes, and how to get them to recognize the power of deductive analysis in mathematics and in their world. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.
Physics,

Physics

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD). My training has been heavily influenced by both physics and math. I have taught a lot of physics through courses such as physical chemistry, instrumental analysis, and thermodynamics. My experience comes from the mathematical description of chemical phenomenon in physical terms: chemical physics. I am very familiar with particle mechanics, waves, optics, atomic physics, quantum mechanics, thermodynamics, and statistical mechanics. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.
Precalculus,

Precalculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Precalculus is really "post-algebra". It is a mathematics capstone course in that it attempts to integrate all the math that came before (and add in a couple more topics). Like algebra 2, precalc attempts to get students to think and talk about things that happen in the real world as relationships between two independent measurements--two variables. These relationships are called "functions". Precalculus goes on to provide an in-depth study of the properties of these functions so that students are familiar them when they get changed by the derivative and integral in calculus. As such, precalculus requires that students effectively visualize abstract information. Besides helping students recognize what they didn't understand of algebra and trig, the challenge of every precalc teacher is to recognize and understand how each student thinks about and visualizes the abstract properties of these functions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with all this mathematics.
Statistics

Statistics

My extensive math training and skills allows me to understand the mathematics behind statistics. My extensive experience teaching college students about science and the application of mathematics allows me to help students understand the most difficult concepts and solve the most difficult problems.

Math

Algebra 1,

Algebra 1

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 1 attempts to get students to think and talk about real things with a new language. Students must recognize, create, and manipulate expressions that are new to them--algebraic expressions. The challenge of every algebra teacher is to understand how each student is thinking about these real things and how to get them thinking in terms of these new expressions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with this new language.
Algebra 2,

Algebra 2

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 2 attempts to get students to think and talk about things that happen in the real world in a compact way as relationships between two independent measurements--two variables. Students are using the new language that they (hopefully) learned in algebra 1 and are applying it in more complex situations. These relationships between variables are difficult for most students to visualize, but learning to build and use graphs is important for making these relationships concrete for students. Students must eventually recognize the variety of relationships (power, polynomial, rational, exponential, logarithmic, and trigonometric) found in the real world goes beyond simple proportionality. Besides filling in the gaps from algebra 1, the challenge of every algebra 2 teacher is to understand how each student is thinking about changing quantities in the real world and how to get them thinking in terms of these new relationships. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.
Calculus,

Calculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Calculus attempts to get students to think and talk about how two or more quantities change with respect to one another in the real world. While graphing data illustrates that measurements change and how one measurement changes because another measurement changes, calculus provides a set of procedures that give us more information about these changes. Calculus is fundamental to making predictions in any scientific analysis. While it is easy to teach calculus as a set of rules, the challenge of the best calculus teachers is to help students understand what the derivative and the integral "mean" in our everyday life. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical procedures. Unlike teachers that have only taken calculus courses, I have extensive experience as a theoretician using calculus to derive and quantify scientific explanations.
Geometry,

Geometry

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Geometry attempts to get students to think and talk about the real world in terms of lines, angles, figures, and planes. Unlike algebra 1, geometry is concrete. Nevertheless, the power of geometry comes from recognizing recurrent similarities in the measure of angles and lines in a geometric figure. Students learn to make statements (predictions) about the measure of an angle or line based on knowledge of the similar measure of another. Students are challenged to use and extend this deductive process to extent their knowledge. Geometry teachers are challenged to understand how students see lines and angles in their world, how to get them thinking and talking in terms of the properties of these shapes, and how to get them to recognize the power of deductive analysis in mathematics and in their world. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.
Linear Algebra,

Linear Algebra

As a scientist, a theoretician, and an applied mathematician, I have extensive experience using matrices--linear algebra. Learning and regularly using classical physics and quantum mechanics required an intimate knowledge of matrix algebra, group theory, and other parts of abstract algebra. I enjoy working with mathematics, and I find working with matrices, in particular, is fun. I am thrilled to be able to help you understand and enjoy working with matrices.
Physics,

Physics

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD). My training has been heavily influenced by both physics and math. I have taught a lot of physics through courses such as physical chemistry, instrumental analysis, and thermodynamics. My experience comes from the mathematical description of chemical phenomenon in physical terms: chemical physics. I am very familiar with particle mechanics, waves, optics, atomic physics, quantum mechanics, thermodynamics, and statistical mechanics. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.
Precalculus,

Precalculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Precalculus is really "post-algebra". It is a mathematics capstone course in that it attempts to integrate all the math that came before (and add in a couple more topics). Like algebra 2, precalc attempts to get students to think and talk about things that happen in the real world as relationships between two independent measurements--two variables. These relationships are called "functions". Precalculus goes on to provide an in-depth study of the properties of these functions so that students are familiar them when they get changed by the derivative and integral in calculus. As such, precalculus requires that students effectively visualize abstract information. Besides helping students recognize what they didn't understand of algebra and trig, the challenge of every precalc teacher is to recognize and understand how each student thinks about and visualizes the abstract properties of these functions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with all this mathematics.
Statistics,

Statistics

My extensive math training and skills allows me to understand the mathematics behind statistics. My extensive experience teaching college students about science and the application of mathematics allows me to help students understand the most difficult concepts and solve the most difficult problems.
Trigonometry

Trigonometry

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Trigonometry attempts to get students to think and talk about the measure of the sides and angles for triangles. Trigonometry challenges students to recognize, accept, and use abstract (sine, cosine, and similar) functions and to use a variety of formulas (identities) that use these functions. This can be a lot like assembling toys without the instructions. Teachers can help students to recognize the connections between pieces and to recognize which connectors are required for particular problems. Besides filling in the gaps from algebra and geometry, the challenge of every trigonometry teacher is to understand how each student sees triangles and imagines procedures as individual steps and as a combination of steps. These procedures extend the proof procedure in geometry using algebra. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these mathematical procedures.

Most Popular

Algebra 1,

Algebra 1

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 1 attempts to get students to think and talk about real things with a new language. Students must recognize, create, and manipulate expressions that are new to them--algebraic expressions. The challenge of every algebra teacher is to understand how each student is thinking about these real things and how to get them thinking in terms of these new expressions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with this new language.
Algebra 2,

Algebra 2

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 2 attempts to get students to think and talk about things that happen in the real world in a compact way as relationships between two independent measurements--two variables. Students are using the new language that they (hopefully) learned in algebra 1 and are applying it in more complex situations. These relationships between variables are difficult for most students to visualize, but learning to build and use graphs is important for making these relationships concrete for students. Students must eventually recognize the variety of relationships (power, polynomial, rational, exponential, logarithmic, and trigonometric) found in the real world goes beyond simple proportionality. Besides filling in the gaps from algebra 1, the challenge of every algebra 2 teacher is to understand how each student is thinking about changing quantities in the real world and how to get them thinking in terms of these new relationships. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.
Calculus,

Calculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Calculus attempts to get students to think and talk about how two or more quantities change with respect to one another in the real world. While graphing data illustrates that measurements change and how one measurement changes because another measurement changes, calculus provides a set of procedures that give us more information about these changes. Calculus is fundamental to making predictions in any scientific analysis. While it is easy to teach calculus as a set of rules, the challenge of the best calculus teachers is to help students understand what the derivative and the integral "mean" in our everyday life. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical procedures. Unlike teachers that have only taken calculus courses, I have extensive experience as a theoretician using calculus to derive and quantify scientific explanations.
Chemistry,

Chemistry

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD), and have taught all levels of chemistry as a tenured member of the faculty at Roosevelt University. My specialty is chemical physics, thermodynamics, and physical chemistry. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.
Geometry,

Geometry

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Geometry attempts to get students to think and talk about the real world in terms of lines, angles, figures, and planes. Unlike algebra 1, geometry is concrete. Nevertheless, the power of geometry comes from recognizing recurrent similarities in the measure of angles and lines in a geometric figure. Students learn to make statements (predictions) about the measure of an angle or line based on knowledge of the similar measure of another. Students are challenged to use and extend this deductive process to extent their knowledge. Geometry teachers are challenged to understand how students see lines and angles in their world, how to get them thinking and talking in terms of the properties of these shapes, and how to get them to recognize the power of deductive analysis in mathematics and in their world. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.
Physics,

Physics

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD). My training has been heavily influenced by both physics and math. I have taught a lot of physics through courses such as physical chemistry, instrumental analysis, and thermodynamics. My experience comes from the mathematical description of chemical phenomenon in physical terms: chemical physics. I am very familiar with particle mechanics, waves, optics, atomic physics, quantum mechanics, thermodynamics, and statistical mechanics. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.
Precalculus,

Precalculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Precalculus is really "post-algebra". It is a mathematics capstone course in that it attempts to integrate all the math that came before (and add in a couple more topics). Like algebra 2, precalc attempts to get students to think and talk about things that happen in the real world as relationships between two independent measurements--two variables. These relationships are called "functions". Precalculus goes on to provide an in-depth study of the properties of these functions so that students are familiar them when they get changed by the derivative and integral in calculus. As such, precalculus requires that students effectively visualize abstract information. Besides helping students recognize what they didn't understand of algebra and trig, the challenge of every precalc teacher is to recognize and understand how each student thinks about and visualizes the abstract properties of these functions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with all this mathematics.
Statistics

Statistics

My extensive math training and skills allows me to understand the mathematics behind statistics. My extensive experience teaching college students about science and the application of mathematics allows me to help students understand the most difficult concepts and solve the most difficult problems.

Science

Chemistry,

Chemistry

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD), and have taught all levels of chemistry as a tenured member of the faculty at Roosevelt University. My specialty is chemical physics, thermodynamics, and physical chemistry. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.
Physics

Physics

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD). My training has been heavily influenced by both physics and math. I have taught a lot of physics through courses such as physical chemistry, instrumental analysis, and thermodynamics. My experience comes from the mathematical description of chemical phenomenon in physical terms: chemical physics. I am very familiar with particle mechanics, waves, optics, atomic physics, quantum mechanics, thermodynamics, and statistical mechanics. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.

Summer

Algebra 1,

Algebra 1

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 1 attempts to get students to think and talk about real things with a new language. Students must recognize, create, and manipulate expressions that are new to them--algebraic expressions. The challenge of every algebra teacher is to understand how each student is thinking about these real things and how to get them thinking in terms of these new expressions. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with this new language.
Algebra 2,

Algebra 2

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Algebra 2 attempts to get students to think and talk about things that happen in the real world in a compact way as relationships between two independent measurements--two variables. Students are using the new language that they (hopefully) learned in algebra 1 and are applying it in more complex situations. These relationships between variables are difficult for most students to visualize, but learning to build and use graphs is important for making these relationships concrete for students. Students must eventually recognize the variety of relationships (power, polynomial, rational, exponential, logarithmic, and trigonometric) found in the real world goes beyond simple proportionality. Besides filling in the gaps from algebra 1, the challenge of every algebra 2 teacher is to understand how each student is thinking about changing quantities in the real world and how to get them thinking in terms of these new relationships. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.
Calculus,

Calculus

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Calculus attempts to get students to think and talk about how two or more quantities change with respect to one another in the real world. While graphing data illustrates that measurements change and how one measurement changes because another measurement changes, calculus provides a set of procedures that give us more information about these changes. Calculus is fundamental to making predictions in any scientific analysis. While it is easy to teach calculus as a set of rules, the challenge of the best calculus teachers is to help students understand what the derivative and the integral "mean" in our everyday life. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical procedures. Unlike teachers that have only taken calculus courses, I have extensive experience as a theoretician using calculus to derive and quantify scientific explanations.
Chemistry,

Chemistry

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD), and have taught all levels of chemistry as a tenured member of the faculty at Roosevelt University. My specialty is chemical physics, thermodynamics, and physical chemistry. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.
Geometry,

Geometry

You can see from my profile that I have learned and used at lot of mathematics in my career, but I am also an extraordinary teacher who can explain mathematical concepts and solve problems in understandable ways. Geometry attempts to get students to think and talk about the real world in terms of lines, angles, figures, and planes. Unlike algebra 1, geometry is concrete. Nevertheless, the power of geometry comes from recognizing recurrent similarities in the measure of angles and lines in a geometric figure. Students learn to make statements (predictions) about the measure of an angle or line based on knowledge of the similar measure of another. Students are challenged to use and extend this deductive process to extent their knowledge. Geometry teachers are challenged to understand how students see lines and angles in their world, how to get them thinking and talking in terms of the properties of these shapes, and how to get them to recognize the power of deductive analysis in mathematics and in their world. This challenge is met most effectively and satisfactorily one student at a time. I work to understand my students' thinking and to help them effectively recognize and comfortably work with these new mathematical forms.
Physics,

Physics

I have degrees in chemistry from two of the top universities in the country, the University of Chicago (BS) and UCSD (PhD). My training has been heavily influenced by both physics and math. I have taught a lot of physics through courses such as physical chemistry, instrumental analysis, and thermodynamics. My experience comes from the mathematical description of chemical phenomenon in physical terms: chemical physics. I am very familiar with particle mechanics, waves, optics, atomic physics, quantum mechanics, thermodynamics, and statistical mechanics. I am interested in scientific explanations and how they are understood. I use these interests, my interest in connecting with students, and my extensive experience to engage the students with which I work.
Statistics

Statistics

My extensive math training and skills allows me to understand the mathematics behind statistics. My extensive experience teaching college students about science and the application of mathematics allows me to help students understand the most difficult concepts and solve the most difficult problems.

Ratings and Reviews


Rating

4.9 (155 ratings)
5 star
(142)
4 star
(11)
3 star
(1)
2 star
(1)
1 star
(0)

Reviews

awesome teacher and amazing person to work with

He helped me understand all the concepts when I was teaching and he was also patient. I would highly recommend Michael to anyone looking for photography help

Andrew, 4 lessons with Michael

Knowledgeable and incredible tutor

Michael P is one of the most intelligent but down to earth tutors we have had the pleasure of being associated with. Our daughter is taking a pre-med track at Notre Dame - very, very hard and very fast course in General Chemistry I & II. The chemistry is advanced over our prior experiences with what Gen Chem used to be. Michael made the subject clear, easy to understand and was absolutely invaluable in our daughter's success (A in the course!). Not only did she get to enjoy her grade, she actually learned the subject well. For someone with so much education as Michael has, to be able to make it clear at any level without diminishing the student is absolutely amazing. We highly recommend him to anyone looking to either enhance their understanding, survive the course, or those with a desire to really understand the subject.

Bonnie, 13 lessons with Michael

An Excellent Tutor

Michael was a great tutor and big help with a difficult subject, like P-Chem. He was patient and took the extra time to go above and beyond to explain not only the HW problem, but also how one could go about solving similar questions. I also appreciated his thoroughness, as he always came prepared to our sessions. So we were able to optimize the tutoring time. It can be difficult to reach out for help, but Michael was an excellent tutor and teacher that I would highly recommend.

Heather, 16 lessons with Michael

PhD - Applied Mathematician and Extraordinary Teacher

Michael P. was an excellent tutor for my son – a senior in high school taking calculus. Michael explained the material in a methodical and detailed way. He was patient and thorough. He was one of the best math teachers that my son has ever had. I highly recommend him!

Ellen Marie, 22 lessons with Michael

Knowledgeable and Methodical

I had a physical chemistry final coming a few days after I was scheduled to meet Michael for the first time. Therefore, we had very little time to get me up to speed. While I had a bit of knowledge about quantum chemistry (which is the specific topic I wanted to focus), my foundation was very weak. I had only 1.5 hours to talk to Michael, and throughout the lesson, he was thinking about how to best make use of our time to help me prepare for my exam. He was very knowledgeable about the subject and was succinct in explaining the key concepts and techniques. I was very impressed with his conscientiousness. If you ever find yourself needing help during crunch time, Michael would be an excellent choice!

Wanye, 1 lesson with Michael

Highly Recommend His Tutoring

During the 2016-2017 school year, my daughter was tutored by Michael for AP Chemistry. Michael demonstrated a thorough knowledge of the subject and was able to clearly explain difficult concepts. We are very grateful that we found Michael and highly recommend his tutoring to future students!

Laura, 20 lessons with Michael

Expert help with calculus and chemistry!

Seven months ago I was worried that I would never pass calculus I. Not only did I pass calculus I, Michael helped me develop a deeper understanding of calculus than what was covered in class. He's really nice, understanding, and will break down complex problems for you. I was a year behind in math all of high school, took two semesters off from math in college, and was able to pass calculus I thanks to Michael's help. For expert help in calculus or chemistry look no further.

Wayne, 17 lessons with Michael

Wonderful tutor

My daughter feels that Michael explains things clearly and really helps her with Chemistry. He truly understands the material. He is also very kind, patient and flexible. He has always fit us in when we needed to add another lesson.

Courtney, 31 lessons with Michael

First session

My son liked Michael and feels he can help him bring his physics grade up. He did mention that Michael seems to be an 'AP Physics' tutor, so there may be a disconnect on level of understanding at this point - something that should be easy to resolve.

Cathy, 25 lessons with Michael
Tutor responded:

No problem, Cathy. Thanks for the feedback. It helps me tailor my working with Andrew.

Contact Michael

Response time: 2 hours

$60/hour

Michael P.

$60/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact Michael

Response time: 2 hours