University of Delaware (Electrical Engineerng)
New York University / Bell Telephone Labratories (Master's)
* A successul track record working with both college level and middle and high school students in math, physics and SAT/ACT prep. Focused on three questions: What the student knows? what the student does NOT know? and why? then using the answers to create a tutoring approach to match the student’s needs.
SUMMARY of QUALIFICATIONS
* 9 years tutoring grades 8-12 in math, physics and SAT/ACT Prep
* 9 years of teaching math and tutoring math and physics at the college level
* Overall, 700+ hours of high school and college tutoring
* Offering both In-Person and supplemental Online tutoring
* Nominated for Excellence in Teaching Award in Math
* Use of technology to reinforce the student’s self-learning process
* Masters degree from MIT
* 2nd Master's from NYU/Bell Telephone Labs (CDTP)
* Additional courses in mathematics at University of Pennsylvania
* SAT/ACT preparation
* Accuplacer Placement Test preparation
* Basic Mathematics
* Developmental Math
* Math for Elementary School Teachers, Nurses and Auto Technicians
* Geometry and Trigonometry
* Calculus 1, 2 and 3
* Differential Equations
* High school physics
* Introductory and Intermediate college Physics
* Remedial Mathematics
* 40 years in high-tech engineering, management and consulting;
* Since 2007, Adjunct Professor of Mathematics at MassBay Community College, Framingham State University and Wentworth Institute of Technology;
* Developed four (4) special Math Tutoring programs for AutoTech, BioTech, Physics and Athletes that became the foundation of an Internet-based summer program in Basic and Refreshing Mathematics;
* Recipient of two Title III grants to develop online tutoring; and to incorporate SOCRATIVE.com for the use in a "flipped classroom" environment;
* Nominated for Excellence in Teaching in FY2014;
* In conjunction with three other Adjunct Professors and three Peer Tutors and the college's CIO implemented and delivered an online, live Internet-based tutoring program for in-coming freshman to prepare them to take the Accuplacer Placement test. Involved some 70 students who could not come to campus to obtain this type of tutoring.
* An early adopter of:
... Pearson's MyMathLab and McGraw-Hill's ALEKS computer-based programs;
... Socrative.com in support of a flipped-classroom paradigm;
... Mathematica and Wolfram/Alpha to support students studying Pre Calculus and above;
* Developed and implemented a revision of MassBay's Calculus 1, 2 & 3 and Differential Equations courses under the auspices of the "best practices" of Calculus Reform;
* Provided pro-bono tutoring to METCO students at Lincoln-Sudbury High School;
* Tutored a high school student for a year in math, a subject twice failed and a requirement for graduation. He went on to college and became a highly respected, remedial math teacher - "he had walked in their shoes".
MY TEACHING PHILOSOPHY BASED ON A BLEND OF TWO EXPERIENCES
The first, a proud career as an engineer, executive, and consultant in high tech where fluency in the language of mathematics is fundamental to success. Since 2007 in academia where I \teach and tutor mathematics at the college level; and tutor middle and high school students in mathematics, physics and SAT/ACT Prep.
WHAT STUDENTS CAN EXPECT OF ME
* Approach mathematics from an application perspective;
* Treat mathematics as a language--"Mathish;"
* To be challenged to think in every class;
* A Socratic style of interaction;
* Support via the Internet, email, phone;
* High expectations of them to perform;
* Incorporate humor as a part of the learning process;
* My reward is their success. * A successul track record working with both college level and middle and high school students in math, physics and SAT/ACT prep. Focused on three questions: What the student knows? what the student does NOT know? and why? then using the answers to create a tutoring approach to match the student’s needs.
I bill for first 60 minutes regardless of time spent. In between, student can contact me via phone, email or my unique “Virtual Tutoring" system--- at no extra charge.
First time ever using a physics tutor. He is very good in understanding what you need help with and not just giving out answers. I would definitely have another lesson.
Solid foundations- great and dedicated teacher, very approachable, and has solid background. Was a great help with the new SATs.
Professor Slik has really helped my daughter improve. She obtained an 80 on honors physics midterm. She is benefitting from tutoring with you. Thank you.
This was our 1st lesson and he was a God sent. He is perfect, all you need for an impatient teenager! He goes in depth in a topic and explains the steps. Patient, excellent, caring, he is brilliant. My daughter was very happy and will learn a lot from him!!
This man knows his stuff and knows how to teach. We will be back. He had great study and test tips.
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I have tutored a number of students in math for both the SAT and ACT. What makes these tests more difficult is not the individual question but the breadth of math topics that are covered. For some students they haven't done geometry or algebra for two years -- and the skills they honed then are now dull.
There are tricks and tips that are proclaimed of how to beat the SAT/ACT -- they don't work
in lieu of good old fashion practice, practice and more practice over a protracted period time prior to the test.
Consider you decide to run this year’s Boston Marathon— to just complete it, you would have needed to start conditioning two years ago building up your stamina a little bit at a time.
Thus, preparing for the ACT is developing a conditioning plan that is tailored to the individual student's current mastery (and conversely non-mastery) --along with some simple test taking strategies.
I taught Remedial Math at the college level for 9 years. And I tutored high school students in all levels of math. My approach uses a combination of computer-based and paper-based methods to focus on three questions: What does the student know? What they don't? and How to build on the first to strengthen the second?
Over the past nine years I have both taught and tutored high school-level and college-level students in all levels of Algebra. This includes Precalculus that is Algebra plus Trigonometry. I focus on three questions:
What does the student know? What they don't? and How to build on the first to strengthen the second?
I have a Master’s Degree from MIT with 40 years of high-tech experience as a practicing electrical engineering; and have taught/tutored Differential Equations at the college level.
I have 40 years of practical experience applying the principles of physics coupled with eight years of tutoring both high-schoolers and college-level students in physics. My approach uses a combination of computer-based and paper-based methods to focus on three questions:What does the student know? What they don't? and How to build on the first to strengthen the second?
Have taught PreCalculus at the college level and tutored both college-level and high school-level students.
Having taught Calc 1, 2 and 3 I believe I have a solid understanding of what a student needs in PreCalc in order to succeed at the calculus level.
Over the past nine years I have help prepare number high school student to take the SAT. This includes both Mathematics and Physics.
I view the SAT as having two components. The instructions and the actual problem
By practicing and more practicing, the student will not have to spend much time reading and understanding the instructions.
The student needs to get comfortable with "skipping" and "guessing". Skipping a problem and then hopefully, time permitting, come back to it --thus lowering test anxiety. Guessing, get the possible answer down to two and then guess.
Both techniques do not come naturally to the student. With a discipline approach to these, the student and I can address "How To Solve" as specific problem.
My approach uses a combination of computer-based and paper-based methods to focus on three questions:What does the student know? What they don't? and How to build on the first to strengthen the second?
Over the past nine years I have both taught and tutored high school-level and college-level students in all levels of mathematics including stand-alone Trignometry and Precalculus (which is a combination of both Algebra and Trig).
In general, the students are overwhelmed by the number of equations and relationships they appear to have to memorize. Not so, there are a basic set that must be committed to memory; and after that, it is constructing more complicated ones based on this fundamental principles.
For example Pythagorean theorem and SINE , COSINE and TANGENT (the other three are simply inverses) or given a complex expression, reduce it down to SIN and COS.
My approach is to inculcate a process that shows what has to memorized and then how to solve, what appears to be, a very complex problems.