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Eastern Kentucky University
University of Louisville
My name is Charles. I am a graduate of Eastern Kentucky University and have significant graduate level coursework at the University of Louisville. While I have been a certified classroom teacher in the United States and abroad, what makes me an effective tutor is my experience with having worked one-on-one with over a thousand students of diverse skill and background from the mid-90s to the present. Under my tutelage an overwhelming majority of these students have enjoyed success in their respective academic pursuits.
Student need dictates how I teach: Sometimes a student needs skill-building, other times concept clarification, and still others homework help. On the other hand, sometimes I plan and prosecute lessons as I would in a classroom, therefore, structured lessons with detailed lesson plans. However the lesson goes, my lessons are student-centered: I work at the student's pace and am governed by the students verbal and nonverbal feedback. In addition, I design my lesson to be multi-sensory, which is to say I introduce a a variety of visual aids, tactile exercises and verbal messages designed to help encode material into the memory of the learner. My name is Charles. I am a graduate of Eastern Kentucky University and have significant graduate level coursework at the University of Louisville. While I have been a certified classroom teacher in the United States and abroad, what makes me an effective tutor is my experience with having worked one-on-one with over a thousand students of diverse
Charles' knowledge isn't limited to one subject, nor one facet of any specific subject. I was tutored in a language, but even though vocabulary is one aspect, his degree in linguistics provided far more depth than I anticipated the course would involve. He also discussed several real-world applications and experiences with regard to when it becomes proper for certain words to be exchanged.
Charles was also very punctual for each of our meetings and held a very flexible schedule. His demeanor was always exceptionally polite. I would recommend Charles to anyone interested in learning any one of the multiple items he aspires to teach. I gained a sense of passion and pride that Charles takes in sharing helping people learn.
Charles was patient and able to put math functions into relatable terms. I will probably give 5 stars if future lessons are similar to this first lesson.
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For ACT English, I first help students determine the kind of questions they are being asked, objective questions such as "Where does the comma belong?" or subjective questions such as "What is the best choice?" The second kind of question is problematic because the student is asked to choose between four choices that are perfectly grammatical. The correct choice is a matter of standard usage and effectiveness. Therefore, my main focus in ACT English is centered around helping them hone their skills in determining how to judge effectiveness in writing. With the process of elimination as well as an informed understanding of "choice written" standards, students can become proficient on the English section of the test.
I have actually had Kaplan training in ACT math preparation. The key to doing well on the test is being sound is a number of areas in math, for example, reading graphs, Algebra and Geometry. However, what is even more important is test "wiseness" and finding nontraditional ways to answer the questions since student have only one minute per question. Our work will entail honing those math skills and developing creative ways of answering questions. Last, most students ignore the Trigonometry portion of the test, however, if students are sound in the other areas, I feel can help them get a few extra question from the Trigonometry questions.
The ACT Reading section features a variety genres of reading. What makes it tricky is it has objective and subjective questions. Even more, the questions sometime are not worded clearly. Therefore, it is very important to prepare by reading a variety of passages, to develop alternative ways of deciding the final answer and to exercise "test wiseness" strategies. Knowing about different cultures can also be helpful.
Algebra is the most important class in math for students who pursue higher education because its principles are pervasive in all the areas of higher math. Nevertheless, often in this class I have to reteach aspects of calculation and number sense because students do not recognize them in Algebra. For example, fractions become Algebraic fractions. Therefore, the underlying principles in the jump from pre-Algera to Algebra I are the same, only more complex. The most difficult aspect of this class is translating from English to Algebra and solving linear equations. Becoming proficient in these areas is often the goal.
Algebra 2 is a subject that unites the numeric, the symbolic and the graphic representations of math. It is the level of math were the student begins to truly use abstract concepts of finding the value of an unknown in the real world. For example, the abstract "x" becomes the real word "t" for time. Functions become more complex, but they represent real work quantities such as profits, velocities or populations.
I taught sections of American History at the high school level, and all my personal reading deals with some aspect of history, for example, economy, society and war. I believe knowing and learning from history is an essential aspect of being a good citizen. Plus, being connect to the past simply rock! History is our teacher!
I have worked with a number of students in ASVAB. I am particularly effective in helping students with the Math and English sections of the test. I also help instill "wiseness," that is, developing nontraditional methods answering questions and other way of economizing time and other resources on timed tests.
Elementary math is sometimes not so elementary. Besides calculation, this class centers around basic principles and concepts that are pervasive in other area of math including Trigonometry and Calculus. Besides, math is all around us. Even if a students is not planning on studying higher math, Elementary math principles are use every day, often without the users' being aware of it. Therefore, to be a wise consumers in every day life, learning to apply these principles effectively is essential.
I love to work with all phases of English. I have a degree in it, taught it professionally and use the skills I learned in my everyday life. It's always a pleasure to help others develop their skill in it.
In ESL/ESOL, I prefer the natural method to help students develop fluency in learning English. I actually taught ESL in Turkey for three years. In addition, on a personal level, I know what it takes to learn language. I learned Turkish by the natural method, and I strive to speak Spanish more fluently by creating natural interactions. As a linguistics student at the university, I learned a wealth of knowledge about language of the world.
My approach to geometry is visual since geometry is about the nuances of measuring the seen or the known world. The concepts of geometry are very important to other areas of math. In fact, a main goal of mine in this area of math is to show the relationship between symbolic representations and the geometric ones. My students tend to enjoy Geometry.
It is important to understand the rules of grammar so that one knows how to break those rules for effect and emphasis. I learned this while being the moderator of the Robert's Circle, a university writing club focusing on issues in English grammar. I have also written a great deal in my life as well as critiqued, edited and proofread volumes of university and business writing.
In literature, I try to give students a historic perspective of the era in which the work is written while at the same time help them develop their own interpretation of the it. Fiction can be entertaining, but it can also depict life, which is so important to the life of the mind. Literature give us knowledge, a basis for dealing with life, and perhaps most importantly, it gives us wisdom. This I believe.
The various areas of math are like a chain, and in the, let's call it Math Chain, each link is important to the links that follow. Pre-Algebra is the first link and sometimes the hardest one to master because of the intimidation of "x", the variable of the unknown, and because of the difficulty in generalizing two basic principles of solving equations, the addition principle and the multiplication principle. thus, my focus in pre-Algebra is bridging previous number sense concepts, taking the intimidation out of Algebra and imparting a sound understanding of the concepts of solving and equations.
Precalculus is for me where higher math really begins because in it have the introduction of Trigonometry in the context of Algebra. It's usually a fun class for students I've assisted with it because if they reach this level in math study, things begin to seem fascinating to them.
I am a qualified teacher of TOEFL because I taught English as a Second Language for three years at the Izmir American College in Izmir, Turkey, not to mention having had several university courses in linguistics. In addition, during my time in Turkey, on weekends I taught ESL in Turkish "lesson houses" to Turkish citizens who knew little or no English. I am curious about the world and other cultures, sensitive to the plight of immigrants and and a lover of languages. I myself speak fluent Turkish and sound Spanish.
I am a qualified tutor of Turkish because, while I taught ESL in Izmir, Turkey, from 1990 to 1993 at the American Collegiate Institute, I acclimated to Turkish culture and became fluent in the language ,such that I was able to conduct parent conferences in Turkish. Next, after I returned to the United States, I entered the University of Louisville as a graduate student in linguistics, where I demonstrated my knowledge on the structural dynamics of Turkish, and also submitted a scholarly paper to the Council on Cross-Cultural Communication concerning socio-lingusic aspects of Turkish, which was included in the conference publication. Throughout the years, I often have engaged in conversations in Turkish with native speakers and have been able to use my knowledge of language learning in general with my particular experience and engagement with Turkish language and culture to improve my language performance. Therefore, I am very comfortable with sharing my knowledge and abilities others who have an interest in learning Turkish.
Vocabulary can be very tricky because we don't see choice spoken and choice written words often. In addition, these classes of words sometimes sound like words we uses every day, but they are not. In teaching vocabulary, I use context methods, morphological origins and new word introduction.